81 MD6 WK10 DIS NEW

Week 10 Colleague Responses

Colleague#1

Katheryn Gonzales 

RE: Discussion - Week 10

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For this discussion, I have chosen to have a critical conversation about inclusive ssettings for children with language disorders. I have noticed in my work with kindergarten students that many times phonics and reading are taught with students in mind that do not have a language disorder. Students in an inclusion class that need specialized instruction strive toward meeting language standards.  However, educators do not understand how to meet each child's needs. Early childhood teachers need professional development that will aid in tools and strategies that will benefit all striving students. For example, there are multi sensory structured approaches that benefit children with language disorders. One of these programs is called the Wilson Reading Program. This program is based on Orton-Gillingham which teaches children strategies that are manageable for decoding and spelling words. I believe that teachers need professional development that will give them the strategies to use to teach children with exceptionalities , much like the Wilson Reading Program. I would like to conduct research on programs available that train educators on reading and phonics programs that keep all students in mind. Do you have any suggestions?

References

McIntyre, C.W., & Pickering, J.S. (1995). Multisensory structured language programs: Content and

principles of instruction. Retrieved from http://www.Idonline.org/article/633

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Colleague #2

Kelli Barnes 

RE: Discussion - Week 10

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For this week's discussion, I have chosen the topic of Inclusive settings for children with exceptionalities, such as language learning challenges.  With previous experience with being a host inclusion teacher, this topic is one that I feel most affected.  The idea behind inclusion is one where students with learning challenges are mainstreamed into a classroom where they do not feel isolated because of their challenges.  In return, they are able to maintain a 'normalcy' in a general education class, while receiving specific guided instruction that is targeted to their area of concern.  With language challenges being at the forefront of many of our younger students, it is crucial that these inclusive classrooms are designed effectively to promote success of every student while foster strong developmental growth for those with challenges.  Unfortunately, there are some educator challenges that are present in the inclusion classroom model.  Through the No Child Left Behind Act, educators were faced with incorporating students across the academic board in the classroom, meeting each need, and ensuring that these students completed state mandated assessments, despite any academic or language challenge (Feustel, 2014).   As a teacher that has been faced with the struggle of ensuring that all students show growth, not having additional teacher support to assist with teaching all students can be an obstacle.  In addition, not having experience and/or training with specific language challenges can be a dilemma  as well. I am curious what my colleagues have struggled with as educators when inclusion plays a role in the classroom and how they have managed their obstacles.  

Reference :

Feustel, B(2014). Collaborative practices between general and special educators in inclusive classrooms (Doctoral Dissertation) Available from ProQuest Dissertations and Theses Global Database (Umi no. 3630093).

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Colleague #3

Anya Kayne 

RE: Discussion - Week 10

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       The topic that I have chosen to focus on this week is dual language learners. When engaging in critical conversations with colleagues, one controversial topic that may arise is how to support a child’s native language while also helping them to learn English. There has been a long history in the United States of assuming that total English immersion is best for dual language learners, but research suggests that supporting a child’s home language actually helps a child in their language development. rather than hurts them (Espinoza, 2013). Teachers may find it challenging to support a child’s home language, especially when the teacher does not speak that language or there are a variety of home languages in one classroom. However, the many benefits of bilingualism, including sustained selective attention and protection against age-related, arise most profoundly when a child has attained mastery in both languages (Walk et al., 2015). Therefore, it is essential that we strive to support a child’s native language and culture.

    Supporting children's home langauage can be done by having books available in a child’s native language, including visual displays in the classroom in native languages, and providing key vocabulary before lessons in a child’s native language (Espinoza, 2013). Volunteers or even children themselves can help to provide translation for these key vocabulary words. I taught in a school with over twenty home languages and was often overwhelmed by how to support each child’s home language. However, one of the best resources that I found were the children in my own classroom. I would often ask them to translate a key word that was needed for an upcoming content lesson into their native language. Their classmates benefited from the inclusion of home languages and the children themselves felt very proud that they could teach our classroom community a few words of their home language. Perhaps most importantly, these types of practices send a powerful message that multilingualism is valued. I would be interested in learning more about different techniques that support home languages, particularly in schools where a great variety of languages are spoken.

      One resource that seemed helpful is the NAEYC Dual Language Learner’s page (NAEYC, n.d.). This webpage includes a variety of articles that provide research-based practices for supporting dual language learners. The resource would be particularly helpful for early childhood educators, but also relevant to families in supporting strong, home-based native language and literacy practices.

Reference :

Espinoza, L.M. (2013). PreK-3rd: Challenging common myths about dual language learners: An update to the seminal 2008 report. New York, NY: Foundation for Child Development. Retrieved from: http://fcd-us.org/sites/default/files/Challenging%20Common%20Myths%20Update.pdf

National Association for the Education of Young Children (n.d.). Dual language learners. Retrieved from https://www.naeyc.org/resources/topics/dual-language-learners

Walk, A., Hisako Matsuo, & Giovanoni, A. (2015). Preschool predictors of kindergarten language outcomes. IAFOR Journal of Education, 3(1), 131–149. https://doi.org/10.22492/ije.3.1.08

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