Cross-Cultural Competence

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As a licensed educator and applied behavior analyst working with a diverse group of high functioning children diagnosed within ASD I have come to accept responsibility in incorporating a few important cultural competence that will greatly benefit my teaching, student’s progress as well as, school based cohesive collaboration and inclusion. Within a growing number of American educational institutions the demand for cross-cultural competence is increasing for educators. “The ability to recognize differences based on culture, language, race, ethnicity, and other aspects among individual students and family’s identity and to respond to those differences positively and constructively” is a critical factor for educators in schools where urban and …show more content…
This means to vary assessments of students’ abilities and individual goals along with immediate and frequent constructive feedback that accounts for specific cultural norms, barriers, and attitudes of the student. Within my field of work I often provide different prompt levels for verbal mand response training to students as well as other forms of prompts and supports across students that provide students with appropriate response time and trials necessary facilitate communication and problem solving. Effective assessments give students feedback on how well they understand the information and on what they need to improve, while helping educator’s better design instruction and instructional supports. “Assessment becomes even more relevant when students become involved in their own assessment”. When educator’s promote students active role in developing the scoring criteria, self-evaluation, and goal setting students become more aware of specific areas of performance that need target, review and or asking questions about to improve and thus become more accountable for their own …show more content…
Incorporate objectives for affective and personal development by providing students with multiple opportunities for high and low achievers to boost their self-esteem, develop positive self-attributes, and enhance their strengths and talents. Such opportunities can enhance students' motivation to learn and achieve. As an example of how essential open 2-way communication is for educators and families take for instance a boy who associated his name as being in trouble which triggered non-compliance and head banging. Once we suggested possible interventions for this behavior the family provided us with an alternative nickname that was frequently used at home and was associated with a positive response, this was powerful and yet simplistic information that called for collaboration. I could greatly benefit from professional development on integrating home and school needs. Professional development may also include person first language as it relates to children with specific disabilities targeted at the school staff, students and families, as well as community outreach and
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