D020 ALM2 Cultural Competency and Social-Emotional
Learning passed Task 3 Western Governors University
Task 3
Teacher’s College, Western Governors University
, lOMoARcPSD|6353920
2
A
Our communication plan will focus on students with behavioral, learning, and
social-emotional disabilities at Tecumseh Elementary School. This Long Island-based school has 193
students ranging from K-6th grade, all of whom have IEPs and receive special education services. Most
students, 60%, are labeled as Emotionally Disabled, while 10% are ASD, 10% OHI, 10% are Speech &
Language, and 10% are Learning Disabled. Our school has a robust staff of 200 members, including 31
special education teachers, 31 teaching assistants, 15 social workers, 10 speech therapists, 4
occupational therapists, 2 physical therapists, 3 psychologists, 4 special area teachers, and 100
individual aides. In addition, we have a psychiatric center for children on the premises to provide day
treatment for students with intense behavioral needs.
It's important to note that while all our students require special education services, most have
difficulty regulating and controlling their emotions and impulsivity. As such, we provide additional
support and services to ensure they can participate and succeed in an educational setting. We are
confident in our ability to provide the necessary resources to all of our students and look forward to
continuing our efforts to support their academic and emotional growth.
A.2.A
Culturally responsive teaching strategies are an effective way to promote cultural awareness
and cater to the needs of exceptional students. As a teacher, you can confidently use instructional
materials and resources that reflect your students' diverse backgrounds and experiences. This
approach creates a safe learning environment that celebrates the diversity of your students,
empowering them intellectually, socially, emotionally, and politically. According to an expert, culturally
responsive teaching leads to a more inclusive classroom where students
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