The only issue I have with holistic assessment is that all students should be able to choose between it and standardized assessment. I had a professor who was popular with foreign students. In his classes, as part of the grade, a student could write a 5-page term paper or type their notes and present them. The foreign students who usually were English-limited almost always chose the notes, but at least every student was given the two options. In my situation I have allowed Spanish-only students to do their written work in Spanish, but in the future I might be more… >>>

I've always found it ironic that native-born Americans who only speak English will look down on an immigrant because they don't speak English when often they speak their mother tongue plus some English and often many other languages in cases where their country of origin was once colonized by France or Spain. I have been guilty of assuming because they are ESL, they are not intelligent or lack literacy.

One area I can work on is not using English phrases that cannot be translated literally since we often have Spanish, Swahili, and Russian speaking students. One example would be "to knock it out of the park."

I have to admit, so far, so good. I really expected this to be from a certain perspective, but I don't see anything that I disagree with. I do think we are a bit too sensitive with some stereotypes because some are based on reality. I wish we could laugh at each other like we used to without becoming offended.

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… >>>