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A. Reflect on how each of the following aspects contribute to your personal culture and influence your effectiveness as an educator in a classroom with a culturally diverse group of students:
1. importance of and family expectations for education
2. values pertaining to social or family groups
3. experiences with individuals from diverse backgrounds
B. Use one of the attached case studies (“Elementary Case Study” and “Middle/High School Case Study”)
1. Discuss each of the following based on the chosen case study:
a. Discuss one characteristic of this student and how it affects learning.
b. Discuss one environmental or family factor that impacts this student’s life and how it affects learning.
c. Discuss one way utilizing equity pedagogy in the classroom can positively impact learning outcomes for this student.
C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
D. Demonstrate professional communication in the content and presentation of your submission.
Elementary Case Study
Ahmed is a third-grade student who was recently evaluated for special education services. He qualified
as a student with an Auditory Processing Disorder (APD) and a Specific Learning Disability (SLD) in
reading with an emphasis on poor acquisition of phonological awareness. Ahmed is able to hold
conversations in English but struggles with academic English.
He was adopted at the age of two from Syria after living for a year in a refugee camp. He has been with
his adoptive family that includes his parents and their two biological high-school age children. His
family’s first language is Arabic, although his adopted father travels for business and is fluent in Arabic,
French, and English. His adopted mother and the two biological children speak both Arabic and English
fluently. His adoptive parents are very supportive of his education and take many trips/participate in
many activities to share and appreciate all of the cultures of Ahmed by celebrating a variety of holidays,
events, and experiences.
At school, Ahmed participates in daily classroom routines with direct teacher or paraeducator support.
Ahmed always scoots his desk or chair close to his male classmates and the paraeducator. When Ahmed
talks to his male classmates he frequently touches their arm and many of his classmates have
complained about this behavior. He is able to verbalize and ask for help when needed but needs
consistent prompting to do so. Ahmed is able to read simple two- or three-word sentences in English
but struggles to read longer sentences. When stories are read aloud, he is able to recognize story
elements and retell certain parts of a story with visual supports. Ahmed needs to work on phonological
awareness skills to manipulate sounds in words. Ahmed was given the following goals and objectives to
accomplish throughout the year.
Goals/Objectives
By the end of the 3rd six weeks, while reading a passage, Ahmed will identify initial phonemes
in high frequency third-grade appropriate words within a text in 2 out of 5 trials.
By the end of the 5th six weeks, while reading a passage, Ahmed will identify initial and middle
phonemes in high frequency third-grade appropriate words within a text in 2 out of 5 trials.
By the annual IEP meeting, while reading a passage, Ahmed will identify initial, middle, and
final phonemes in high frequency third-grade appropriate words within a text in 2 out of 5 trials.
Middle/High School Case Study
Hannah is a tenth grader who qualifies for special education services as a student with Specific
Learning Disability (SLD) in Reading/Language Arts and Speech Impairment (SI). Hannah is
able to speak English, but the main language spoken at home is Spanish. She lives at home with
her mother, father, grandmother, and two younger sisters. Hannah’s mom and grandmother both
speak limited English, while the father is more fluent. Her father works out of state and is gone
for several months out of the year. The after-school responsibilities often fall on Hannah due to
her father being out of state and her mom working two jobs to support the family. Hannah’s
after-school duties include snack, homework, laundry, and taking care of her grandmother.
Hannah struggles in reading and often will get frustrated with her responsibilities and will shut
down. Hannah does not participate in any after school activities due to her responsibilities at
home.
At school, Hannah participates in daily classroom routines with direct teacher or paraeducator
support. She is able to verbalize and ask for help when needed but needs consistent prompting to
do so. Hannah is utilizing pre-requisite skills in English. She is able to read simple sentences
and books in English. When words are presented in a list format, she is able to recite the words,
however, when the words are presented in a text format, she often does not recognize the word
and will replace it with a word she does know. When stories are read aloud, she is able to
recognize story elements and retell certain parts of a story. Hannah is able to list characters in a
story and answer simple comprehension questions. Hannah needs to work on recognizing words
within a text and answering more complex comprehension questions such as why and how.
Hannah still has difficulty with legible handwriting. Hannah was given the following goals and
objectives to accomplish throughout the year.
Goals/Objectives
By the end of the 3rd six weeks, while reading a passage and given a completed list of 15 words,
Hannah will correctly read commonly used words within a text in 2 out 5 trials.
By the end of the 5th six weeks, while reading a passage and given a completed list of 10 words,
Hannah will correctly read commonly used words within a text in 3 out 5 trials.
By the annual IEP meeting, while reading a passage, Hannah will correctly read commonly used
words within a text in 4 out 5 trials.
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