Ysabel Bombardiere

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… >>>