Supporting Diversity and Equity in Education

Supporting
diversity and
equity
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able of Contents
Introduction......................................................................................................................................3
MAIN body......................................................................................................................................3
Introducing three journal articles:..........................................................................................4
Strategies for strengths...........................................................................................................6
Threats or challenges: Challenges.........................................................................................6
Linking to policy:...................................................................................................................7
Overview of the importance of partnering with partners:......................................................7
Outline of how will your partner with family of a child with profound hearing loss to
provision for inclusion............................................................................................................9
Conclusion.....................................................................................................................................11
REFERENCES..............................................................................................................................12
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Introduction
There are various challenges and strengths that a child that cannot hear has to bear while
they have to enter a classroom. There is need to analyse the process that involves various
teaching strategies that have to be evaluated in order to develop teaching strategies for the
purpose of partnering with child’s family to develop provision for inclusion. For this purpose
present report is based on analysing the plan for various diverse learners to evaluate the teaching
approaches with respect to supporting the diverse and equitable learning environments. For this
idea there is development of support for physical social, emotional and spiritual needs for diverse
learners (Ogunkeyede and et.al, 2017). The case study is associated with the way there can be
development of best teaching strategies that can help in building of child’s strengths. There are
some of the challenges that are experienced by partners and other associated stakeholders of such
children who posses less hearing capacity. For this purpose there comes a need to formulate
suitable strategies in order to maximise the efficiency in learning process of such students.
MAIN body
Strengths: the main associated strengths for such type of classrooms are to have a proper facility
to deal with the situation of deaf students or students with less hearing capacity. In this there
comes a need of regular extra classes for extra support so that there can be dealing with small
groups who are hard of hearing children (Michaud and Duchesne, 2017). Apart from this there is
also need of individual support sessions that are required with specialist teachers.
Challenges: another major challenge that is faced by deaf students that there is very high risk
because of delayed language development in students. That can permanently affect the academic,
social and communication skills in the early childhood and later when they are going to school.
This requires a smooth transition that can support the children who are dealing with this issue
and also their families.
Another associated challenge is the degree of hearing loss and the mode of communication that
is related with the presence and absence of additional disabilities with hearing loss that may
influence that transition to school in terms of educational placements. The transition at early
stages may be affected by the surrounding contexts, families, peers and neighbourhoods. They
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may also be affected by state, local and federal regulations or policies that are related to the
public education.
Apart from this there can also be issues that are associated with hearing loss leading to affecting
the development of children present ability to engage in age appropriate activities their
communication, functional skills and other related language skills, there can be impact on the
initial development stages that are very crucial for a student(Lu and et.al, 2021).
Language skills: There are many languages students that analyse grammatical development and
vocabulary skills are very important for children who posses difficulty in normal gearing. This
leads to requirement of grammatical development that has to be focussed on word structure.
Word family is defined as the word plus that is inflectional and forms. In syntactic ad
morphological skills that are fully developed at the age of 5 years. In case of relay transition of
stunners that is by the age of 4 and a half years there is difficulty with children who posses
normal hearing and may have complex sentences(Walker and et.al, 2017) .
Speech skills: For students who are suffering from less hearing issue may also face difficulty in
problem of articulation of consonants and vowels that includes omissions, distortions and
substitutions.
Introducing three journal articles:
As per Sandra cano, (2017), there has been a transformation and modification in the earning
technologies that has changed the progress of information and communication. Such
technologies are transforming the way children with disabilities that represent real opportunities
with access of inclusive education that can help in overcoming obstacles that is part of classical
educational systems. For inclusion of children who are starting the school digital transformation
where different technologies for the purpose of engaging children with written language and
having literacy learning process. Learning technologies have modified the overall education
system and transformed the impressive profess with communication & information technology.
Such technologies are accessible, affordable, usable and available so that there can be
representation of real opportunities with access to inclusive education (Digital transformation to
support literacy teaching to deaf Children: From storytelling to digital interactive storytelling,
2018)
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