In Hector’s case, he was experiencing behavioral problems and as a result, it hindered his learning ability and his ability to socially interact with his peers. If Hector and his needs were not properly assessed, Hector might have never learned how to properly interact with others and inside the classroom. Thankfully with the help of the IDEA act, Hector was given full support in addressing his needs and improving his situation. Therefore, it can be said that it is important to address diversities in the classroom for no child is the same and they each require different forms of education in accordance with their skill and abilities. By considering the diverse needs of those in the classroom, many will have the equal opportunity to a better education and further development as an
What Is the Real Cause of Educational Achievement Gap? Summary of article:(TS)In the article“ The Facts about the Achievement Gap” originally published in the book Reign of Error: The Hoax of the Privatization Movement and the Danger to America’s Public Schools in 2013, Diane Ravitch claims that there are many reasons causing educational achievement gaps and only focusing on improve school systems will not help us to solve it completely. According to the article,the educational achievement gap means different degrees of achievements that students receive from their schools. (MP#1) As Ravitch says,“what we call achievement gaps are in fact opportunity gaps.”(ELAB) Different family backgrounds provide different opportunities to every child. (ELAB)
All this joyful news of how standardized testing supposedly creates miracles of our knowledge, increasing student achievement, may be proven wrong or right, but that is not our deepest concerns. A student’s mental/physical health and future as an authentic learner is most at risk here. No matter how many cries from multiple students are heard, they continue to be silenced. Simply put, all standardized testing should be abolished for they are hurting students both in and out of classrooms. As students we deserve the ability to access authentic learning, however, with standardized testing heavily relied on, students are deprived of this interaction.
In conclusion, social promotion ultimately hurts students far more than it helps. Social promotion creates perpetual cycles of unpreparedness for students as they continue to fall behind in classes. The better solution for struggling students is extra help and counseling. If a student struggles in a particular subject to the point of failure, they should be given extra help and more broken down explanations of the concepts. Students should not be passed into harder classes when they couldn’t manage the previous
This energy increase is what makes the child become more efficient in the classroom. A few of the major symptoms of depression include having a very hard time concentrating, remembering simple details, and feeling exhausted no matter how long they sleep (“Symptoms of Depression”) (SP 3a). In most cases, in order for a child to be successful in school, they need to be able to pay attention, complete tasks, and feel like they will get through that day (SP 3a). The more successful a child is in school, the more in life they feel they can accomplish, thus taking away a sense of hopelessness. Another symptom of depression, in both children and adults, is a loss in interest regarding things they previously enjoyed doing (“Symptoms of Depression”).
However, he also emphasises that not all backgrounds are valued equally by society, or by teachers in schools. Bourdieu argues that the ideal type of student imagined by teachers is modelled on middle class values, expectations and experiences. He argues that whole schools are saturated with middle and upper class cultures so much that lower class children are likely to feel immediately out of place, which is why it is important that Early Years practitioners should consider ethical issues to promote the wellbeing of children. (Curtis and Pettigrew, 2009) as a professional practitioner, I partially disagree and agree with Bourdieu’s work. Firstly, I disagree that teachers discriminate children based on their values and expectations due to the fact that teachers and all those who are working with children and young people are bound by legislation to respect the rights of children, young people and their families, ensuring that all children feel included, secure and valued.
Homeless children are bound to be more internalizing with depression and externalizing with aggression and physical harm than the average student because of the lack of stability. Therefore, positive student-teacher relationships among homeless students foster an emotional and secure feeling on the inside of the students. They are in a space where they feel safe and are able to interact with others about their emotions. This in itself assists with homeless children being able to succeed
This greatly limits their access to opportunities and general knowledge of the education system. Southeast Asian parents who are not able to fully communicate in English may miss important information that would be beneficial for their students’ success. These parents are unable to successfully navigate the American school systems, and they often feel unwelcome in the school setting due to cultural boundaries. This and their limited English abilities often restrict their communication with teachers and other school officials that would otherwise help their children succeed. Some parents may also have no higher education, or have had any formal education at all.
This perspective not only reinforces stereotypical prejudices, but also does not direct focus on the racial inequalities minorities face in the educational system. Contrary to the belief that black students are lazy and lack the desire to achieve academically, they desire to do well in school (Tyson, Darity, and Castellino