This document contains information from a classroom observation of diversity in education, including ESOL, ESE, religious artifacts, and lesson plans. It discusses posters used in an ESOL classroom to help students learn prefixes and suffixes. It also describes an IEP for a student with issues comprehending instructions. The final sections include a picture of a church housing a private school and an interview discussing the needs of special needs students and accommodations made for them.

1. +
Intro to Diversity for
Educators
EDF 2085
Dr. Qadri
Ryan Johnson

2. +
ESOL
This ESOL classroom
had posters such as
this set up around the
entire room that
would help the
students learning
English. This poster
specifically contains
common prefixes and
suffixes for the
students to reference
to for help.

3. +
ESE
This is an IEP or an
Individualized Educational
Program. Each special
needs child is required to
have one in the U.S. It
describes to teachers what
are the individual needs of
these students and how to
specifically accommodate
for each of these students.
This specific student has
issues comprehending
instructions so the teacher
is instructed to verbally give
instructions to this student
and repeat if necessary.

4. +
Religious Artifact
This is an example flyer
for what a catholic
school would have to
promote an after school
bible study which is
much more acceptable
in a private school. A
flyer like this probably
wouldn’t be as
acceptable in a public
school.

5. +
This is a sample ESOL
lesson plan which uses
several different methods to
promote English learning. It
utilizes different
verbal, written, and reading
activites all designed to
promote English learning.

6. +
The classroom I visited for special education was set up as
in this picture. The teacher identified the special needs of
each of these children and sat them at tables with students
who would most benefit them.

7. +
This is a picture of
Orlando’s First Baptist
church that houses
The First Academy.
Many private religious
schools are
associated with a
church that most of
the students attend
which creates a better
sense of education

8. +
The ESOL classroom I observed was set up into four different
groups. Two reading and two writing groups. Since most of the
students in this class are still trying to learn, English, this helps
them interact with the students that have advanced further than
they have in English and allows them to learn it easier.

9. +
Interview

What exceptionality do the students have? What grade level
and what age are they?


Every disability, from all grades, ranging from mild to severe
disabilities. Hearing impaired. Also have gifted students.
What needs do the children seem to have that are unique to
this group? Common to other children? What modifications to
instructional approach are made?

Behavioral kids need verbal encouragement more frequent. Give
frequent feedback. More visual tracking such as stars. Ese require
more small group interaction. More frequent breaks.

10. +

What recommendations does the parent have for you, regarding
what you might have to provide for children who have special
needs?


Placement meetings for kids have parents invited to discuss needs.
Many parents are in denial. Monitoring of kids is needed for placement.
How have you been effected by the education policy directed at
children with special needs? What modifications has the teacher
made in teaching? What do you as the teacher made in teaching?
What do you a a teacher feel is needed?

Laws give special needs kids the right to be in every classroom
(inclusion law). Have to stop class and accommodate the student.
Program sometimes has to be adjusted around these kids. Feels the
teacher should have more ese preparation. School should support the
teacher and help them on how to accommodate to that student.

11. +

What type of assistive technology do you use to accommodate the
special needs of your students?

FM system to help deaf students hear. Alpha smart allows student to type
assignments on own tablet and it uploads to the teachers computer.

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