Working in the field with pediatric patients, I have seen my share of those with ASD and was aware of several of the signs and symptoms and while I incidence of diagnosis grew in the past few years, I was unaware of the statistics.

Disabilities can vary even with students of the same diagnosis/disability. 

There are some challenges and practices involved in teaching diverse learners, particularly those with special education needs. Teachers, special education professionals, and support staff support addressing various learning needs within inclusive classrooms. A common practice is the reliance on Individualized Education Programs (IEPs) as foundational documents. While IEPs provide essential guidance, many educators go beyond IEPs, adapting instruction to meet available resources and their students’ unique abilities and circumstances. Importantly, the case also emphasizes that not all students who require differentiated strategies have an IEP; it is recommended that educators be proactive in meeting the needs of all learners.

These languages and cultures bring unique perspectives that enrich our learning environment. Students learn not only from teachers but also through meaningful social interactions within their own culture and their social circle and the language of their homes.  During lessons, I ask students to let me know what they know about a subject, and most frequently, they will know the subject, they have learned about it from their own families, and they share diverse experiences that help connect the lessons with their home life.

For example, many of my students belong to a specific racial group,  they are first or second-generation immigrants. They often speak Spanish and maintain strong familial and community networks, which are closely tied to their racial identity. However, they embrace American Culture, which emphasizes independence, individualism, and social mobility. You can belong to a particular racial group, but it is important not to use stereotypes, because culture is complex.

In my classroom, I present both enriching opportunities and complex challenges, particularly around inclusion. I have observed that while some students prefer not to be identified by their cultural background—expressing a desire to "just fit in"—others are more eager to share and highlight their cultural identities. Acknowledging that each student brings unique perspectives, values, and lived experiences, I try to create a classroom culture centered on academic excellence while also incorporating cultural inclusivity in meaningful ways. For example, we explore the value of diverse perspectives in engineering design of new devices or community decision-making, such as ensuring representation when testing… >>>

While I can see where being aware of the generations and their differences in learning is important, there is a part of me that thinks they need to adapt to the instructor at some point. In the real world nobody will really care what generation they are from and they will be expected to act professionally and get the job done within the framework of the existing structure. I once worked in a position where scheduling was based on seniority. A newer employee complained openly about how unfair this was to newcomers and how it interfered with his personal goals… >>>

I think viewing technology as a tool rather than as the main source of instruction is important. I also like the thoughts on blurring of personal and work time and ow those boundaries need to be clear.

In my setting, a prison school, I think it would be difficult to cater to each generation. I think I could look for those outliers in my classes and at least be aware of the differences.

This section really applies to me since we have literally have students from 18-70 in my classes. I frequently come across older students who have no idea how to use a computer mouse.