Diversity Within Modern Elementary Schools Term Paper

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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.

Resources are another integral part for the success of the elementary resource room. For special education students with disabilities, the resources needed are multifold. First and foremost, there must be equipment that will help those with physical disabilities learn how to cope with their situation within the elementary school environment, as well as find interest in learning to overcome their disabilities. Exceptionally well trained teachers and educators will be the most important resource for these children, because they will need to be taught through no conventional techniques. For ESL students it is extremely important to identify the language proficiency that they are currently at and then use different resources to help them advance their English skills. The first step would be to have specially trained teachers who specialize in ESL. The resources necessary include reading material that will help identify the current level of a student's English abilities by comprehensively testing their reading, writing and speaking levels.

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Another step is to have access to a wide variety of reading materials in other languages to encourage such children to find interest in reading comprehension and thus, to transition from their native language to English. Finally, for children with behavioral problems, counselors must be on hand who can adequately understand and develop a strong connection with these children to begin understanding the problems that cause the core behavioral conflict. In general, resources within the resource room must mirror the students that the room is intended to serve. The greater variety of educational material as well as teachers will be the key to having a successful resource room. Having such resources and materials can often be extremely expensive. However, a resource room also has the advantage of combining all of the needs of students into one efficient location. This can actually save schools much more money than they would otherwise have spent by fragmenting such services into varying departments and separate offices.

In the final analysis, an elementary resource will must cater to a diversity of student needs. The only way to accomplish this is if educators make the commitment to help such students with the best teaching techniques, services, as well as resources that will allow them to succeed. Only through the support of a strong administration that will not balk at the additional expenses incurred as well as strong parents who will support both the program as well as their children through special needs that they will face.

STRATEGIES for TEACHING STUDENTS WITH BEHAVIORAL DISORDERS. (2004, July).

Retrieved January 22, 2007, at http://www.as.wvu.edu/~scidis / behavior.html#sect1

Students with a physical disability. (2005, January). Retrieved January 22, 2007 at http://www.usyd.edu.au/stuserv/disability/staff_mobility.shtml

Working with ESL and International Students. (2006, October). Retrieved January

22, 2007, from National University Web site: http://www.nu.edu/Academics/

StudentServices/WritingCenter/WritingAcrosstheCurr/WorkingwithESLandInt.html.....

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