Teachers Often Work With Families Of Different Cultures

Teachers Often Work With Families Of Different Cultures And Experien

Teachers often work with families of different cultures and experiences. Positive, clear collaboration, and support between the home and school environments can provide a more seamless service delivery and help to meet the needs of all students. Confidentiality requirements, respect for diversity, the effect of language learning, stress, and cultural diversity on learning and assessment are important factors to consider as a teacher. As teachers advocate for their students and families, they must find ways to collaborate with staff, caregivers, and the student to meet the needs of students in a variety of situations. Teachers must also consider assistive technologies that can support motor skills, comprehension skills, communication skills, and academic skills for students with learning disabilities.

These devices promote access to inclusive classroom settings, community settings, and typically developing peers. The case study used in this assignment presents a situation that requires consideration of these topics. Read the following case study to inform the assignment. Case Study: Larissa Grade: 3rd Age: 8 Larissa is a female third grade student with a specific learning disability in written expression and executive functioning disorder. She is originally from El Salvador and moved to the U.S. with her mother, father, older sister, and newborn brother when she was 14 months old.

In first grade, she was assessed for special education services and was found eligible in the areas of written expression and executive functioning due to a diagnosis of dyslexia and ADHD by an outside psychologist referred by her primary care physician. Larissa’s verbal expression is close to grade level, but when asked to express her thoughts on paper, she often uses lower level vocabulary and fragmented sentences, and lacks organization. This could be due to her inability to focus on longer tasks as well as her difficulty with spelling, written expression, and multiple languages spoken in the home. Larissa also struggles with starting tasks independently, staying on task, and with task completion.

She often cannot find her materials when needed such as pencils, paper, assignments, books, etc. Recently, her mother and father separated. Her mom has since moved the children out of their home and in with family friends. The family friends have three children and two adults living in the home already, so the three-bedroom, one-bath home is very crowded. Their new home is within walking distance of Rosewood Elementary, where Larissa has recently transferred. Larissa’s mother, Rita, has a job in which she works long hours and is currently struggling to establish her own line of credit. At home, Larissa’s family speaks both English and Spanish. Rita considers English her primary language; however, Spanish is her first language and she sometimes has difficulty understanding written English despite speaking it well. At a recent parent-teacher conference with Larissa’s teacher, Mr. Fleming, Rita shared that she obtained an order of protection against her husband after they recently separated. Because the order of protection extends to the children, she provided Mr. Fleming legal documentation of the order. The day after the conference, Mr. Fleming notified the office and gave them the documentation in the event that Larissa’s father should come to the school. While providing this documentation, office staff and other teachers pressed Mr. Fleming to divulge the details of why the order of protection was issued.

Part 1: Case Study Evaluation

Evaluate and answer the following questions in words each:

1. What are three ways in which cultural, language, and family background could influence Larissa’s learning?
2. How will understanding Larissa's home environment and her developmental levels assist her teachers in providing appropriate educational services and support?
3. What are three steps a teacher could take with Larissa and her mother to build a collaborative relationship, taking into account their unique circumstances?
4. Explain one low-tech and one high-tech assistive technology that can be used to support Larissa’s learning based on her diagnoses.
5. What could a teacher do to learn more about Larissa’s El Salvadorian background?
6. Why is it important as a teacher to learn more about the cultural backgrounds of students?
7. What opportunities could a teacher seek to continue to grow and become more culturally responsive to meet the needs of students?

Support your responses with a minimum of three scholarly resources.

Part 2: Reflection

Write a word reflection that explains how diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services. Describe what you see as the teacher’s role in understanding each individual student and striving to meet their needs. Support your response citing principles from the “Grand Canyon University: Statement on the Integration of Faith and Work.”

Paper For Above instruction

The diversity inherent in students’ families, cultures, and personal circumstances significantly influences educational experiences and outcomes. Recognizing and understanding these factors enable teachers to create inclusive, respectful, and effective learning environments. In Larissa's case, her cultural background, language proficiency, and family dynamics shape her learning process, needs, and the support required to succeed academically and socially. This paper explores the influence of cultural, linguistic, and familial factors on Larissa's learning, details steps teachers can take to foster positive collaboration with her family, suggests assistive technologies suitable for her, and emphasizes the importance of cultural responsiveness in education.

Influence of Cultural, Language, and Family Background on Larissa’s Learning

Firstly, Larissa’s cultural background from El Salvador influences her learning attitude, communication styles, and values, which can affect her engagement and understanding in the classroom. Cultural norms regarding authority, participation, or expressions of independence may differ from those of educators unfamiliar with Salvadorian customs, possibly leading to misunderstandings or misinterpretations of her behavior (Gay, 2018). Secondly, her bilingual environment—speaking both English and Spanish at home—can impact her language development and academic performance, especially if she faces challenges in transitioning skills across languages or struggles with literacy in English due to limited exposure or support (August & Shanahan, 2019). Thirdly, family circumstances, including her parents’ separation, living in a crowded home, and safety concerns related to the order of protection, influence her emotional well-being and sense of stability, which are crucial for optimal learning and motivation (Kumpulainen & Hämäläinen, 2020).

Using Home Environment and Developmental Levels to Support Larissa

Understanding Larissa’s home environment allows educators to tailor support specific to her needs. For example, knowing about her language background can inform bilingual instructional strategies and reinforce her dual language development. Recognizing her family’s stressful circumstances enables teachers to offer emotional support and stability, integrating social-emotional learning into her routine. Additionally, awareness of her developmental levels—such as challenges with organization, task initiation, and written expression—guides targeted interventions like structured routines, visual supports, and scaffolded assignments (Craig, 2017). This holistic understanding fosters a supportive atmosphere where Larissa feels valued and understood, thereby enhancing her engagement and academic progress.

Steps to Build Collaborative Relationships with Larissa and Her Mother

1. Establish regular, culturally sensitive communication: Teachers should schedule consistent meetings with Larissa’s mother, using interpreters if needed, to discuss her progress and concerns while respecting her cultural preferences and literacy levels. Building trust and reciprocity encourages open dialogue.
2. Incorporate family strengths and preferences: Understanding Larissa’s cultural values and routines helps in collaboratively developing strategies that align with her family’s practices and beliefs, promoting consistency between home and school.
3. Provide resources and support tailored to her circumstances: Offering information about community resources, bilingual materials, and support groups can empower Larissa’s family to actively participate in her education and emotional well-being (Ladson-Billings, 2014).

Assistive Technologies for Larissa

A low-tech assistive tool that could benefit Larissa is a visual schedule—using pictures to depict daily routines and tasks—enhancing her independence and organization, especially given her executive functioning challenges (Saez, 2017). A high-tech solution might include speech-to-text software, which can support her written expression difficulties by converting spoken words into written text, thereby reducing frustration and improving her written assignments (Alper & Rahman, 2018).

Learning More About Larissa’s El Salvadorian Background

To deepen her understanding, teachers can engage with her family directly through culturally responsive interviews, community events, or participation in cultural celebrations. Accessing resources such as cultural organizations, bilingual staff, or literature about Salvadorian traditions can also provide context (Ladson-Billings, 2014). It is essential because cultural competence enables educators to avoid stereotypes, build trust, and implement culturally meaningful instructional strategies that resonate with students’ identities.

The Importance of Cultural Awareness in Teaching

Learning about students’ cultural backgrounds fosters an inclusive classroom environment, promotes equity, and enhances student engagement and achievement (Gay, 2018). It allows teachers to recognize diverse perspectives, values, and learning styles, which can inform differentiated instruction and culturally responsive pedagogy. Furthermore, culturally aware teachers serve as role models for cultural appreciation, helping students develop positive identity and respect for others (Ladson-Billings, 2014).

Opportunities for Teachers’ Growth in Cultural Competency

Teachers can pursue ongoing professional development through workshops, seminars, and university courses focused on culturally responsive teaching. Participating in community cultural events and collaborating with interpreters or cultural liaisons can enrich their understanding. Reflective practices like cultural audits or student portfolio analysis also provide insights into their own biases and instructional effectiveness (Costa & Moll, 2014). By cultivating cultural humility and awareness, teachers can better meet the diverse needs of their students.

Part 2: Reflection

Diversity is an intrinsic aspect of families, cultures, and schools that shapes the human experience within educational contexts. Complex human issues such as socio-economic challenges, language barriers, and familial crises intersect with the delivery of special education services, influencing both access and outcomes. As educators, understanding each student's unique background and circumstances is essential in fostering a supportive and equitable learning environment. The teacher’s role extends beyond academic instruction to counselor, advocate, and cultural broker, ensuring that individual needs are met with compassion, respect, and cultural sensitivity.

In alignment with the principles from the “Grand Canyon University: Statement on the Integration of Faith and Work,” educators are called to serve with integrity, humility, and a commitment to social justice. Embracing diversity entails recognizing the dignity of each learner and actively working to remove barriers that hinder their educational success. By continually reflecting, learning, and adapting, teachers uphold their moral and professional obligation to nurture a just and inclusive school community where all students can thrive academically, socially, and emotionally.

References

• Alper, S., & Rahman, T. (2018). Assistive technology in education: A review. Journal of Special Education Technology, 33(2), 87–95.
• August, D., & Shanahan, T. (2019). Developing literacy in multilingual students. The Reading Teacher, 72(2), 217–224.
• Costa, V., & Moll, L. (2014). Culturally responsive pedagogy and immigrant students. Educational Policy, 28(6), 862–884.
• Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
• Kumpulainen, K., & Hämäläinen, R. (2020). Family influences on early childhood development. Early Childhood Research Quarterly, 51, 243–255.
• Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: Bridging partiality and objectivity to include “race” and class. Harvard Educational Review, 84(1), 10–31.
• Saez, L. (2017). Visual supports for children with executive functioning challenges. Journal of Visual Learning, 6(3), 45–52.