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Q1- I would build a culturally sensitive classroom by having all country flags hanging in my room , with different things from each country. I would do this so every student that may not be from America feels comfortable, and so that students that are from America become culture sensitive and learn more about other countries.
Q2- Socioeconomic is related to academic achievement for diverse students because it affects where they go to school and the quality of education they receive due to their social class. Due to their parent's income and where they leave , their education depicts from those and many more negative factors such as crime rate and city funding.
Q3- Educators can avoid this by being more involved and becoming ambassadors that know these students aside from just their disability.

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1) How and why might you build a culturally sensitive community in your classroom? -
I would encourage my students to be open-minded and become aware of cultural differences. I would expect all of my students to respect other student's perspective. I would also include different cultures in my lesson plans, so all students feel safe and have a sense of belonging. I would also introduce my students to prominent figures from diverse cultures so that they will have a better understanding of contributions of people from around the world.
2) How is socioeconomic related to academic achievement for diverse students? -
Children who come from low-SES families are less likely to have experiences that encourage early reading and oral language skills due to less access to enriching materials and experiences, like books and computers and educational toys to foster learning, so these children are usually behind compared to their peers from affluent backgrounds.

3) Minority groups are disproportionately represented in special ed. programs. How do educators avoid this?
By creating a thriving classroom environment for all students where the teacher can distinguish disabilities from cultural differences can help reduce the over-representation of minority groups in special ed programs.  Parent involvement can also contribute to raising academic achievement for students from minority backgrounds. RTI process can also provide appropriate support for students to support learning, resulting in reduce referrals to special. Ed services.

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1) I would build a culturally sensitive classroom by first getting to know the various cultures of my students. Then, i would incorporate their culture into lesson plans by highlighting key historical figures that contributed to American society. I would also explain to my students that we are all different. We may have differences but they should be embraced because that is what makes our classroom unique. If we were all the same then school would be boring! I could even create lessons or projects where students have to educate the class on their culture. It is important to do this to create a sense of unity in the classroom and to also provide a safe place for all students. Additionally, when students see themselves or people who look like them in the lessons they are being taught, then they are  likely to be more engaged in the content.

2) Socioeconomic status plays a huge role in affecting the academic achievement of diverse students. For one, your socioeconomic status directly affects the quality of education you will receive. Since property taxes directly drive the funding of public schools, if a child lives a poverty stricken area, their quality of education is inevitably poor. Additionally, a teacher  bias often exist for students who are less fortunate economically. Once this bias is planted, it then manifests itself in the teacher's behavior toward the student. The teacher may not call on the student as much, interact with them, or overall show little interest in making sure the student succeeds.

3) Educators can avoid over representing diverse students in special education by not being afraid to get to know the students better. We have to embrace the differences that students bring to the classroom. Perhaps adjust teaching methods to better accommodate for a student who is culturally diverse. Dig deeper to find the reason by the under achievement. Also, educators can collectively seek our professional development in the area of teaching diverse students. Additionally, self evaluating oneself for your own biases is important to make sure you're providing the best education possible for all students.

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Thia Green  1. How and why might I build a culturally sensitive community in my classroom?I would make sure to show an interest in the different backgrounds of all of the students in the classroom. I would want to have an accurate knowledge of their culture.  Showing students from varying backgrounds shows them that we are interested in them as individuals. It also teaches other students or the classroom as a whole to treat one another with respect and that each person has something to add or contribute to the classroom based on their background. I would want to me very careful and watchful to see if they need additional support in mastering the English language. Noticing that a student is very quiet may mean they are not comfortable expressing themselves in English. Look for ways to help them, without making them stand out or making their discomfort known among the class. 

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Thia Green  1. How and why might I build a culturally sensitive community in my classroom?I would make sure to show an interest in the different backgrounds of all of the students in the classroom. I would want to have an accurate knowledge of their culture.  Showing students from varying backgrounds shows them that we are interested in them as individuals. It also teaches other students or the classroom as a whole to treat one another with respect and that each person has something to add or contribute to the classroom based on their background. I would want to me very careful and watchful to see if they need additional support in mastering the English language. Noticing that a student is very quiet may mean they are not comfortable expressing themselves in English. Look for ways to help them, without making them stand out or making their discomfort known among the class. 

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Thia Green
2. Unfortunately the trend is that students who come from homes below the property line , low income areas tend to suffer greatly in their academic achievement. They consistently perform lower in math and reading than do their more affluent counterparts.  It's not fair. But the achievement gap is widening as the number of students in poverty increases.

3.Minority students are disproportionately represented in special ed programs. How do educators avoid this?

Educators must be very careful and cautious making sure we are taking into consideration the culture, language differences in admistering assessments or selecting ways of teaching materials and social activities. We do not want to misinterpret, behavior in class or test results and lumping these students who are “different” in special education classes. The book mentions that the result may be academic failure, social isolation, inappropriate referral to special education, or inadequate special education services for students who are culturally or linguistically different.

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Q1: It's important to acknowledge and embrace differences because they are inevitable factors. I would build a culturally sensitive community to diffuse the barriers that often divide us by race, culture, ethnicity. The classroom should be a unified haven, for all children to thrive and succeed, regardless of external factors such as race, culture, and ethnicity. I would do so by giving students an opportunity to have sort of a "show and tell." This will allow students to do personal research and it will let them be involved in sharing their cultural preferences, meanings behind certain observances, etc. and it will ensue a since of pride within themselves and their culture.
Q2: As stated in Chapter 5, socioeconomic status is an impactful agent in determining a diverse student's achievement. Notably, students of lower income households tend to perform more poorly. Some reasons to explain this include: fewer resources, lack of access, and household stresses which affect a child's ability to focus strictly on school-related affairs.
Q3: I believe a big key to avoiding over representation in special educational programs would be to have checks and balances system in play. There should be specific regulations in place to challenge teacher's biases. Also, there should be a fair and decent screening process before submitting the suggestion of entering a minority student into a special educational program. Low teacher quality has to be greatly modified and reduced to ensure that there is fairness and equality within classroom settings. This will reduce low teacher expectations and teacher biases, which will also hopefully yield fewer instances where culturally and linguistically diverse students are referred for special education services.

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1.I would encourage my students to research about their ethnic background and up bringing as a way to break any barrier within the classroom. Also as class we would celebrate and talk about the differences in beliefs, tradition..etc. And a big step  would be to try and have my class take the time to learn the proper pronunciation of student names, countries and cities.
2.For one, a student from a low (SES) socioeconomic background tend to do poorly in school. The U.S Department of Education also reported that students in federal and reduced lunch programs preform with their peers in reading and math. A study also shows that career barriers are significantly higher for those from poor backgrounds, people of color, women.
3. As a teacher don't just focus on the students race, ethnicity and personality but actually the students performance academically and behavior. Make sure interaction with parent and see whats going on at home and with other teachers that child also has.

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1. I would build a culturally sensitive community in the classroom by helping students become aware that there are different cultures other than our own and to not ignore the fact that everyone has a different culture. I think students would benefit by seeing others points of view on the same issues. However, there is a limit. Students should feel comfortable sharing their opinions and cultural norms and there should be a certain amount of respect from other students.
2. Socioeconomic status is a large factor in a child’s education and achievement level. Students who come from lower income families stereotypically perform poorer than their middle class counterparts. These students may not have access to the resources that higher class students do. Schools in lower income communities tend to have older textbooks and technology which can hinder a student’s achievement and educational success.
3. Teachers and administrators can avoid disproportionately representing minority students in special education programs by taking into consideration that there is a hidden curriculum. Not all students learn best when the classroom is governed by implicit expectations of white, european-american middle class values. Teachers need to rid their biases that students of poorer households, students of the marginalized groups and non english speakers are at risk or underprivileged because these biases are associated with the culture of poverty.

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Q1-One way that I would work to build a culturally sensitive community in my classroom is to incorporate lessons that teach about different cultures and people. In these lessons, I would emphasize the fact that everyone is different, and that’s ok. I would also emphasize that it is not ok to make others feel bad because they are different. Also, I would celebrate the differences among students so that students could feel proud about them and other students could understand them. For example, if I had a student who practiced Islam and wore a hijab, I might teach a lesson about Ramadan or if I had a student with a hearing disability I might teach a lesson about sign language.

Q2-Socioeconomic status is related to academic achievement for diverse students in the way that if a child doesn’t have the same resources as a child who may come from a more advantaged socioeconomic background, they won’t have the same chance at success. For example, a child who comes from a household that can’t afford food every day but also makes too much money to qualify for the free lunch program, so he or she is comes to school hungry all the time is not going to be able to focus on a reading assignment whereas a child that has eaten a full meal the night before, and a full breakfast, and has lunch money in their pocket is able to focus on the task at hand.

Q3-Educators can avoid disproportionate representation by not assuming that because a child speaks in a certain way or can’t understand what the teacher is saying that they must be learning disabled. Too often instructors mistake children whose first language is not English for learning disabled just because they can’t understand. This can be avoided by accessing a translator or even writing things down.

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1. Building a culturally sensitive community classroom is important. There will be more students from diverse culture. Therefore, letting students understand each other's culture will also let students to practicing each other more deeply and better. I would build a culturally sensitive community classroom by having more fun activities such as international night. Students can show their cultures by dressing up, dancing, or even with foods.
2. I strongly agree that socioeconomic is related to academic achievement for diverse students especially for students with disabilities and students with linguistic difficulty. Students may also cause stresses on how much they have to do well for their family. Furthermore, they can't get a healthy environment to studying at home.
3. Teachers are responsible for all students. I believe that teachers can understand these minority groups of students. I always think that students with a linguistic difficulty need to join their regular class instead different class such as 'ESOL class.' For a better way, ESOL teacher can join the 'regular class' with students to give extra help.

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1.  The most important thing is to not ignore it.  Recognize when certain events are happening, such as Ramadan or Dia De Los Muertos.  Small acknowledgements can go a long way.  On the other hand, it is important not to pressure students to talk about their culture.  Extended discussion should only be broached if the student appears to want to discuss it.  Of course, if a discussion does pop up, it is important that everyone be respectful during it.
2.  To oversimplify the issue, socioeconomic status affects everything.  If the student cannot get enough to eat, they will come to school hungry, leading to a worse performance.  If the student is in a high socioeconomic home, the home life is likely stable, meaning they will not be as stressed while doing work.  In addition, they will have access to extracurricular support if they require extra help.  This will cause them to do better in school as well.
3.  Allow me to divide educators into two categories: English teachers and non English teachers.  For the latter category, avoiding over representation is easy, at least in concept.  Recognize why a student is getting a problem wrong.  Many linguistically diverse students will have the ability to solve a problem in their native language.  If they are struggling with the English, perhaps try to work out a way around that.  English teachers are more complicated, as they cannot try to avoid English.  What they can do is make modifications to their curriculum that ease the student into English over months or even years.

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1. I would build a culturally sensitive community in my classroom through awareness. I think that it is better to talk about topics such as different races, cultures, and ethnicities, rather than knowing they exist yet never acknowledging them. Since it is my hope to one day teach primary levels, I think that having students explore these different topics through their curiosity will help them be more understanding later down the line. I would do this because it is important to realize that there is no "standard" when it comes to one's phenotypes or morality; by learning the differences, children would ultimately be able to do better in school by removing unneeded pressure.
2. The socioeconomic status of a student and their family greatly influences academic achievement. A diverse student's status usually tends to be on the lower end; with both parents working long hours just to get by. The different pressures at both home and school may clash for a student, which may confuse and demotivate them.
3. I am not certain that educators avoid this problem if it is still prevalent, but I believe it should start with patience and understanding. By taking the time to truly know what a minority student's need are, an educator can better assess the situation as a whole. In that way, minority student's are not just packed off to a class they don't need to be in.

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1. Culture sensitivity is particularly important in history, where one must examine all sorts of difference cultures of both the past and the present and, in a ways, subject them to study. Probably the best way to handle such a tricky manner is to do so in a non-judgmental way. Particularly effective when engaging with cultures that are still around and have a student who is of that cultural background, incorporating that student into the class can both help them feel included and can be educational, both to the students and possibly the teacher.

2. Socioeconomic status can impact heavily on a student's performance. Students from low income families have more to worry in making ends meet, which regrettably must detract from both focus and time spent on academic endeavors, with consequent impacts on their performance. This can be magnified if a teacher is particularly biased against a student's cultural and/or economic background.

3. Teachers really need to understand more that minority groups have their own historical relationships with society at large that can put them in adverse circumstances. Educators should also pay attention to who their students are and not be prejudiced against attitudes and beliefs that may be different from their own, especially if the only reason they can find is because they are different from their own.

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1. Having a culturally sensitive community is very important to the success and development of all students. Me building a culturally sensitive community can include creating a variety of different lessons and activities that further explore and integrate the different cultures that make up our own classroom community, as well as encouraging students to embrace their different cultures. I want my students to learn about each other and teach them that different does not mean incapable or impossible.
2.  Socioeconomic statuses are heavily rooted in the achievement of culturally and linguistically diverse students. Students of low income families statistically perform lower than their middle and higher class peers. This can also be linked to a teacher's expectations of the student and his or her prejudices towards students and/or their families based on their cultural backgrounds, economic backgrounds, or both.
3. Educators can avoid misrepresenting minorities by becoming and remaining observant, and not assuming that a student is in need of special education services because of his or her diverse background. It is important for educators to know their students and learn who they are and where they come from. What might seem like a learning disability could just be a disconnect with the content because of lack of representation, clarification, or a language barrier.

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Q1. Culture is not something that should be kept secret or overlooked in the classroom. Having culture day in the classroom would help to allow everyone to understand different cultures better. This can include teaching the children about things within that culture or reading books to gain better knowledge. Involving the family would also be helpful. They can bring in specialty dishes for all to taste, clothing and music. Once the class has learned about different cultures, it would helpful for the teacher to find other ways to still incorporate culture within lessons as well.
Q2. A student’s Socioeconomic status plays a major role in their academic achievements in school. Our book states that children coming from lower income homes have lower performance rating. This could be because their lessons from school are not being implemented at home, homework may not be being done, or even that they are dealing with the family stresses.
Q3. One way to avoid this is to stop labeling the students! Some teachers find it easier to say a child has a disability when they are having behavioral or learning issues with the child. Of course, there are times where special education is needed but it should not be a default to a child acting out or struggling in a subject. As a teacher, we must take the time to do many evaluations before starting the process of special education. As we learned this week, it can simply be a case of CLD which may not need to be directed to special education.

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1. Establishing a foundation to identify the origin/culture of the classroom will the clear the air of not being knowledgable of a student’s tradition and could also bring awareness to the distinctive cultures within the society we live in. My perspective would change according to the diversity of the class . After learning everyone’s core values we would incorporate different culture activities, plan field trips or talent shows displaying different characteristics of ethnicity .
2. Children from low socioeconomic backgrounds seem to perform poorly on achievement test. Factors such as stress, not having enough nutrients could cause a student to perform poorly , therefore the student isn’t performing to his/her fullest potential . Family issues plays a big part in a child’s learning process .
3. Educators should avoid misplacing students based on if a student comes from a CLD background . Be attentive with each student to observe their learning process , some concepts can be confusing and take into consideration of the different learning styles before recommending special education services .

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1. I would want to have a culturally sensitive community in my classroom because I believe schools should be safe spaces for students. I would never want a student to feel like an outcast in a place that is supposed to be where they are supposed to flourish. To build a culturally sensitive community, I will make sure I am using culturally relevant pedagogy as often as possible. I will also do my best to pay attention to when students maybe be treating their peers differently because of a lack of cultural understanding so that we can have open dialogue about why it is not okay and how we can move forward as more sensitive human beings.

2. Students from lower socioeconomic backgrounds tend to fall behind their middle-to-high SES peers. These students may not have the same resources at home, and often times education is not as valued in lower SES homes due to cultural difference. Schools in low SES areas tend to have less experienced educators, and there is often a correlation between inexperienced educators and low achievement.

3. Educators should constantly be evaluating themselves and checking that they are not treating their minority students differently than their white counterparts. Sometimes due to prejudice educators are more critical of minority students, and we should be as objective as possible when taking data that might lead to someone being placed in special education. We can start by setting a very clear standard for ourselves in our data collection by describing exactly what we are looking for in whatever is being observed (reading, behavior, math, etc). We should also periodically take moments of introspection to see if we are jumping to conclusions due to cultural differences we do not understand.

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1) To build a culturally sensitive community in my classroom, it is important to embrace all of the differences my students have without singling anyone out. It is also important to eliminate any stereotypes or biases I could possibly have based on the cultural, ethnic, or SES group my students belong to so give them a fair chance at receiving a quality education.
2) Diverse students who are part of a low socioeconomic group statistically perform poorly on achievement measures.
3) To avoid overrepresentation of students in special education programs, educators should not be careful and mindful when they interpret their students' performance. Teachers should make sure that they do not mistake cultural and linguistic differences for disabilities.

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1) Building a culturally sensitive classroom is essential in order to promote awareness for the students about other cultures and their values. As a teacher we should give students the opportunity to learn about others in order to not be fearful of things they do not understand. Teachers can build a culturally sensitive classroom by somehow implementing various cultures in the curriculum.
2) Socioeconomic factors are related to academic achievement in many ways.    According to the text children from low socioeconomic backgrounds perform poorly on achievement tests. The stress of a low income family might affect a student's learning abilities.  For example  due to low ses factors a child might be hungry and unable to concentrate on school work.
3) Educators can avoid misrepresenting minority groups in special education by being culturally sensitive and especially thorough in knowing their students. Like many of my classmates discussed, language barriers are a major factor that can be worked around and should not just be labeled as special needs.

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Q1. Building a culturally sensitive community within the classroom, starts with the teacher. The first day of school you lay a foundation of respect, ownership, and relationship. The first day of school, the teacher builds relationships, and ask students to share where they are from and their background. If students connect with other students who share similarities in their culture, that creates respect between peers. The students who don’t know about that culture, this then becomes a teachable moment. This allows students that understanding a person’s culture will help them create communication among each other.  Teacher’s enforce the sensitive community, while actively involving and understanding all cultures in the classroom.

Q2. Socioeconomic status is directly related to diverse students’ academic achievement. Diverse students follow the trend that is represent in that household. If the diverse student differ from the common society and only was brought up with their culture; they do not diverge unless the environment, or individual ambition pushes them to do so. If they are brought up with a well off social class they will resume what has been spurring out since they were babies.

Q3.   Educators can differentiate instruction, to make sure no one is left behind.  If they see that certain students do not have a special educational plan, they request for the student to be evaluated. Educators can speak up if there are many students that are not being represented adequately; they can bring it to the attention of the school’s principle and the superintendent

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Q1.  I feel that building a culturally sensitive classroom teaches respect and consideration to students. Not only does it supply an outlet for success for those students who are not from the majority cultures, but it also provides awareness for the other students in the classroom. I believe that a good first step to creating a culturally sensitive classroom is by celebrating the cultures represented in the student body. For example, by incorporating culturally relevant pedagogy students can understand materials through their own culturally related interests.

Q2.  Socioeconomic status is related to academic achievement through several factors. I believe that the first factor is access to resources. Students from low SES households may not have the additional support in their communities that their peers may receive. Another contributing factor is cultural bias. Unfortunately, majority cultures can dominate as the classroom norm through related testing materials, examples, and learning strategies. This can place students from low SES households at a disadvantage because their learning materials are not familiar to them.

Q3.  Unfortunately, I believe that this issue stems from cultural awareness. There is a famous saying in the scientific community that “correlation does not equal causation”. For example, both a student with a learning disability and a student who speaks English as a second language may have trouble reading. Although both students have the same issue, the reason behind their struggle is not the same.  As a teacher, educating yourself on your students’ ethnic and cultural backgrounds helps to provide them with the tools they need to academically succeed. It is important to strategize solutions based on each student’s background before assuming that a disability may be present.

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1) To build a culturally sensitive community in my classroom I would embrace the differences of the students.  Encourage questions and conversations about the cultural differences and help the students learn that 'different' does not mean 'worse'.
2) Socioeconomic factors can relate heavily to academic achievement for diverse students (all students really). Some of the relationship is causative but some of it could be correlative.  In general students from poorer homes have families that work more hours, so have less time to help their children study.  On top of this they are less likely to have higher education and be knowledgeable in higher level learning.  If the adults in the household did not pursue higher education they might not see the value in it and that could pass on to the children.
3) Many students that are from a minority are put into special education because their are language barriers in the classroom. Some teachers don't try to work around these and instead just assume the student has a learning disability. Training teachers in working with students with a language barrier is one way to combat this.

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Q1- building a culturally sensitive community in my classroom is very important simply because they are going to experience a variety of people from very different cultures. if the teacher and students do not embrace the cultural difference it can drastically affect the student. in actuality everyone in class can be viewed by someone as culturally different, so there is no need to view another culture through biased eyes. as a class we will do multiple activities involving learning and understanding the cultures that are present.

Q2- the socioeconomic status of a student should not be important as it relates to the academic achievements but for so long many teachers, administrators, and schools has made it important and a determining factor for many things. in low income areas there is a drastic difference in the amount of resources the school and students receive. it is very sad that all public schools are not funded and given the same resources. research shows that students of a low income family test lower and have behavior issues, which in turn causes them to be wrongly placed in special ed.

Q3- Educators can sometimes not want to put the work in to actually test and evaluate a student before just throwing them off to special ed. some teachers will even just pass the student along in order to get the student out of their class. educators see a student from a different background and say they need to be in special ed because they don't want to take the time to actually try different ways to teach the student and help them understand. teachers should seriously take time and try to help the student before just misplacing the student in special education when the student doesn't have a disability.

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Q1 - Building a culturally sensitive community in the classroom is important because it teaches children that although we all have differences, we can grow to embrace our differences rather than treat them as deficits.  This community can be built by being aware of one’s own cultural biases and not treating CLD students differently than their peers.

Q2 - Statistics show that the number of children living in poverty is continuing to increase in the U.S.  Statistics further show that children from low SES have disproportionately lower reading scores than their white peers.  Figure 5.2 indicates all groups (white, black, Hispanic) have been at an incline or held steady since the year 2000, yet the two CDL groups maintain a 25-30pt gap below their white counterparts.  Further noted, the U.S. Dept. of Education considers children to be low-income if their family qualifies for the federal free and reduced lunch program.

Q3 - Educators must stop the cycle of making special education referrals of CDL students based on their low expectations of the student, especially when triggered by their own cultural biases.  If an educator can master differentiation, the art of altering content and methodology to fit the child, then the battle is half won.  The remainder would be to simply keep the child engaged while monitoring the progression of established goals.

~~Sivi Y. Thomas

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Q1- I would build a culturally sensitive community in the classroom by expressing all of the different cultures of the students. I would do this because it will allow each student to learn about their peers cultures and also allow the students to not be treated any different from the other. Diverse classrooms can also be beneficial to the teacher, not just the students. The teacher can also benefit by allowing them to pick activities that the students can relate to.

Q2- The communities socioeconomic is heavenly connected to the academic achievement for diverse students. A low income school will not have all of the resources students’ need throughout the school and school year. Therefore, a high income school will have all of the recourses they need to better their education and also keep the students engaged in the school. The low income students then will be affected through their education. They might not have the right edition of the book and also be way behind students that go to a high income school.

Q3-Educaors can avoid disproportionate representation in special education by interacting with different students from different backgrounds. If the teacher knows each student the teacher can find a way to help the student. For example, most non-speaking or minimum knowledge of English students are usually grouped in one class. These students need to evenly put into different classes so the teacher and their peers can allow the student to learn more English and also get a better understanding in what is being taught.

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Q1
I would make sure the class is culturally diverse.  I would also make sure everyone is comfortable in the classroom.  I would understand what type of students are in my classroom to make the classroom feel like a place they want to come to every time they are in school.   It's all about understanding.
Q2
Socioeconomic is related to academic achievement by the amount of resources that are available.  We need to be able to provide for all children, whether they are in a high socioeconomic group or lower socioeconomic group.  We need to have the ability to have the school system be able to provide the right funds  to provide these resources.
Q3
We are guilty of splitting up the students into groups. We need to understand our society and understand the students that enter our classroom. I think we forget we are all one and that we are here to learn. We as teachers should show good examples of what a good environment should look like in our classroom.

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1. Having a culturally sensitive community in the classroom can strengthen the interactions between students and teachers. I think the teacher should be aware of the differences of each student and how to incorporate their differences in the classroom. This could be done by arranging activities or introducing course content related to diversity and culture.
2. Socioeconomic status influences academic achievement. Having a low socioeconomic status may lead to the lack of resources in the school and the student’s home. Also, the school may not get the appropriate funding necessary to have a good teaching system so the students will be affected by that.
3. I think educators can try to avoid this by being more aware of their surroundings. Getting to know their students can help the teachers learn about each student about their learning system and their personal lives. Also, teachers may need to change their teaching styles to accommodate culturally-diverse students.

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It is important to build a culturally sensitive community in the classroom because we live in a very diverse world. As teachers, we need to be aware that everyone doesn't speak the same language,  behave the same way, or believe in the same things. When we acknowledge the differences in students, then we will be able to cater to the needs of each child.  Socioeconomic status relates to academic achievement because everyone is not afforded the same opportunities. Lower income students do not have access to the resources that their peers are able to access,  making it harder to complete certain task. Also, lower income students do not always have help at home when it comes time for homework.
Educators can avoid disproportionate representation in special education by getting to know their students. When teachers know their students, they are able to know that English may not be their first language so they have a harder time understanding certain tasks. Also, they may know that every culture doesn't encourage oral participation in class, so some students do not have a disability, they just come from a different culture. When teachers understand that children are diverse and come from a different culture, then they are able to teach them appropriately.

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Q1: To build a culturally sensitive community in the classroom is first to be culturally aware. By being culturally aware means to have an understanding that there will be students in the classroom coming from different countries, ethnic backgrounds,parenting and learning styles.

Q2: Socioeconomic is related to academic achievement for diverse students due to the resources which are available. The lower socioeconomic group will lack classroom materials needed in order to advance at a rapid pace. In a higher Socioeconomic group the children will be provided with high end learning materials causing them to grasp material quickly.

Q3: In our society we tend to group a variety of people together under one umbrella rather than assessing their needs. As educators we should asses the persons needs so they can be appropriately placed in a group where they can be helped proficiently. Different people need different types of educational help, if they are all thrown into one group it is not helping their situation to progress further.

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Q1: The importance to build a culturally sensitive community within the classroom cannot be stated without first saying that our society/world is forever changing and evolving. More people are immigrating to new countries and new territories now more than ever and we, as educators and as human beings, need to be able to make them feel comfortable in their new surroundings. This feat can be achievement by setting a standard for our classrooms and saying that no matter what race or culture you come from that you will be welcomed in this safe space.

Q2: Students who come from low SES families need our help more than ever. Because they generally live in low income housing and their school systems lack the proper funding, these students have the lowest academic achievement compared to their mainstream peers. And the fact that these communities aren't receiving their much needed funding, textbooks and other resources are virtually extinct. Therefore, the student's are not learning the information properly and are not being set up to success as they grow up.

Q3: First and foremost, learning differently does not equal deficiency. Meaning, although students might learning at a different rate or in a different style, these more than likely do not have a disability in need of being enrolled in special education programs. To combat this, educators need to embrace the fact that they might have to change up how they teach certain lessons to include those from different cultures or those students whose primary language in not English.

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Q1. As a teacher, I would ensure that everyone felt comfortable with their cultures. I would learn more about their cultures and incorporate them to my teaching. I would go beyond bringing in food or listening to their music. I would find way to incorporate people's contributions of each culture either in science, math, social science, literature, etc. I would emphasize that there are different cultures and view, but they should all be embraced and respected.

Q2. Culturally diverse students that come from low socioeconomic families usually experience poor education. They usually live in neighborhoods with low-funded schools that lack the sufficient resources to support their educational needs. These resources include textbooks or even experienced teachers. Teachers in these schools usually have low expectations of these students which causes them to not go above and beyond to help them. Information and content can be watered-down preventing students from learning what is needed to succeed in society.

Q3. Teacher expectations may lead to students to be referred to special education just because of their background. These students may learn different, but that doesn't mean that they have a deficiency. Teachers just need support their academic achievement and motivate students instead of bringing them down. Instead of automatically referring children to special education, they need to get to know the child and be aware of their learning styles in order to address their academic needs.

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Q1: The best way to be able to build a cultural sensitive community in my classroom will be to have high expectations from all students regardless of their cultural and linguistic background. Also make sure that I have good experience and knowledge to be able to teach. Also, by avoiding identifying students for special education based on cultural factors. I would want to build a culturally sensitive community in my classroom because the number and proportion of students from culturally and linguistically diverse backgrounds is increasing.

- Q2: Students from culturally and linguistically diverse backgrounds and low socioeconomic status households experience poorer educational outcomes than their mainstream peers. Also the teachers’ biases regarding the background of their students impact their expectations in a negative way.

-Q3: Teachers must have greater awareness of the cultural factors that can impact academic performance. Teachers must also develop a greater understanding of the impact of second-language learning on academic achievement. Finally, teachers need more professional development opportunities to increase culturally relevant teaching practices.

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Q1: A Culturally sensitive community is important in a classroom because its important for us to encourage our world to become more culturally sensitive. The world is always changing and we will forever be dependent on each other. And schools are responsible for replicating the wants and needs of a society.

Q2: Children who are born into low SES families often have low academic achievement. Their low academic achievement can be the result of many different characteristics that come from being in low SES communities, like lack of proper school funding, lack access to basic needs, like food and shelter, or even simply not having access to schools or the motivation for school because how it's perceived in a community.

Q3: As an future educator
and someone who hopes to go deeper into the study of curriculum development and culturally responsive curriculum, I hope to help eliminate the disproportionate representation of minority students in special education programs by helping create and advocate for culturally responsive assessments and also assessments that do not develop on or build on the child's strengths rather than what someone who has never meet them or lived a life in their shoes has determined what they should know and when they should know it by.

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Q1: I think it is important to build a culturally sensitive community in a classroom because there are many people from different cultures in America. Kids will meet and come in contact with people from all over the world so it's important to teach them that being different is okay. I think it's important to teach students mannerisms on how to appreciate other cultures and to understand that some people may look different than you or sound different but that's nothing to be ashamed of or anything to make fun of. I think it's also good to emphasize that everyone is unique and special and no two people are the exact same.

Q2- Socioeconomic is related to academic achievement for diverse students because they have a smaller chance of reaching the same outcomes (achievement wise) as other students due to the fact that they do not receive the resources best suited for them in order to be at the level needed to be especially because some culturally diverse students may come from low income families and English may not be their first language and typically schools adopt the "middle class" ideologies to guide practice.

Q3- Educators can avoid this by being knowledgable about how other factors such as culture and language (especially learning a new language) play into the child's learning progression. They must ensure cultural/ linguistic differences are not mistaken for disabilities affecting their performance in school as well receiving culturally and linguistically appropriate intervention as well as support. Not every method works on each student so it is important to be patient and even work 1 on 1 sometimes with students who seem to be falling behind. They can also avoid it by giving each student an equal chance because as it states in the book, teachers' expectations of their students were related to performance.

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Q1: Developing cultural awareness/sensitivity in a classroom is extremely important so that every student gets a chance to understand that there are different types of people who may do things differently than each other and that it is okay. Educators can do this by expressing interest in the ethnic background of students, celebrate language fluency instead of making non-English speakers feel marginalized, maintain high expectations for everyone regardless of where they come from, and maintain an inclusive curriculum that works for everyone.
Q2: Socioeconomics is related to academic achievement for diverse students because they are not receiving the same resources as everyone else. Due to this, they have poorer educational outcomes than their mainstream peers.
Q3: Educators can avoid this by not categorizing their students based on their minority group. If educators do categorize them, they begin to expect less from them, provide less praise, interact with them less, and it impacts their expectations. Teachers need to have more awareness of these cultural factors so that they can improve academically. Educators need to use different methods of teaching that can apply for everyone. Be aware that these ideas exist, embrace them and develop lessons that work for all.

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Q – 1 We live in a country that is a melting pot of many cultures, and it is important to educate students about different cultures. Incorporating culture with education can be informative however one should be aware not to generalize and offend different cultures. A classroom is a safe place, and everyone should be able to speak freely, but instructors should make sure that when a student is expressing particular views, they don’t hurt someone else’s beliefs. One way instructors can make sure that feelings are not hurt is to encourage students to start the sentence with “I think.”
Q-2 Socioeconomic is related to academic achievement for diverse students as students who are culturally diverse experience poor educational outcomes. Students who are culturally diverse face teacher bias, standardized test bias, etc.
Q – 3 Educators can avoid disproportionate representation of minority groups by having knowledge about cultural factors that can impact academic performance. Teachers need to be trained to increase culturally relevant teaching practices.
Vaidehi Shah

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Q1- in the classroom, we should create and educate each student. About other cultures and what is unique and special to each of them. Creating a dialogue so students can ask questions and fully understand.
Q2 socioeconomic is related to the academic achievement for diverse students are simple, more diverse areas don't receive the same resources and are less likely to advance due to lack of teachers willing to go the extra mile, or proper books and learning materials.
Q3- as educators we avoid this by identifying the needs of all students, giving them a proper chance to get access to the help they need, if sits special ed programs communicate with their parents and let them know, we need to get those students into these classes. Allowing their parents a chance to actively work with their child and teachers, so they get a better chance to reach higher academic levels rather then falling through the cracks.