Chapters 4 and 5: Teaching Diverse Learners (Multiculturalism and Academics)

Schools are becoming increasingly diverse in the United States. As future teachers, we need to be aware of the differences of students. These differences can be gender, sexual orientation, racial, ethnic, cultural, and socioeconomic status. As it states in the INTASC standard 3:

The teacher understands how students differ in their approaches to

learning and creates instructional opportunities that are adapted to

diverse learners.

To be able to follow this standard, teachers will need to understand how students' cultural background influences thier learning process, thus making educational changes by being culturally responsive to the learner's needs. The standard also applies to students whose first language is not English. Programs such as ESL (English as second language) and ELL (English Language Learners) have been developed to assist students into a transitional way of learning and to be able to adapt to the school environment without loosing their native language.

It is also important for teachers to focus on students with disabilities. The IDEA (Individuals with Disabilities Education Act) of 1990 is a federal act that children with disabilities have access to free and appropriate education between ages 3 and 21. To ensure that there is equal access to education, depending on the student's needs, are mainstreamed into the natural classroom setting where students with disabilities are with the nondisabled students. Therefore, for teachers to be effective and supportive of students with learning and other disabilities, will need to have knowledge of the students and their needs, develop and modify instruction, have leadership and classroom management skills, and professional collaboration skills.