Chapter Summary

	Teachers, Schools, and Society by Sadker & Sadker
	Online Learning Center
	Return to Main Book Page

Chapter 4: Student Diversity

Chapter Summary

Individuals exhibit diverse styles of learning due to cognitive, affective, and physiological differences among people. Identifying a single optimal educational climate is not possible, since individuals differ so markedly in their learning styles.
While some educators challenge the concept of a single appropriate learning style, others challenge the notion of a single type of intelligence. Gardner's theory of multiple intelligences identifies at least eight kinds of intelligence, ranging from the traditional verbal and mathematical to musical, physical, and interpersonal abilities. New concepts such as emotional intelligence further broaden our traditional notions of IQ.
Changing patterns of immigration and birth rates are demographic trends that will result in very diverse classrooms in terms of race, ethnicity, and language.
Early in the twenty-first century, one-third of all students will be of color, both enriching and challenging our schools.
Moving LEP students into America's classrooms has been both an educational and a legal challenge. In Lau v. Nichols (1974), the Supreme Court ruled that schools were deficient in their treatment of students with limited English proficiency. Congress subsequently passed the Equal Educational Opportunities Act. Many districts have redoubled their efforts in bilingual education. Some teach students in their native language only until they learn English (the transitional approach), other schools use both languages in the classroom (the maintenance approach), some supplement with English as a Second Language (ESL) classes, while still others opt for nonbilingual means, such as immersion and submersion. Studies suggest that many bilingual programs fall short of their goals, and the future of bilingual education is in question.
Many of the strategies considered effective in working with students of color benefit all students as well. Effective multicultural practices that benefit all students include more equitable distribution of the teacher's attention, a greater representation of the contributions and experiences of diverse groups in curricular materials, and response to different learning styles.
Legislation and court decisions have required schools to provide students with disabilities with appropriate education in the least restrictive environment.
Students with disabilities are guaranteed access to public education under the Individuals with Disabilities Education Act (IDEA), which also requires that individualized education programs be developed to document the school's efforts in meeting the needs of these students.
Despite the Individuals with Disabilities Education Act, controversy exists about the identification of special needs children, the best ways to educate these learners, and the importance of providing teachers with training and resources.
Few resources are provided for gifted and talented students in many of the nation's school districts. When their needs are not met, these exceptional learners may become apathetic, bored, isolated, and alienated.
Gifted and talented programs usually promote one of two strategies: enrichment or acceleration. While many people worry that acceleration will lead to social maladjustment, research indicates that acceleration has a positive impact on gifted students.

Begin a search: Catalog | Site | Campus Rep

Copyright ©2000 The McGraw-Hill Companies, Inc. All rights reserved. Any use is subject to the Terms of Use and Privacy Policy.
McGraw-Hill Higher Education is one of the many fine businesses of The McGraw-Hill Companies.
For further information about this site contact cara_harvey@mcgraw-hill.com.