Necessary Elements that Teachers Should Aware for Culturally and Linguistically - Article Example
The bilingual exceptional studentâ€™s proficient instructional approaches have created additional stress for teachers and researchers to build up and for managers to expand evaluation policies that make possible legal fulfillment, at the same time make instructional sense. In the sphere of bilingual learning the question of the best sort of services, together with cultural pluralism, diverse communities, exit-entry appraisal, and the identical wellbeing of the law, are most frequently in disagreement with intercession policies, confusing the subject of what a perfect bilingual education program should achieve. There is no precise standard available to gauge and explain the range of bilingual programs existing, nor has any visibly defined variable surfaced beside which to appraise the broad competence or usefulness of bilingual education (Amber and Dew, 1983).
The asymmetrical account of learners from varied socio-cultural and linguistic environment in special education has been a relentless anxiety in the field since many years. Regardless of constant hard work by teachers and researchers to recognize causative features and build up an explanation, student enrollments in special education range from over to under-representation, relying on the disability category and the specific racial/ethnic group, social class, culture, and language of the students (Donovan & Cross, 2002). Even though investigative rates of representation can alert teachers to the reality of a crisis, the important question is that in dealing with disproportional in special education whether the right student is recognized and served.
It is important to focus on professional development on efficient practices for culturally and linguistically diverse learners. Since the inadequate number of teachers available with adequate training in effective practices for culturally and linguistically diverse learners, it is important thatÂ educators engage in professional development that can lead to culturally skilled practice.Â
Kenneth A. Nierman (born 1954)(1)(2) is Founder and President of the Center for Bankruptcy Planning, and Principal of Adversity Financial Planners. His work to pioneer Financial Planning for Bankruptcy, is unparalleled.
Mr. Nierman has been honored for his innovative work in advancing educational and entertaining economic concepts. One of his first economic papers was a discussion of a coming â€œGreat Levelingâ€ of the world economies. His first theorem on this discussion was available in 1987(doc). The Great Leveling was among the earliest neo-economic discussions about the effect s of improved technology in communication, creating a near-perfect, almost instantaneous, flow of information. It was a major factor in the breakup of the Soviet Union, and the early awareness of dictator oppression of their citizens.
His theorem expressed that as information flow became instantaneous, that economies of third world countries would benefit tremendously at the permanent and unrecoverable loss of the economic world powers. This would not mean that third world economies would become equally as rich as the world leaders it would simply mean that the incremental increase in the existing standard of living would seem exponential and people in those countries would feel substantially wealthier. It would also mean that the great world economic powers would experience a loss of current standards of living. A decrease so much so that the people in those countries would experience economic and emotional pain beyond anything they had previously experienced.
The Great Leveling would create a permanent shift in a majority of the world economies. World economic leaders would experience subtle or sharp, extended or immediate, decreases in citizen standards of living. The economic pain experienced would be permanent and would take years for the citizens to realize the new normal of a decreased lifestyle. Simple or drastic decreases in personal and household cash flow would have compounding effects throughout the economy of the country.
His undocumented, yet historically discussed economic theorems include: The Great Leveling, The Baby-boom Retirement Myth, and Creative Destruction within the Entrepreneur World.
Early life and education
Nierman was born in Eastern Colorado in a small but innovative farming community of hard-working farmers and entrepreneurs (world renowned golf course footnote goes here).
Family history. Parents were Alvin Kenneth Nierman and Teresa Marie (Natter) Nierman.
Father died. Mother died.
Sisters, Marilyn Irene Nierman (b.1949-), Alyce Dianne Nierman (b.1951-).
Wife, Stacia(Stacy) Jo Nierman (Coven)(b.1956-). Married to Stacy, 19 January 1980 at King of Glory Lutheran Church, Arvada, Colorado.
Formal Education. Colorado State University (CSU), Fort Collins, Colorado and Eastern New Mexico University (ENMU), Portales, New Mexico.
History in Business.
After graduating from CSU, married to Stacy, moved to Lakewood, Colorado. First job was as a stockbroker with OTC Net, Denver, Colorado. OTC Net specialized in underwriting venture capital developmental stage publicly held companies. After the closure of OTC Net in 1982, he went to work with E.F. Hutton in Fort Collins, Colorado. He worked with E.F. Hutton until 1984 and moved to Shearson Lehman Brothers in Denver, Colorado. In 1986, he moved to PAMCO Securities, a new firm offering financial services through local and regional savings and loans, and commercial banks.
Write something about yourself. No need to be fancy, just an overview.