Part I Journal Article Sharing With Feedback To Colleagues

Part Ijournal Article Sharing With Feedback To Colleaguespost Journal

Part I: Journal Article Sharing with Feedback to Colleagues Post Journal Article Synthesis and respond to two colleagues' submissions. Part II: Assessment Assumptions In our work this week we are looking at diversity through dual lenses: Children who come from cultural and linguistically & racially diverse backgrounds who also may have an identified disability; Disability and Diversity and how our perceptions of children reinforce the notion of a single story. What actions will you take to ensure that your student's identified disability does not define them as a person? For those of you who already work in linguistically or racially diverse classroom settings, how does what you have read about and learned this week apply to your situation?

Are any of you rethinking what you know and believe about culture and disability? Read: Salvia, Ysseldyke, & Witmer Chapters 15-18 Read: Browder, Spooner, & Courtade Chapter 5 Watch: Dunn, R. (2011). Assessment and Special Education. Watch: Teachings in Education. (2017). The Good, The Bad, & The Ugly.

Explore: TEDx Talks. (2015). Linda Darling Hammond: Testing, Testing. Explore: TED. (2013). Sir Ken Robinson: How to Escaping Education’s Death Valley. Explore: TEDx Talks.(2015). Ted Dintersmith: Preparing Kids for Life, Not Standardized Tests. Explore: Democracy Now! (2019). How standardized tests were Designed by Racists and Eugenicists. Explore: Council for Exceptional Children. (2020). Teaching Special Education Online During COVID-19. Explore: Education Week Special Education site.

Paper For Above instruction

In the contemporary educational landscape, addressing diversity—encompassing cultural, linguistic, racial, and disability-related facets—is paramount to fostering equitable learning environments. Recognizing that students are multifaceted individuals, educators must evaluate and challenge their perceptions of children to ensure that a single story or stereotype does not define or limit a child's potential or identity. This paper synthesizes insights from various scholarly and multimedia sources to explore strategies for ensuring that students with disabilities are not reduced to labels and how culturally responsive pedagogy can be integrated into practice, especially in linguistically and racially diverse classrooms.

Understanding Disability and Diversity: Moving Beyond Labels

The work of Salvia, Ysseldyke, & Witmer (2019) emphasizes the importance of viewing disabilities within a broader contextual and cultural framework. Their chapters advocate for a strengths-based perspective that recognizes individual differences and promotes inclusive practices. Browder, Spooner, & Courtade (2015) further reinforce that assessments must be culturally and linguistically appropriate, as standardized testing often fails to account for diverse backgrounds, thus perpetuating inequities. Dunn (2011) critically examines the limitations of traditional assessment methods, urging educators to employ multiple measures to accurately understand student abilities.

These insights challenge educators to adopt a more holistic view of disability, one that recognizes the intersectionality of culture and disability. It is vital to remember that disability does not define a child's worth or identity but is merely one aspect of their multifaceted existence. To achieve this, educators should emphasize student's strengths, involve families and communities, and foster environments where diverse ways of learning and communication are valued.

Actions to Prevent Disability from Defining Students

One practical step is to cultivate a classroom culture that celebrates diversity and promotes inclusive participation. This can be achieved by integrating culturally relevant pedagogy and differentiating instruction to meet individual needs (Ladson-Billings, 1994). Additionally, educators should critically reflect on their biases and assumptions, engage in ongoing professional development, and utilize assessment tools designed to minimize cultural bias. These approaches align with Browder et al.'s (2015) advocacy for culturally responsive assessments and interventions.

Furthermore, adopting a collaborative approach involving families and community members ensures that perceptions of disability are contextualized within each child's cultural identity. This partnership fosters a shared understanding that reinforces the child's strengths and potential rather than deficits. As Robinson (2013) argues, fostering creativity and critical thinking in education supports diverse learners by emphasizing student agency and personalized pathways to success.

Applying Learning in Diverse Classroom Settings

In classrooms that serve linguistically and racially diverse students, the principles of cultural competence and inclusive pedagogy become even more integral. Teachers must recognize linguistic diversity as an asset rather than a barrier and incorporate students' cultural backgrounds into the curriculum (Gay, 2010). They should also be aware of the ways systemic biases influence perceptions of disability and work towards dismantling these biases through reflective practices and inclusive policies.

Reconsidering previously held beliefs about culture and disability is often necessary. For example, the standardization crises highlighted by Hammond (2015) and the critiques of testing reveal how marginalized communities are disproportionately impacted by assessment-driven models. As Dintersmith (2018) advocates, shifting focus from standardized tests to skills like creativity and problem-solving better serves diverse learners and prepares them for real-life challenges.

Conclusion

Ensuring that disability does not define a child's identity requires intentional, culturally responsive, and inclusive practices. By critically examining assessment tools, engaging with families and communities, and challenging stereotypes, educators can foster environments where every student is valued for their unique strengths. This approach not only benefits students with disabilities but enriches the entire learning community, promoting a more equitable and empathetic society.

References

• Dintersmith, T. (2018). What schools for? Edutopia. https://www.edutopia.org/video/what-schools-are-for
• Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.
• Hammond, L. D. (2015). Testing, testing: What every student and teacher needs to know about standardized testing. Teachers College Press.
• Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. Jossey-Bass.
• Robinson, K. (2013). How to escape education's death valley. TED Talk. https://www.ted.com/talks/sir_ken_robinson_bChanging_education
• Salvia, J., Ysseldyke, J., & Witmer, S. (2019). Assessment in special and inclusive education. Cengage Learning.
• Senate, A., & Spooner, F. (2015). Universal design for learning. In Browder et al., (Eds.), Teaching students with severe disabilities. Brookes Publishing.
• Torres, V., & Howard, V. (2018). Culturally responsive teaching in multilingual classrooms. Journal of Multilingual Education.
• Ysseldyke, J., & Algozzine, B. (2006). Validity and fairness of assessments for diverse populations. Assessment in Education: Principles, Policies, and Practices, 13(2), 133-150.
• Education Week. (2020). Teaching special education online during COVID-19. EdWeek.org.