Intervention Study: Classroom Diversity and Environment Theory Application

Introduction
The title for the Title I section of the No Child Left Behind (NCLB) Act of 2001 is Improving the Academic Achievement of the Disadvantaged (http://www.ed.gov/esea). In this context, a more suitable term for disadvantaged is diverse. This paper explains how concepts of diversity and environment apply to the Intervention Study conducted previously. The study details a one-to-one intervention program specifically designed for a 10 year old, 4th grade, female struggling reader. This theory application will explore the specific diversity situation presented, a plan to advocate, appropriate instructional practices, and the environment that will help promote success for the diverse student studied.

Diversity
The student studied is a 4th grade female student who attends a suburban public school in Western, NY. She just recently turned 10 years old. The National Council of Accreditation of Teacher Education (NCATE) defines diversity as “differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area” (NCATE). This student is a struggling reader and therefore is diverse in terms of her exceptionalities. NCATE defines exceptionalities as “physical, mental, or emotional conditions, including gifted/talented abilities, that require individualized instruction and/or educational support or services” (NCATE). This student is in an inclusive classroom where she receives additional support from a special education teacher. This student requires a more individualized setting for instruction and supplementary academic support. The special education teacher shared with me that this student currently reads at a late...

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