Interview Analysis Essay Example | Topics and Well Written Essays - 1000 words

oppugn Analysis - Essay ExampleIn some instances, the teacher encountered difficulties training children who were blind since only a minimal number of dictions are in braille. At such times, the teachers were forced to seek the services of Braille translators who, in turn, intaked computers. However, technological advancements have significantly reduced this problem since applied science affords ELLs suffering from various disabilities the opportunity to learn at a similar pace as those without disabilities. From the interview, it became quite clear that ELL students learn capabilities are profoundly collisioned by their cultural backgrounds. This is primarily because the cultural worlds in which culturally several(a) students live encourage different attitudes, beliefs and emphasize diverse learning skills. As a consequence of this diversity, the impact on the learning abilities of ELLs is rather massive. A vast majority of schools often fail to pay unaired attention to the differences between children, for instance, their beliefs, traditional practices and experiences, and this, in turn, proves detrimental to the students abilities to learn since it reduces the teachers capabilities to teach them effectively (Shatz & Wikinson, 2011). ... This is primarily because technology has the distinct capacity to ease the process of educating disabled ELLs and make it easy for them to benefit from the technology, particularly in terms of understanding lesson content and facilitating effective assessment. The school, in this case, makes use of a number of procedures and policies, which have turn up to be effectual in terms of teaching ELLs. The school typically begins by identifying students who fit the ELL threshold. afterward identification, the schools policy requires teachers to assess such students, taking into consideration both their preferential language and English language proficiency. In essence, the school conforms to standard strategies for the ide ntification and assessment of ELLs (Shatz & Wikinson, 2011). In addition, the school makes use of language assessments regarding both the students English and preferred languages to ascertain the students individual abilities, as well as tuition in all relevant areas of learning such as reading, listening, writing and speaking (Shatz & Wikinson, 2011). However, in influence to supplement schooling acquired from these assessments, schools and teachers typically seek information from bilingual clinicians, parents and guardians and bilingual and ESL teachers, as well as other education stakeholders who provide sociocultural information, as well as academic test data. This information is of critical importance to the education of ELL since it enables teachers appreciate the students strongest and weakest points and tailor instruction to maximize learning effectiveness. Notably, a vast majority of ELLs present similar challenges in terms of their learning abilities. Teachers encounter