Culture is defined as the customs, traditions, and social behavior of a particular community. Culture affects education among students of indigenous communities with low intellectual levels. Additionally, special education students require close attention in learning activities as a means of developing skills and knowledge. Culture has diverse implications on special education, which arise from differences in ways of life.
Learning is a process of imparting skills and knowledge among students, who may be of different cultural backgrounds. Behaviorism is a learning process that aims at promoting the learning using relevant content and material among learners. For instance, a teacher would undertake a research process of understanding the cultural backgrounds of special education students for him or her to understand their needs. The learning environment is important for imparting knowledge because it impacts what the students grasp (Dose, et al. 2018). Behaviorism is a diversity theory that promotes the learning process by relating learning concepts and realities. Students learn better and faster in such an environment compared to in a standardized surrounding. Behaviorism has been credited for improving literacy levels among students in multicultural schools.
Cognitivism is a diverse theory which promotes learning by using relevant experiences. It is common for teachers to use personal experiences of students to illustrate a concept. Culture plays a key role in determining the experiences of most special students. Most of these learners undergo traumatic experiences that they prefer not mentioning to other students (Al-Natour, et al. 2015). However, this theory notes that such experiences play a substantial role in improving knowledge and skills among learners. Cognitivism is a recommendable learning process among learners in need of special education. Educators should be keen when teaching concepts using the experiences of students since some of these events may trigger trauma and mental instability instead of adding to the knowledge of the learners.
Social interaction is an important learning process among students in need of special education. For instance, social interaction ensures that students acquire communication skills by interacting with fellow students. The research noted that social interaction also improves behavior among students. For instance, table-manners are maintained by discouraging children from talking while eating (Dose, et al. 2018). This is a social interaction ethic which prevents embarrassing moments that arise from talking while one is eating. This is described in the diversity theory of constructivism. It states that a learning process would be improved by integrating social interaction among students. Most teachers implement this theory by forming discussion groups which encourage learners to interact with fellow students.
Social-constructivism is another diversity concept that integrates other learning processes. It entails acquiring knowledge and skills using communication among students. Teachers encourage learning processes that allow students to engage amongst themselves. The l learning approach assimilates students from different cultural backgrounds (Al-Natour, et al. 2015). Essentially, the method ensures that children acquire inherent communication skills in a multicultural environment. Learners in such environments explore communication skills from other students to make meaning. Understanding each other not only promotes communication and learning but also ensures that students develop skills related to conflict mitigation.
Cultural diversity affects the learning process of students in special education institutions. Language barrier affects the English learning skills of communication. Students of special education express cultural differences in different types of conflicts. Students who come from indigenous non-Native English speaking communities express a cultural difference in conflicts. Attacks on the beliefs of these students lead to verbal and physical confrontations in higher learning institutions.
Comments on Peers’ Work
Culture and special education are influenced greatly by the diverse backgrounds of students. Students from regions that are plaque by wars among other dangers who need higher education flee their homeland to access higher learning institutions. In essence, cultural diversity plays a key in identifying an individual. Cultural identity interferes with the normal learning process of students in need of special education. For instance, the language barrier is a great challenge for students who come from different parts of the world (Dose, et al. 2018). This does not imply that this category of students should be segregated and denied an opportunity to learn. Teachers should not focus on teaching skills only but teachers also consider using skills in traditional knowledge. Cultural identity should not be a barrier to acquiring knowledge among students in need of special education.
Research has identified cultural attributes that hamper effective learning among students in multicultural backgrounds. Most research has provided recommendations for improving learning processes among culturally diverse students. For instance, teachers are encouraged to ensure that students communicate in a formal language that is relevant to an economy. A formal language ensures that learners perceive themselves as equal to others. sometimes a formal learning process benefits a few students (Al-Natour, et al. 2015). Native English speakers develop from such learning institutions as they enjoy using their first language for social interaction. Teachers and researchers should consider identifying specific learning theories that create an equal learning environment. This should include considering practical lessons that improve technical skills among all students. Social behavior during practical lessons aids teachers in enhancing learning theories such as cognitivism and social-constructivism.
Al-Natour, M., Amr, M., Al-Zboon, E., & Alkhamra, H. (2015). Examining Collaboration and Constrains on Collaboration between Special and General Education Teachers in Mainstream Schools in Jordan. International Journal of Special Education, 30(1), 64-77.
Dose, D., Walsh, G., Ruvio, A., & Segev, S. (2018). Investigating links between cultural orientation and culture outcomes: Immigrants from the former Soviet Union to Israel and Germany. Journal of Business Research, 82, 281-289.