Krissy Sekuterski (Holleran)

Maggie lives in a town located on Sovereign Native American nation, and attends a
kindergarten classroom in an elementary education school in that town. Maggies
parents are Native American. The family is very close and has strong ties with an
extended family circle. The parents are now divorced but maintain amicable
relationships, they have each remarried. Both sets of grandparents are very
important to the family, and the maternal grandmother runs a language immersion
preschool that Maggie attended for many years as well as the early childhood
program in the Nation. The direct family has attended some of the initial school
meetings but there seems to be a reserve in their demeanor, they dont stay and
chat, and have not volunteered for anything at school. The school district has been
in the area for many decades. Most of the teachers are Caucasian and have lived in
the area for a long time. The same teachers tend to roll their eyes when Columbus
Day comes around and the Native American high school students decide to protest
that particular day. There is one guidance counselor who serves the Native
students, and there is one language and culture teacher who teaches mainly Native
American students. The kindergarten teacher is new to the area and eager to
establish good and meaningful relationships with the family and Maggie, who is shy
and very reserved also. This teacher has a dual certification in special and general
education. Maggie has cerebral palsy and uses a cane to walk, sometimes requiring
a wheelchair. She loves books and is often asking for stories to be read to her. She is
very creative and is interested in drawing. She will sometimes use Native words and
can get mixed up when speaking to peers. She is not the only Native child in the
room.
1.

2.

What can the teacher do independently to prepare for a diverse

classroom?
What a teacher can do independently to prepare for a diverse
classroom is to get to know his/her students and their families
personally. A teacher should have an open door of communication and
speak with students and their families regarding positive and negative
things that happen within the classroom. Teachers should also do
research on cultures that they do not understand. This well help the
teacher understand why some cultures may have some mannerisms
that the teacher may not understand. Teachers should always
remember to be sensitive to diverse cultures, and willing to learn and
understand the culture.
What general initiatives can she take within and outside of the school to
better communicate with the families of her students? (at least 3
approaches)
One thing that she can take is possibly a home visit. Seeing how a
family interacts, and spending time with them may help understand

3.

the family dynamic and culture. The teacher can also begin to learn
some of the native language to better communicate with the family as
well as her students. A third approach may include researching the
culture of her student and learning and gaining more knowledge as
well as spending time with the guidance counselor who works with the
Native American students.
As a special educator, what should she make sure she does in relationship
to Maggie and her family specifically? (at least 2 approaches)
As a special educator she should make sure she builds a relationship
with Maggie as well as her immediate and extended family that is
involved in her life. She should also make sure that the family is aware
and understands any accommodations that Maggie may receive. If
Maggie has an IEP it is her job to make sure that Maggie and her family
understands what that is, what that means, and what the family can do
to help Maggie. Since Maggie enjoys reading and having books read to
her, using that to her advantage. Maggies special education teacher,
Maggie, and her family could find a time that they could possibly get
together and read the text together, building a relationship through
literature. As a special education teacher and the family could possibly
organize a Culture Day at the school where families can set up stations
to educate others about their cultures, and create a stronger culture
within the school.

4.

5.

Are there any other characteristics of Maggie that might warrant further
investigation?
Since Maggie does have cerebral palsy, I would want to make sure that
Maggie is receiving OT since she does walk occasionally with a cane. I
would want to make sure she isnt over working her body. Also, Maggie
is learning both her Native language as well as English, I would
potentially want to measure her knowledge and understanding of
English as well as her Native Language, possible strategies to confuse
them less. A third thing is that Maggie enjoys having books read to
her, how does she do reading independently?
How would you use Maggies background to help her with beginning
literacy? (at least 2 instructional strategies).
One strategy using Maggies background to help her with beginning
literacy is to start with teaching Maggie environmental print. Knowing
that will help Maggie make connections to her Native language and
make connections. A second strategy would include teaching Maggie
English words that are similar to Maggies Native language in helping
to create the connection between the languages. A third strategy
would be working through phonics in teaching blends, digraphs, and
the sounds in which letters make. Maggie needs to not only have a full
understanding in print recognition but as well as reading and writing

the language. Maggie will need to develop the understanding how the
relationships of reading, writing, and print recognition connect as well
finding similarities and differences in her Native language, using it to
her advantage.