BLOG 8: It's A Wrap! How to teach low SES students!- Stephanie Esposito

STEPHANIE ESPOSITO

FINAL BLOG: REFLECTION

POVERTY IS NOT A LEARNING DISABILITY!

The reason I chose to read this book is because I wanted to gain a better understanding of how to equalize opportunities for low SES students in my classroom. I was very pleased with the first half of the book. Lots of examples of how to teach low SES students was described in great detail. Some examples included: building positive relationships with students and their families, conducting formative and summative assessments, integrating learning experiences, and creating a positive environment for instruction. Along with what the teachers should be doing, school-wide suggestions were also provided. These suggestions included: increasing parent involvement, harnessing the power of individual competencies, and having a positive attitude. 

What really made a lasting affect on my personal teaching practices was learning about the "deficit perception". When teachers do not understand the effects of poverty on students a deficit perception is developed and students are mislabeled. As teachers, we must KNOW our students on an individual basis and understand that poverty is NOT a learning disability.

1. Reading "Poverty is Not a Learning Disability" has allowed me to examine fundamental beliefs about how to teach low SES students. One belief that will have a lasting effect on my teaching practices is understanding that I need to be aware of the learning opportunities that may not be present in economically disadvantaged homes and consider opportunities to put intervention programs in place, rather than "dummy down" or "water down" the curriculum. 

2. My perspectives on diversity have been developed and reframed through reading this book. In all honesty, I did not know how profoundly poverty can affect one's education. The reality of poverty is that these students have not been given the opportunity to learn, therefore, they come to school with a lack of readiness. "The three most limiting factors to children's readiness are (1) limited economic resources, (2) parents with low levels of education, and (3) single parenthood" (p. 9). Several other facts that impacted my perspective on poverty include: 

"Children from poorest communities: owned just 38 books as compared to 150 in the top fifth, were read to much less often (63% compared to 93%), spent 18 hours or more a week watching television, moved more, and were much less likely to have seen a play or participate in an extra curricular activity" (p.9). From reading this book, I have gained a much better understanding of the impact that poverty has on a child's education and now I know what to look for and how to accommodate to a child from a low SES family.

3. What I know now is how many students are mislabeled because teachers do not understand the affects that poverty has on a child's education. "A much higher percentage of low SES children are referred for placement as learning disabled than their middle- and upper-class peers" (p. 15). It's sad to think about how many low SES students are shunted off on the special education track when it's not only unnecessary, but also frequently harmful. With this in mind, my personal teaching practices will be better now that I have a better understanding of learning disabilities and the affects of poverty on a child. Being able to differ between the two will allow me to give my students the education they deserve.