Research that Benefits Children and Families-Uplifting Stories

Bilingual Education

The topic that would make a major positive contribution to the well-being of children and/or their families is bilingual education. Bilingual education is grounded in common sense, experience, and research. Common sense says that children will not learn academic subject material if they can't understand the language of instruction. Experience documents that, students from minority-language backgrounds have higher dropout rates and lower achievement scores. Research on bilingual education and in working in a bilingual setting has shown me some of the positive contributions. One thing would be that a child’s first language skills must become well developed to ensure that their academic and linguistic performance in the second language is maximized. A child’s growth in their second language will depend upon a well-developed first language. In addition, a child must attain a certain level of proficiency in both the native and second language in order for the beneficial aspects of bilingualism to accrue.

When we as educators provide children quality education in their primary language, we give them two things: knowledge and literacy. The knowledge that children get through their first language helps make the English they hear and read more comprehensible. Literacy developed in the primary language  transfers to the second language. Spanish-speaking kids, bilingual education will help them adapt better and faster to the curriculum and the culture, and for English-speaking children, it will develop cognitive flexibility among many other benefits. I personally advocate for bilingual education every chance I can personally attest to the fact that their are benefits.

In order to be successful teachers will need the following resources visuals, charts, establishing a link between home and school, technology, manipulative, books to employ varied reading. Meeting the needs of the students in today’s classrooms requires teachers to modify their teaching strategies by incorporating second language acquisition techniques. By employing these strategies in their classrooms, teachers will begin to make a positive impact in meeting the needs of their diverse students.

References:

Baker, Colin., (1995). A Parents' and Teachers Guide to Bilingualism. Clevedon, Eng,; Multilangual Matters.

Baker, Colin, (1996). Foundations of Bilingual Education and Bilingualism, 2nd edition, Clevedon, Eng.; Multilingual Matters

Cummins, James.,(1979). Linguistic Interdependence and the Educational Development of Bilingual Children. Review of Educational Research 49:222-251

Blog Assignment: Your Personal Research Journey

The topic I chose for simulation is inclusion. Inclusion is part of a much larger picture then just placement in the regular class within school. It is being included in life and participating using one's abilities in day to day activities as a member of the community. Inclusion is a state of being valued, respected and supported. It’s about focusing on the needs of every individual and ensuring the right conditions are in place for each person to achieve his or her full potential. Inclusion should be reflected in an organization’s culture, practices and relationships that are in place to support a diverse workforce. 

I chose this topic because I am disturbed by the fact that there are schools and centers that do not offer inclusion. My personal experience is that on many occasions I have heard comments about inclusion as if it is something we can choose or choose not to do. For example, I met a teacher at a training last month who stated that her center does not offer inclusion. The training was on inclusive practices. At her center they tell parents that they don’t have space available because they simply don’t want the responsibility or be bothered. It’s just too much work and too many headaches. Although many schools and districts have been educating students with disabilities in inclusive settings for years, families often still have to fight to get their children into general education classrooms and inclusive environments.

Denying a student access to inclusion is simply wrong. The law clearly states that a student with a disability may be removed from the regular education environment only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. If schools can successfully educate a student with disabilities in general education settings with peers who do not have disabilities, then the student's school must provide that experience.

A very important insight I have gained as a result of the research chart is that it provides a better understanding by answering important questions as well as providing new ways to view the process of finding answers. This is important because there are so many questions still to be asked and answered. It now seems to me that this process is unending. That means that we can continually get better and better.

I would appreciate any advice, insight, or suggestions my colleagues can offer regarding inclusion or with reference to this course. I am always open for suggestions to help me improve. In addition if you have any information or resources you can share I would greatly appreciate it.

References:

Individuals with Disabilities Education Act, 20 U.S.C. § 1400 et seq. (1997).

Individuals with Disabilities Education Act, 20 U.S.C. § 1412 [a] [5]

National Inclusion Project, (2014), Retrieved from http://www.inclusionproject.org/

Early Childhood Inclusion (2009), Retrieved from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_EC_updatedKS.pdf