101.0001+Chapter+2+Syntheses

Below are our class's syntheses of information from Chapter 2 in the book //The Joy of Teaching// by Gene Hall, Linda Quinn, and Donna Gollnick (2008).
(Note: Each team should state the question they are addressing (put that text in bold); underneath that, post the synthesis of everyone's summaries; underneath that, list the members of your team (first name, last initial only).)

In "The Joy of Teaching," Gene Hall, Linda Quinn, and Donna Gollnick describe that integrating disabled children into regular classrooms is beneficial for students with and without disabilities. They back up this theory by explaining that those without disabilities tend to accept those with disabilities easier if they are included in the classrooms together. In 2006, the U.S. Census Bureau reported that 13% of the United States school population has a disability of some nature. Since there are many different categories for those with disabilities, the authors explain that it is crucial for them to have the "school experience" that every other child encounters. They also explain that it is important for teachers to "implement individual education programs (IEPs) for students with disabilities" (79) because it makes the classroom experience that much easier for that particular disabled student. Hall, Quinn, and Gollnick conclude by suggesting that these IEPs help make sure students are not disproportionately placed in certain programs that they cannot handle. It also is helpful since those with disabilities are twice as likely to drop out of high school as other students if they are feeling like they are not getting the help they need. -Samy T. Don O.
 * How Are Students With Disabilities Integrating Schools?**

"The Joy of Teaching" by Gene Hall, Linda Quinn, and Donna Gollnick answers a lot of questions and concerns on how the economic status of students can affect the classroom. Upper-middle class parents have high expectations for their children and they have enough money to seek further help in their children’s schooling in the form of tutors, private school, and academic camps. The middle class also have high expectations from families who are involved with their education and school activities, while holding down a steady job. Low class students unlike the upper-middle and middle class, do not normally have health insurance and as a result are sick more often and miss school. They also move a lot because of their parents job instability and this can lead to the students being unfocused in the classroom. With students having all these extra things to worry about schooling can appear challenging, however, teachers should never have low expectations for any students no matter what the circumstances. -- Katie S., Phil C., Lauren S.
 * How Does Socioeconomic Status Affect Students**?

**How racially and ethinically diverse are our schools?** In Gene Hall's //Joys of Teaching,// it talks about understanding differences in race and ethnicity. The diversity in the U.S. is increasing everyday. The majority of teachers are white with 84% and the majority of students are white with 60%. This means that there are less teachers of a varied background. Learning in the classroom can go both ways; as an ethnically/racially diverse student learns about the majority’s culture, the majority can learn about theirs. Ethnic groups are specific to areas. Diversity is broader in the South and the West. Students change as they grow. As children they often don’t see a difference, as adolescents they rebel against the norm and develop a strong ethnic pride, and as adults they become accepting of other cultures as well as their own. -Jenn C., Sean F., Chris V., Sarah P.