Diverse Learners

            I feel fortunate that half way into writing my I-Search paper, the class presented me with more information about how to help struggling readers, which is exactly what I am trying to establish with my topic. It seems odd to me, however, that we define diverse learners as, “those who might be at risk for academic failure and who need special understanding and attention (Richardson, Morgan, and Fleener, 2012).” The dictionary defines diverse as, “of various kinds or forms; multiform (www.dictionary.com, 2014).” It seems to me that diverse would simply be a reference to all students, as no two students are alike in skill, aptitude, likes, dislike, cultural background, etc. Do we term them diverse learners in order to be a palatable term?

            This chapter and the associated article do much more than simply present strategies to help with struggling readers, but they also describe some categories of students who frequently fall under that broad umbrella of “diverse learners.” Students with special needs are frequently who I think of first when I think about struggling learners. As inclusion becomes the norm across the country we are finding more and more ways to help these students learn to the best of their ability. Differentiation of instruction and small group work has proven to be very helpful in teaching not only these students, but students without special needs as well. Inclusion classrooms are proving that even students without special needs are benefiting from classes with students with special needs. The categories of students that are not as commonly thought of when we speak broadly of struggling or diverse learners are those from families of low socioeconomic status (SES) and English Language Learners (ELL).

            Watkins and Lindahl (2010) gave some excellent points to consider and strategies to use when teaching ELLs. They also presented a framework for constructing lessons that is identical to PAR. In particular, Watkins and Lindahl (2010) talked about using targeted instruction: keeping both receptive and expressive language skills in mind in content area literacy development. In order to accomplish targeted instruction, literacy strategies are included prior to the lesson, as part of the lesson, and after the lesson.

            The category of students that seems potentially the most difficult to teach are those suffering the consequences of families of low SES. This may be because their difficulties result from a lack of support at home, a place that teachers have very little influence. These students are a perfect example of Maslow’s hierarchy at work. They cannot focus on, or be happy with, academic achievement when they are unsure of when their next meal will be or if they will have heat when they get home. Basic needs trump the desire to learn. Beyond that, from a physiological standpoint, the brain cannot function at its best when the student has many other pressing issues to contend with, especially when physical discomfort is one of them. The text gives some ideas and things to be aware of, but I fear the teacher cannot do enough to make a real difference. Does anybody have other ideas of how to get through to students whose low SES may lead them to failure?