Branch prepares teachers and their leaders to be agents of change, committed to equity and cultural inclusion and linguistic diversion in communities and school. Leaders prepare and develop successful teachers, they are prepared to create and sustain an equitable inclusive educational environment which is aim to access student success. Teachers teach where learners come from a humble background, and approximately thirty percent are learning English as their second language. Students experience success regardless of factors such as low standard of living and English proficiency.
Also, teachers are trained on how to handle young children and children with disabilities for them to understand their purpose in the community and have the positive perception of life. This paper will focus on critical issues in teaching in school and community with children and adolescent with a disability, English learners, ethnic diversity and relationship of these issues to our motivation. Critical issues in teaching learners with learning disability tell important changes in public policy and professional philosophy. Teachers should observe and examine children’s interest and their progress in learning and ensure that children are self-evaluated .
Teachers are acclaimed to formulate learning environment to enable active examination and communication on physical, social and reasoning levels. Learning resources of young children ought to be genuine and related to their familiarity. Young children may need a curriculum that provides well-structured education and external motivation such as positive reinforcement and great degrees of commendation. This will provide children with the opportunity to learn to interact and communicate effectively with others.
Youth with disabilities are often unable to run their learning activities smoothly because of unsuitable school building but they should be provided with an education that meets their needs. The current critical issues are to ensure that every adolescent completes a quality and inclusive education without discrimination. Inclusive education programmed has supported children to access both primary and secondary education that meet their needs also there is a provision of rehabilitation and train of skills to help these children to get jobs and create a business of their own.
School-based rehabilitation practice draw health and rehabilitation practitioner into a particular education which set out assistive technology, educational assistant, and modification to an expectation of children with disability at a community. English learners students are highly dispersed across the nation, they are not equally distributed, and only seven percent attend nation’s school and tend to be in urban centers with a high concentration of minority. English learners should be separated from students who are speaking English and should attend schools where English learners are many for them to interact with peers and have the opportunity to hear good models.
In current critical issues, principals are set for learners to participate effectively in learning such as, applying rules that students should meet for them to proceed to another level of education, and it is practice in high school (Clavijo, 2016). There are many factors in school that affect the success of diversity of cultures and the school’s atmosphere made for overall attitude to response to curriculum .academic relationship between teachers and their learners is the most influential, teachers will be able to build strongest learning relationship with their culturally diverse learners to make their learning interested and successful.
To conclude, teachers should view positive identification that will create a background for effective communication and instructional strategies. Teachers are the basis for critical issues and changes that occur in learning. They are the one to create a conducive environment for learning depending on disabilities, English learners, and ethnicity for learners to achieve their success.
Clavijo, A. (2016). English teaching in the elementary school: Some critical issues. Colombian Applied Linguistics Journal, 18(1), p.7.