Standard 2: Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities
to ensure inclusive learning environments that enable each learner to meet high standards.

This diversity paper was prepared for the class Exceptionalities in Children and Adolescents. It
describes my views on how individual difference and cultures are viewed in the academic world
currently, what issues are faced in this area, my personal experiences with diversity and learning
differences, and how I feel that they can be better handled to ensure an inclusive learning
environment. For these reasons, I believe that this paper addresses Standard 2.
 A Disposition for Diversity: Teaching in the 21st Century

Portfolio I

Student Name: Aaminah Durham Date: 10/15/15

Evaluator: Pritchard

CATEGORY 1 2 3 4
Information has little Information relates to the Information clearly relates to the Information clearly relates
or no relationship to main topic. Fewer than 2 main topic. It provides at least 2 to the main topic. It
Quality of the main topic. details and/or examples supporting details and/or includes several
Information are given. examples supporting details and/or
examples. X

The paper uses no The paper uses 2-3 The paper uses 4 supporting The paper uses at least 5
supporting references. supporting references references. X supporting references.
Research

Information lacks Information has limited Information is organized with Information is well
organization. organization; paragraphs well-constructed paragraphs. X organized with well-
Organization are not well-constructed. constructed paragraphs
that flow logically from
one point to the next (e.g.,
subheading, transitions).
Most sources are Most sources are All sources are accurately All sources are accurately
neither accurately accurately documented; documented with minimum documented and in correc
Sources documented nor in some are not in APA style APA-style errors. APA style.
APA style. .X

Few questions are Several questions are Most questions are addressed in All questions are
addressed in the addressed in the paper. the paper. X addressed in the paper.
Content paper.

No evidence of Demonstrates some Clearly demonstrates valuing Evidence of a mature

valuing diversity is valuing of diversity; diversity at an emerging but valuing of diversity
Content: shown. examples are shallow and genuine teaching disposition. X shown. Examples of why
"Valuing" cliché-like. this is important for the
diversity as a 21st century classroom are
teaching explained with conviction
disposition and intelligence.
 Shows no meaningful Has some experiences Communicates experiences with Gives evidence of
personal experiences with diversity, but they are diversity sincerely and comprehensive and
with diversity two-dimensional and show meaningfully at an emerging several mature
little comprehension of level and demonstrates a experiences with diversity
Content: Personal what they mean for the beginning understanding of how and a clear understanding
experiences with classroom. diversity applies to the classroom of how this applies to the
diversity X classroom

CATEGORY
1 2 3 4

Demonstrates little or Demonstrates an Demonstrates a grasp of at least Demonstrates a

Content: The no understanding of understanding of three 4 forms of diversity found in the comprehensive grasp of at
comprehensive diversity found in the forms of diversity found in classroom and a beginning least 5 forms of diversity
nature of diversity classroom (Two or the classroom. knowledge of the implications one will encounter in the
fewer forms of for teaching and learning X classroom and a deep
diversity are knowledge of the
discussed) implications for teaching
and learning.

No examples of great One great diversity issue Two great diversity issues cited More than two great
Content: History society-wide diversity cited as an example X as examples. diversity issues cited as
of diversity issues examples.

Errors in grammar There are several errors in There are few errors in grammar, There are no errors in
Mechanics and spelling are grammar, spelling, etc.; spelling, etc.; grammar, spelling, etc.
abundant;
Little evidence of editing Some evidence of editing X Clear understanding and
No evidence of thorough editing are
editing. demonstrated.

A score of 30/40 is required. If any ‘1’ ratings, student must come up with a plan of action to correct this problem. This
letter is due to the supervising professor within one week of receiving the grade.

Revised 10/22/14 - Some information and format taken from Rubistar - http://rubistar.4teachers.org/index.
Score: 31/40. Pass
A Disposition for Diversity in Education

Aaminah T. Durham

Wesleyan College

EDU 209

Professor Patrick Pritchard

October 1, 2015
 A teacher, possibly more so than any other occupation, faces all facets of diversity. It is

essential that he or she knows how to address and accommodate to these diversities. The idea is

for teachers to abstain from discrimination. However, a teacher should not entirely shy away

from differences. Instead, an educator can take advantage of diversity and make it a learning

opportunity for both herself and her students. Proper handling of diversity, of course, does not

solely benefit the teacher but especially the students. A student should feel confident that their

teachers in the classroom respect their variances and can tend to the needs of his or her learning

style.

Perhaps the most common diversity is difference in learning styles. According to the

theory of multiples intelligences presented by Howard Gardner, there exist seven types of

thinkers: visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, linguistic, and

logical-mathematical. All humans possess all or most of these intelligences, but one of these

distinct intelligences can be stronger in some individuals. As Thomas Armstrong (1999) states it,

“We have a few intelligences that stand out, some that seem average, and others that we’ve had

considerable difficulty within our lives”. Typically, the educational system is constructed in such

a way that only allows a uniform way of teaching and learning usually linguistic and somewhat

logical.

I believe it is illogical and somewhat cruel to force all children to learn the same way.

Just as we have differences in other aspects of our life such as our personalities, appearances, or

lifestyles so it is with the way we learn. Accommodations must be carried out in the classroom to

appeal to learners of all types. Through the use of technology, music, visuals and bodily

movement as well as hands-on experience, the classroom can become a full-sensory field of

creative and therefore enjoyable learning. The results of this can only be positive. In my own
personal experience, I retain more information in an interpersonal classroom where I can respond

and interact freely with my teacher and classmates.

Another difference that is often found in the classroom is disabilities. The word disability

can cover a broad range of descriptions whether it be a mild speech impairment, ADD/ADHD,

an emotional disorder, or a severe physical disability. Whatever the case, there are some general

guidelines when dealing with these types of students in the classroom. First, I think that while

these students do display differences, they should not be regarded as helpless or incapable of

learning. Society plays a big role in how disabilities are perceived. Often, we don’t fully

understand disabilities and we have fears about them, a reaction that has been historically

common. We tend to pay greater attention to what people cannot do rather than the things they

can actually achieve. We would rather keep these persons hidden and limited in their abilities.

Society as a whole holds a lot of power in this aspect and we could empower those with

disabilities if only perception and image were steered in the right direction.

This change could become immediately apparent in the scholastic system. According to

the Education for All Handicapped Children Act of 1975, all students are entitled to a free

appropriate public education (FAPE) within the least restrictive environment (LRE). In my

opinion, this means that you want to give a child the best education according to their individual

needs. This should not mean that the child is limited in what he or she is subjected to. Instead a

child should be offered information in a way that proves to be effective for their needs and meets

the standards of the state and curriculum. It should also be taught in an environment that best

suits them. This means smaller localized classrooms of their peers where the teacher can give

adequate time to each individual. If possible the child should be incorporated into a classroom

with peers without disabilities. The materials and technology of a special needs classroom ideally
should be adapted for the student’s use. These types of options should be available in every

school where it is needed and if that is not possible, a location should be made available for a

separate school that specializes in specific disabilities.

All of these aids I feel are not much help if the teacher of these classrooms is not highly

qualified. First, a teacher who teaches special education should actually want to be in that field

and not forced into it without having the disposition to teach special needs children. As with all

teachers, but especially a special education teacher, he or she’s ideal character traits should be

dedication and patience and not someone who is there simply to collect a paycheck. The teacher

should care about the complete well-being of the child. Concern should be taken to ensure the

progress of a child and whether they meet their outlined goals. If they are not doing so the

teacher should be ready to look into what can be done or changed to better meet those goals.

We often overlook diverse features that are integrated into our very person such as race,

language, ethnicity, and culture. These differences are very obvious but are often the ones

capitalized on the most for discrimination. What is key is to recognize in the classroom is that

every human being is different and instead of bullying someone for their skin color, the way they

talk or their lifestyle, their differences should be recognized and accepted. Whenever a teacher is

dealing with a culturally diverse classroom he or she should make it an effort to establish this in

her classroom.

Race in education has been and remains a major issue in history. Starting with the Jim

Crow segregation of the post-Civil War era, students were often separated because of their being

black and white. Beginning with the landmark case Brown v. Board of Education (1954),

attempts were made to reverse segregation in schools to do undo the work of the case Plessy v.
Ferguson (1896) which stated that public services and institutions could remain legally “separate

but equal” when in reality conditions were far from equal. Brown v. Education made it clear that

segregation constituted a violation of the 14th Amendment of the Constitution. However, it would

still take years before schools in the South would fully desegregate their schools. Today, nonwhite

students make up the majority in public schools (Graham, 2014), but even after all the tremendous

progress that has been made, students of color or minorities often attend more inferior schools than

their white counterparts. They are usually located in low-income neighborhoods with few

resources and a high teacher to student ratio (Textbook, page 91).

Another critical issue is a diversity of teachers. Although non-white students are now the

majority, the percentage of teachers of color has decreased in the past 20 years from 26% to 18%

(Graham, 2014). It is essential that a child, white or non-white, see diversity in their classroom

among students and faculty. Our world itself is diverse so why not incorporate multiple

perspectives into the classroom so that students have the experience of different cultures and

races. In turn a teacher and the classroom should be “culturally responsive” meaning that

students are made to feel comfortable in their cultural differences.

First a teacher can help to ease tensions by encouraging students to get to know each

other and sharing information about themselves. Respect of one another’s difference should also

be a priority. A teacher must take it upon themselves to research into a child’s ethnic background

as well, looking for things that could cause a cultural clash or conflict. Language is an especially

notable barrier. Students often come into the classroom with English not being their first

language. It is imperative that a teacher is sensitive to a student learning English and give special

attention to that student by encouraging mastery and understanding. Taking advantage of help

such as bilingual aids and using language adjustments benefits the child even more. In all cases,
establishing strong connections with parents can alleviate worries for the student and their family

and open them up for opportunities that may have otherwise gone unnoticed because of a cultural

barrier.

Diversity of all types in the classroom, in my opinion, is fundamental to a child’s

development. It develops confidence of the student in themselves and enables them to view their

peers in a respectful light. They are most likely to go out into the world with a better

understanding and less judgmental stance than those that have preceded us in history. Differences

open the floor for learning opportunities as well. Teacher could connect better with their students

if they found a way to make lessons relatable to their specific differences. Research shows that

when students connect the learned material to a personal experience they commit it to memory

(Bernard, 2010).

Being a student at Wesleyan College, we are surrounded by diversity on a daily basis. My

roommate is Chinese whose first language is not English. I attend classes and have become

friends with people of various disabilities, ethnic backgrounds, religions, and sexual orientations.

These experiences have made me value the uniqueness within myself but more importantly

provide the ability to look at the world through others’ eyes. I may not fully understand what

they experience but in the future I feel confident I will be in a position to interact comfortably

and respectfully with those who are of various spectrums. I strongly believe that this experience

is one for all children should experience at some point in their educational journeys.
 References

Armstrong, T. (1999). 7 Kinds of Smart: Identifying and Developing Your Multiple Intelligences.

New York: Plume.

Education for All Handicapped Children Act of 1975, Pub. L 94-142, 89 Stat 773-796.

Brown v. Board of Education of Topeka, 347 U.S. 483 (1954)

Plessy v. Ferguson, 163 U.S. 537 (1896)

Graham E. (2014, May 16). NEA Report: Lack of Teacher Diversity Jeopardizes Student

Achievement. Retrieved from http://neatoday.org/2014/05/16/nea-report-lack-of-

teacherdiversity-jeopardizes-student-achievement-2/.

Bernard, S. (2010, December 1). Science Shows Making Lessons Relevant Really Matters.

http://www.edutopia.org/neuroscience-brain-based-learning-relevance-

improvesengagement