REID MASTER’S PORFOLIO 1

Diversity Statement

The University of Alaska Southeast, Alaska College of Education, states that a teacher

teaches with respect for their individual and cultural characteristics. It further states that

candidates understand how elementary students differ in their development and approaches to

learning and create instructional opportunities that are adapted to diverse students. I have only

taught in Title 1, multicultural schools. These two characteristics bring diversity to our learning

environment where there is at least one student with an IEP and or a 504 Plan in every

classroom. “Students with disabilities who are included in general education classrooms are not

always automatically accepted by their nondisabled peers. As a result, it is the teacher’s

responsibility to promote this acceptance” (Smith, Polloway, Doughty, Patton, & Dowdy, 2016,

p. 22). Students are not all equal, nor will they be treated equally. Every student will have

instructional opportunities and learning experiences depending on their developmental level.

The following artifact is an integrated lesson plan that incorporates UAS Special

Education Program Vision1 and the Special Education Program Mission2. The lesson addresses

my knowledge of the diverse needs of three of the five students mentioned in the lesson plan. It

includes all the sections for planning a lesson: objective, standards, materials, teaching &

learning activities, assessments, and most importantly for this discussion, the adaptations for

students with an IEP and one with a 504 Plan. This in mind, I am using a lesson plan which

demonstrates development, learning, and opportunities that can be adapted for all students.

1
UAS School of Education, Special Education Program Vision states, “…graduates will develop
a philosophy and practice of special education that accommodates the multiple world views,
values and belief systems of Alaska’s diverse Native and non-Native communities.
2
UAS School of Education, Special Education Program Mission states, “To prepare teachers to
develop and implement culturally responsive instructional services for students with exceptional
needs.”
REID MASTER’S PORFOLIO 2

Emmanuel is an eleven-year-old student who struggles with reading comprehension,

expressive writing, and receptive language (i.e. listening). It is my practice to look at what

students can do, and not at what they cannot do. Studies show, “When teachers overestimate

ability, these students…exhibit increased achievement” (Smith, Polloway, Doughty, Patton, &

Dowdy, 2016, p. 153). For example, student Emmanuel will first practice reading one of the

selected books with a teacher, an assistant, or another 5th grade student. Then, to help develop

reading comprehension, receptive language, and confidence, Emmanuel will read the same book

to one or two 1st graders. Later, the teacher will meet with Emmanuel to encourage him to use

expressive language to explain his experience reading to the first graders because, “Kids often

make their own sense of things more effectively and coherently when adults collaborate with

them” (Thomlinson, 2014, p. 49). Later, to develop Emmanuel’s IEP expressive writing goal, the

teacher will have him write about his experience reading to younger children.

Jake is a 10-year-old boy with a 504 Plan for attention deficit hyperactivity disorder. He

is bright and wants to learn, but his attention span is short, and he is easily distracted. What

works for Jake will take time, patience, and reflection. Authors Tomlinson and McTighe stated,

“…teachers whose practice reflects a philosophy of responsive teaching continually seek varied

ways of thinking about time, material, tasks, student grouping, teacher-guided instruction, space,

grading, and so on. Simply put, there is no other way to craft a classroom that works well for

each learner” (2014, p. 51). The teacher will need to approach Jake’s learning using the specific

accommodation’s in his 504 Plan. For example, he will sit at the front of the class and work with

selected students in cooperative learning arrangements. Jake will be allowed to take breaks and

stretch in the back of the room. Jake will repeat oral directions for each activity to make sure that

he understands what is expected.

REID MASTER’S PORFOLIO 3

Anthony’s IEP goals is to interact appropriately with his peers and classmates. To create

instructional and learning opportunities for both Anthony and his peers, the teacher will use peer-

mediated intervention strategy and reward the entire class if Anthony engages in appropriate

social interactions with his peers during projects. The teacher will also use a behavior

modification system that acknowledges and reinforces Anthony’s appropriate interactions with

his peers. I have successfully used both of these tactics in my classroom to teach students how to

help one another.

I conclude with a quote stated by Donald Thomas, but from Perrone’s book, “attainment

of equal educational opportunity depends upon recognition of diversity first, in all its aspects and

then deliberate acting to sustain that diversity with honor” (1991, p. 54). This lesson plan

demonstrates my understanding of incorporating diversity. The plan allows flexibility for

multiple levels of development, a variety of approaches to learning, and the creative instructional

approaches needed to adapt diverse students.

References

Perrone, V. (1991). A letter to teachers: Reflections on schooling and the art of teaching.

San Franscisco, CA: Jossey-Bass.

Smith, T.E., Polloway, E.A., Doughty, T.T., Patton, J.R., & Dowd, C.A. (2016). Teaching

students with special needs in inclusive settings. (7th edition). Boston, MA: Pearson.

Thomlinson, C.A. (2014). The differentiated classroom: Responding to the needs of all

learners. (2nd edition). Alexandria, VA: ASCD.

Thomlinson, C.A. & McTighe, J. (2006). Integrating differentiated instruction & understanding

by design: Connecting content and kids. Alexandria, VA: ASCD