Issues in Urban Special Education by Kali Griepentrog

2025-10-06 23:17:29 UTC

There is no best way to do something.

2025-10-06 23:18:06 UTC

Engage in reflective practice so that we are constantly reflecting with our students about who they are and how we can best plan for them.

2025-10-06 23:19:37 UTC

I have seen teachers assume background knowledge when they teach, for example, assigning a short story and assuming everyone knows what vocabulary means, or that everyone has seen snow, or knows what thanksgiving is.

Teachers need to unlearn their own biases and assume nothing

2025-10-06 23:19:38 UTC

One practice I’ve seen perpetuating inequity is how schools rely so heavily on standardized tests and English-only assessments. These tests don’t account for students’ cultural or linguistic knowledge and often end up labeling them as deficient. A solution would be to use more culturally responsive and flexible assessments that give students multiple ways to show what they know, not just one test in one language. The English Department and the Educational Support Services at my school are pushing the idea of Growth Goals instead of Standardized Test Proficiency Data as our measurement of student success. The administration has not latched onto the idea because it doesn't "help the state report card".

2025-10-06 23:25:32 UTC

Wealthier schools, located in more desirable communities, may be able to hire more teachers and staff, while also providing better compensation that attracts more experienced and skilled teachers. Students attending these schools will likely receive a better quality education, on average, while students who attend schools in less desirable communities, with fewer or less-skilled teachers, will likely be at an educational disadvantage.