Diversity in Development & Learning
Demonstrate Knowledge and Skills Regarding Diversity in Development and Learning
Introduction
“Skills in diversity in development and learning regards knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual role differences; and evidence-based strategies to enhance services and address potential influences related to diversity. One demonstrates skills in providing professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations of all aspects of service delivery” (NASP Domains Blueprint, 2000).
Reflection
Schools have a diverse population of students varying in – cultural, ethnical, physical, and special needs students. Every school has a unique population of students from varying socio-economic, cultural, and disability backgrounds. Through my internship I worked with a diverse population of students. I worked with families who have moved to the township from India and referred their child to the Child Study Team (CST) for an evaluation. At internship I also worked with many students with behavioral challenges or unique educational needs. I worked with students who have emotional and behavioral problems and have learned how to best support these students in the classroom setting. I also attended a planning meeting for a student with Alice in Wonderland Syndrome and a seizure disorder at the primary level.
I also learned how to better communicate and put the proper educational supports in place for students who are bilingual or have English as a second language. I evaluated students who come from bilingual families and worked with interpreters in order to explain the findings of evaluations of their child. I have included an evaluation of a student from a bilingual family that I worked with, as well as presented results through an interpreter at the IEP meeting.
At practicum in Newton, the school had a diverse population of students from different cultural and ethnical backgrounds as well as students with special needs. The school had a specific process to go through for evaluation if a student is bilingual. At my practicum, I was involved and became familiar with the process of evaluation for bilingual students within the school. I have included my single subject case study to demonstrate how I was involved in the process of a student’s bilingual evaluation as well as how we see him in a counseling setting.
Introduction
“Skills in diversity in development and learning regards knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual role differences; and evidence-based strategies to enhance services and address potential influences related to diversity. One demonstrates skills in providing professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations of all aspects of service delivery” (NASP Domains Blueprint, 2000).
Reflection
Schools have a diverse population of students varying in – cultural, ethnical, physical, and special needs students. Every school has a unique population of students from varying socio-economic, cultural, and disability backgrounds. Through my internship I worked with a diverse population of students. I worked with families who have moved to the township from India and referred their child to the Child Study Team (CST) for an evaluation. At internship I also worked with many students with behavioral challenges or unique educational needs. I worked with students who have emotional and behavioral problems and have learned how to best support these students in the classroom setting. I also attended a planning meeting for a student with Alice in Wonderland Syndrome and a seizure disorder at the primary level.
I also learned how to better communicate and put the proper educational supports in place for students who are bilingual or have English as a second language. I evaluated students who come from bilingual families and worked with interpreters in order to explain the findings of evaluations of their child. I have included an evaluation of a student from a bilingual family that I worked with, as well as presented results through an interpreter at the IEP meeting.
At practicum in Newton, the school had a diverse population of students from different cultural and ethnical backgrounds as well as students with special needs. The school had a specific process to go through for evaluation if a student is bilingual. At my practicum, I was involved and became familiar with the process of evaluation for bilingual students within the school. I have included my single subject case study to demonstrate how I was involved in the process of a student’s bilingual evaluation as well as how we see him in a counseling setting.
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