Part 1: Language, Culture, And Family Background

Part 1 Language Culture And Family Background Coe 16 Cec 11 Ics

Part 1: Language, Culture, and Family Background COE: 1.6 CEC 1.1, ICSI.1.K4, ICSI.1.K5, ICSI.1.K6, ICSI.1.K7, ICSI.1.K12, ICSI.1.K13, ICSI.2.K8, ICSI.4.S6, ICSI.5.S6, ICSI.6.S6; InTASC 1(e), 2(d), 2(j), 2(k), 2(m); MC3, MC.0 Short answer insightfully details three ways in which language, culture, and family background could influence the learning of the student with disabilities.

Part 1: Educational Services and Support COE: 1.7 CEC 1.2, ICSI.1.K3, ICSI.1.K4, ICSI.1.K7, ICSI.1.K12, ICSI.1.K13, IGC.1.K4, IGC.1.S1; InTASC 1(a), 1(b), 1(d), 1(e), 1(f), 1(h), 1(j), 2(a), 2(b), 2(g), 2(h), 2(l); MC1, MC2, MC3, MC5; COE 1..0 Provides a compelling explanation of how understanding the home environment and developmental level of the student with disabilities will assist teachers in providing that student appropriate educational services and support.

Part 1: Collaborative Relationships COE 6.3 CEC 7.3, ICSI.7.K1, ICSI.7.S3, ICSI.7.S6, IGC.7.K4; InTASC 10(b), 10(j); ISTE-T 3b; MC1, MC2, MC3, MC4, MC.0 Skillfully details insightful steps a teacher could take with the student with disabilities and her family, to build a collaborative relationship, taking into account unique family circumstances.

Part 1: Assistive Technology 10.0 Carefully details one low tech and one high tech assistive technology, both of which are ideal for providing support for the student with disabilities, based on her diagnoses.

Part 1: Professional Learning COE 5.5 CEC 6.4, ICSI.6.K2, ICSI.6.K5, ICSI.6.K6, ICSI.6.K7, ICSI.6.K10, ICSI.6.S3, ICSI.6.S3, IGC.6.K5; InTASC 9(a), 9(g), 10(f); MC2, MC4, MC.0 Insightful description of what a teacher can do to learn more about the El Salvadorian culture. Provides thorough explanation of the importance of a teacher learning about the cultural backgrounds of students and opportunities a teacher can seek to continue to grow in his or her cultural responsiveness as an educator.

Part 2: Christian Worldview Rationale COE 1.5 CEC 6.3, ICSI.6.K2, ICSI.6.K5, ICSI.6.K6, ICSI.6.K7, ICSI.6.K10, ICSI.6.S3, ICSI.6.S3, IGC.6.K5; InTASC 2(d); MC1, MC3, MC4, MC5; COE 1..0 Rationale insightfully explains how diversity is part of families, cultures, and schools and how issues related to them can interact with the delivery of special education services. The teacher's role in understanding each individual student to meet their needs is skillfully described. Response is convincingly supported by principles outlined in the GCU Statement on the Integration of Faith and Work.

Mechanics of Writing (includes spelling, punctuation, grammar, language use) 10.0 Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. Organization 10.0 The content is well-organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea. Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0 Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error. Total Percentage 100

Paper For Above instruction

The influence of language, culture, and family background on students with disabilities is profound and multifaceted. These elements shape educational experiences and outcomes, necessitating educators to understand their impact to deliver effective support. This essay explores three key ways in which these factors influence learning, followed by strategies for educators to comprehend and integrate knowledge about the home environment, foster collaborative relationships, utilize assistive technology, and deepen cultural responsiveness—all viewed through the lens of a Christian worldview.

Impact of Language, Culture, and Family Background on Learning

Firstly, language plays a critical role in cognitive development and communication skills among students with disabilities. Limited English proficiency or linguistic diversity can hinder comprehension, participation, and academic achievement. For example, a student who primarily speaks a language other than the language of instruction may struggle with instruction that assumes fluency, leading to misunderstandings and frustration (García, 2009). Teachers must adopt culturally responsive teaching practices and employ bilingual resources to bridge communication gaps effectively (Ladson-Billings, 1994). Recognizing and accommodating linguistic differences can promote inclusivity and foster a classroom environment where every student's voice is valued.

Secondly, cultural values and norms heavily influence students’ attitudes towards learning and authority. For instance, some cultures emphasize collective success and familial involvement, which may influence a student's motivation and engagement (Hofstede, 2001). A student from a culture that prioritizes family decision-making might rely more on family support for educational decisions or exhibit different perceptions of independence. Teachers who are aware of these cultural influences can adapt their strategies to include family in the educational process, thereby promoting student success and respect for cultural backgrounds (Gay, 2010). This understanding enhances trust and cooperation between teachers and families, essential for students’ holistic development.

Thirdly, family background influences a student's access to resources, stability, and emotional support. Families with limited economic means or low educational attainment may face challenges that affect a student’s learning environment outside the classroom (Bryan et al., 2012). For example, inadequate access to technology or a supportive study environment can impede progress, especially for students with disabilities who may require specific accommodations. Teachers need to recognize these disparities to tailor their support, such as providing accessible learning materials or connecting families with community resources (Epstein, 2018).

Understanding and Supporting Students Through Home Environment and Developmental Level

A comprehensive understanding of the home environment and developmental level of students with disabilities allows teachers to implement personalized and effective support strategies. Recognizing the socio-economic and cultural context provides insights into potential barriers and strengths, enabling educators to deliver more targeted interventions (Sheridan et al., 2019). For example, knowing a student’s developmental milestones helps set realistic goals, avoid frustration, and foster confidence (Shonkoff & Phillips, 2000). A teacher who understands the family dynamics can also foster trust and open communication, essential for collaborative problem-solving and planning (Bryan & Sessel, 2017). Such understanding contributes to creating a supportive educational environment conducive to the student’s growth.

Building Collaborative Relationships with Families

Developing collaborative relationships with families requires thoughtful, culturally sensitive strategies. Teachers can start by initiating open dialogues that respect family circumstances, listening actively to concerns and expectations (Mapp & Kuttner, 2013). For instance, scheduling conferences at convenient times or providing materials in various languages demonstrates respect for family needs. Regular communication through varied channels—home visits, phone calls, or digital platforms—strengthens trust and rapport (Henderson & Mapp, 2002). Recognizing and valuing each family's unique circumstances, including economic, cultural, and social factors, helps foster a partnership that supports student success (Epstein, 2018). Such relationships are integral to comprehensive support and enable educators to align interventions with familial strengths and resources.

Assistive Technology for Students with Disabilities

Assistive technology significantly enhances learning opportunities for students with disabilities. A low-tech solution such as a picture exchange communication system (PECS) can support students with communication difficulties by enabling expressive language through visual cues (Bondy & Frost, 1994). Conversely, high-tech devices like speech-generating devices or tablets equipped with specialized apps provide dynamic, personalized support that adapts to individual needs (Alper & Raharinirina, 2006). Both forms of technology promote independence, participation, and access to curriculum. Selecting appropriate assistive tools based on diagnoses requires careful assessment and ongoing evaluation, ensuring the technology aligns with the student’s developmental level and learning goals.

Learning About and Growing in Cultural Responsiveness

To effectively serve diverse students, teachers must continuously deepen their understanding of different cultures, including those of El Salvadorian heritage. This involves engaging with community members, participating in cultural events, and seeking professional development opportunities focused on cultural competence (Sue, 2006). Exploring cultural traditions, histories, and linguistic practices fosters empathy and trust. For example, incorporating Salvadorian folklore or language in lessons demonstrates respect and relevance (Gay, 2010). Growth in cultural responsiveness also entails reflecting on personal biases and assumptions, engaging in ongoing training, and collaborating with cultural liaisons or community leaders. This commitment enhances educators’ ability to create inclusive classrooms where all students feel valued and supported (Villegas & Lucas, 2007).

Understanding Diversity in Families, Cultures, and Schools

Diversity is integral to family structures, cultural identities, and school communities. Recognizing this diversity allows educators to approach service delivery with sensitivity and flexibility. Understanding individual differences helps educators tailor strategies that address unique needs and harness cultural strengths (Banks, 2015). For instance, understanding religious practices, languages spoken at home, or family disciplinary styles informs culturally responsive teaching. A teacher’s role is to facilitate a respectful and inclusive environment that respects diversity while fostering engagement and academic success. As highlighted in the Grand Canyon University Statement on the Integration of Faith and Work, embracing diversity aligns with principles of humility, respect, and service, fostering a moral and ethical commitment to serving all students effectively.

Conclusion

In conclusion, language, culture, and family background are vital factors influencing students with disabilities. Understanding these factors enables educators to develop personalized support, build strong collaborative relationships with families, utilize appropriate assistive technologies, and deepen cultural responsiveness. Embracing diversity within a framework of faith-based principles enhances the capacity of teachers to serve all students holistically, promoting equity, inclusion, and meaningful learning experiences that respect each individual’s background and potential.

References

• Alper, S., & Raharinirina, S. (2006). Assistive technology for individuals with developmental disabilities: A review. Journal of Special Education Technology, 21(2), 47–59.
• Banks, J. A. (2015). Cultural diversity and education: Foundations, curriculum, and teaching. Routledge.
• Bondy, A., & Frost, L. (1994). The picture exchange communication system. Behavior Modification, 18(2), 197–218.
• Bryan, J., et al. (2012). Family and community partnerships: Teaching and supporting children. Pearson.
• Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools. Routledge.
• García, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell.
• Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
• Henderson, A., & Mapp, K. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Southwest Educational Development Laboratory.
• Hofstede, G. (2001). Culture's consequences: Comparing values, behaviors, institutions, and organizations across nations. Sage Publications.
• Mapp, K. L., & Kuttner, P. J. (2013). Partnership in education: Models for service delivery. SAGE Publications.
• Sheridan, S. M., et al. (2019). Family engagement in education: Facilitating meaningful connections. Journal of School Psychology, 74, 123–134.
• Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.
• Sue, D. W. (2006). Culture and emotional expression. In L. C. Sanchez & D. W. Sue (Eds.), Counseling the multicultural population: Strategies for trauma, health, and multicultural issues (pp. 83–102). Wiley.
• Villegas, A. M., & Lucas, T. (2007). The culturally responsive teacher: Strategies for improving student achievement. Harvard Education Press.