Diversity Within Modern Elementary Schools

¶ … diversity within modern elementary schools demands that greater effort is put into creating a successful environment in which children with differing needs can be successful within the school environment. There are many factors that go into creating a successful environment for students of all needs. The central issue is the influx of differing students within the elementary school setting. There are several categories for these students including special education, ESL, behaviorally challenged, etc. The topic of this following analysis is to examine what comprises a successful elementary school resource room that will be able to service all of the needs of this diverse student population. We will examine the types of students that will engage in this resource room, the kinds of services that will be provided, as well as the resources, materials and funding available for such a resource room. The key is to provide a comprehensive arena where all needs are met with the most efficient and cost effective methodology.

The modern elementary school environment plays host to a plethora of students with different needs. Elementary resource rooms therefore must also be modified to help a greater diversity of students. Traditionally resources rooms were intended for special education needs. These students will have a variety of needs as, "The effects of physical disabilities may be visible or invisible. They include inability to walk and/or use the arms, hands or fingers, often resulting in the use of aids such as wheelchairs, calipers, crutches or walking sticks. Attendants may be needed for personal care and the student may rely on others for transport, photocopying, study notes and library assistance."(Sydney, npg). Students that have learning disabilities are the widest group that will be helped within the resource room. Learning disabilities at the elementary school level can be a very broad and all encompassing term. It includes students with severe physical and mental disabilities that prevent them from regular learning techniques such as autism, to mild learning disorders that can be overcome with strong teaching techniques such as dyslexia. Catering to these students will not be the easiest course of action as they will assuredly be very hard to educate at the elementary school level. Another emerging class of students that needs to be serviced is English as Second Language students. The elementary school level is the most important academic level that ESL students can dramatically improve their English, and thus the resource room should be a nurturing arena that introduces them to the English language at a pace they are comfortable with. The tools and educators on hand to teach ESL within the resource room will be vastly different from other segments of the elementary school population, therefore it is very important that an elementary resource center has the flexibility to accommodate such students. The importance of "meeting the language development needs of such culturally and linguistically diverse students is challenging for teachers. A supportive, student-centered environment will assist the language development of all students. Such an environment, which values and accepts students' languages, cultures and experiences as the foundation for instruction, will support and nurture each student's language acquisition and development."(Teaching Kindergarten, npg). Finally, elementary resource rooms must also be able to respond to students with behavioral and psychological disabilities. These include overly belligerent children, or those who have suffered abuse or trauma outside of school. These students are in an especially delicate position within the school environment, and the resource room could very much serve as a haven for them.

The kinds of services provided within the elementary room must be commiserate with the types of students that will use the services. For students with strong physical disabilities or severe mental disabilities, services must be provided in two key areas. First, services that provide for the physical care of such students that cannot function in normal capacities. This will require special educators who are trained to handle physical disabilities. Another major service is to employ alternative learning methods to teach such students how to begin functioning on a normal level within their classroom setting. Students with mental disabilities are especially important, educators who are trained in how to deal with learning disabilities will be essential to helping these students learn how to master their problems. For ESL students, services must be provided to allow them to further their education in English. There are several proven methods to accomplish this goal; the first is to create "buddy systems" within the school, where ESL students are able to find an older or same age student who speaks their native language. This has proven to be the best integration method to allow ESL students at the Elementary school level to begin developing the ability to integrate their native language with English. At the same time, special ESL teachers must be on hand to be able to deal with the inevitable miscommunication issues that will come up for ESL students. Finally, for students with behavioral problems, a much more delicate approach must be taken. At the elementary level, students will not voluntarily admit or seek assistance with behavioral problems, "The appearance of behavioral disorders is increasing dramatically in our K-12 classrooms. As a result their presence severely constrains the ability of the school systems to educate students effectively."(Strategies, npg). An active counseling staff would be mandatory within this arena to assist students in finding out the precise problems that affect such students. Overall, the services necessary for a successful resource room must be matched with the specific needs of the students.