Public education, while still coping with the implications of an accountability system mandated by the No Child Left Behind Act (NCLB), is facing yet another “unprecedented challenge” (D’Angelo & Dixey, 2001) that has far-reaching implications. The increasing diversity of the student populations served by public education systems is already having an adverse effect on overall student achievement and is forcing more and more educators to question their own beliefs and prejudices. The article focuses on the major issues in public education failing to reach our culturally and linguistically diverse student population, particularly those with and at risk for disabilities, including disproportionate academic underachievement, special education referrals, and disciplinary actions (Cartledge & Kourea, 2008). An eruption of social consciousness and moral seriousness has occurred about the “savage inequalities” faced by minorities and poor children in so many of America’s urban schools today (Kea & Utley, 1998). Even while it is clear that culturally and linguistically diverse students have the greatest need for quality instructional programs, many researchers argue that they are less likely to be taught with the most effective evidence-based instruction. Banks (2002) contends that the challenges facing educators in meeting the needs of multicultural students is of highest importance. I believe qualitative research method was used in this study. The author states Cultural awareness, sensitivity, and competency will help both preservice and in-service teachers to understand the sociopolitical problems facing multicultural students in the educational system including high drop-out rates, low standardized test performance, overrepresentation in special education, etc.) (Kea & Utley, 1998). The article discusses the need for more culturally competent teachers embracing a culturally responsive pedagogy. Given that teachers’ lack of awareness of their own limited cultural competence regarding minority and diverse students inhibits the use of effective practices with students and families from diverse backgrounds (Correa, Blanes-Reyes, & Rapport, 1996), and that what teachers perceive, believe, say, and do can disable or empower multicultural students with or without disabilities, the need to elevate cultural awareness among educators seems self-evident. In working with ELL students throughout my teaching career, I have found that the services the students receive have been very beneficial for some students. They are usually exempt from Standardized Testing for a least a year. They work very hard to learn the English language and some do very well with a Human Reader during testing. They are given the same accommodations as a student with special needs. I believe if a school has a strong program for ELL students, the students will be able to learn different strategies and skills to become successful.
References
Banks, J. A. (2002). An introduction to multicultural education. Boston: Allyn & Bacon
Cartledge, G., & Kourea, L. (2008). Culturally responsive classrooms for culturally diverse
Students with and at risk for disabilities. Exceptional Children, 74(3), 351-371..
D’Angelo, A., & Dixey, B. (2001). Using multicultural resources for teachers to combat racial prejudice in the classroom.
