Diversity In Schools

The role of differentiation in the classroom has become a growing importance for many schools as a challenge to provide their students with a proper education in order to help them reach appropriate academic success. The first step of implementing differentiation is to ensure the teachers are properly trained to use and create strategies. Unfortunately, many teacher education programs do not focus on diversity, which creates a setback in the understanding of differentiation and its importance (Landson-Billings, 2001). When made aware of the inappropriate behaviors of educators in relation to diversity, Billings created a Teach for Diversity program to educate on academic achievement, cultural competence, and sociopolitical consciousness. Traditionally
It is evident that low socioeconomic districts do not have as much material as higher socioeconomic districts. However, it is not only the materials that effect the literacy environment, but the lack of resources to expand outside of the classroom in low SES districts where higher SES districts can bring students elsewhere to showcase their work (Duke, 2000). Although schools may be a contributing factor to low academic achievement in literacy, especially in low SES districts, they have began looking at strategies to implement differentiation with hopes of academically reaching the needs of their students. Is it possible to be a teacher who truly understands the concept of diversity (Landson-Billings, 2001)? Diversity is a complex topic that with the help of tolerant, trained professionals differentiation can reach the needs of all students and provide them with a proper individualized education. It is evident that there are many aspects of diversity that without research would have never been identified as so. The implementation and understanding of differentiation is an ongoing but necessary challenge that all districts should take on for the betterment of their school