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Education

Experiences Working with Diverse Students in P–12 Schools

The unit prepares teacher candidates to help every student learn, whether in a diverse rural or urban setting. The context of the rural environment does, however, shape our efforts, and the dispositions imparted that enable candidates to be successful with regard to the demands of the multifaceted, diverse regional needs.

As noted previously in Table OI.2, in a rating of the twelve poorest counties in the United States, seven of these twelve were found within CSC’s service region in 2001 (CSC Fact Book, 2008). (Table 3.1 illustrates the demographic composition of area school districts.) The factors reflecting rural poverty are not uncommon in western Nebraska, and are manifested in the composition of students attending western Nebraska schools. According to data provided by the National Center for Education Statistics, of the 26 school systems identified within the service region, all provide a free and/or reduced lunch program, with approximately 41% of western Nebraska’s school-age student population participating in these programs (NCES District Data – November, 2004, in document center ).

Aside from this often overlooked economic perspective, several schools within the CSC clinical and field-experience geographic area have a high percentage of minority students, e.g., Pine Ridge, SD (Native American), Scottsbluff, NE and Torrington, WY (Hispanic), and the Pine Ridge Job Corps (African-American). Because the school populations within our service region include members of minority groups, candidates participating in their clinical and field-experience components are provided with opportunities to work and interact with children from diverse settings and cultures.

Thirty miles to the northeast lies the Pine Ridge Indian Reservation, home of the Oglala Lakota Sioux Nation. Although cultural histories of the Native American and non-native populations of the region are intertwined, traditions between the groups differ significantly, adding variety and texture to the area’s cultural fabric. Shannon County, the nation’s second most impoverished county, contains the bulk of the Pine Ridge Indian Reservation of South Dakota. Unemployment percentages vary annually but range significantly higher than national averages, with the majority of the population receiving some form of government assistance. According to 2000 U.S. Census Data, 45.1% of the families had incomes below poverty level, compared to the U.S. average of 9.2%. (U.S. Census Bureau, American FactFinder, Fact Sheet: Shannon County, South Dakota http://factfinder.census.gov, retrieved 6/27/05). Schools on the Pine Ridge Reservation work closely and cooperatively with Chadron State College in an effort to recruit teachers and administrators. These partnerships also provide CSC candidates with opportunities to work with children and schools from in this unique cultural setting. Not only does CSC place teacher interns (student teachers) within these K-12 school settings, but each semester a one or two-day multicultural field experience is conducted on the Pine Ridge Reservation. All professional year (Block) students participate in this field experience as part of their teacher preparation program. To date, 24 trips have been conducted (one per semester), with over 1440 preservice candidates participating in these field-experience programs. This program is funded as a CSC budget item and has been ongoing since 1994 (Fall 2004 Pine Ridge Multicultural Field Experience Itinerary).

When one considers exceptional student populations at large, and looks at the data provided by the National Center for Education Statistics, of the 30 school systems identified within our service region that reported data, all indicated a percentage of students on an Individual Education Plan (as identified with a disability under IDEA guidelines). These data show that approximately 15% of western Nebraska’s school-age student population are identified with a disability and are receiving accommodations and/or services within the regular school system (NCES District Data – November, 2004). Given IDEA’s inclusionary classroom mandates, these students are "included" within the regular general education classrooms, and therefore a part of the regular general education classroom population. Candidates working in these schools on field experience programs thus have the opportunity to work with identified special education populations, and therefore receive the benefit of this type of diverse experience.

Throughout their field experiences, candidates gain experiences working with exceptional student populations from different backgrounds and walks of life, (ethnic, racial, cultural, socio-economic) for both initial and advanced programs. Field experiences are conducted at approved sites as assigned by the Director of Field Experiences. The Director and unit faculty (during supervision visits) have developed relationships with these schools to assure that candidates are receiving authentic experiences in a variety of student settings.

Graduate candidates in the School Counseling and Education Administration programs are provided with many of the same opportunities to work with diverse student populations as are candidates in the undergraduate student teaching (teacher interning) program. Table 3.1 illustrates the range of diversity found within service regions schools. The efforts of the Fine Arts Department, Campus Activity Board, and the College Convocations Committee also help graduate candidates in attaining an understanding and skill in working with students of diverse backgrounds.