SPD-300 week 7 DQ#1 PDF

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Instructor and Class, During the IEP process, I believe it is critical to recognize and consider our children' and families' religious and cultural origins. Many cultures find it difficult to accept that some children may require extra help in the form of special education. It is our responsibility as educators to meet people where they are, with respect and care. We must pay attention to their concerns and engage in open and honest talks that are tempered by love and integrity. If a student requires a specific accommodation due to their religious views, it should be imposed as soon as feasible if it is within the bounds of their freedom of religion. For example, if a student needs to pray throughout the school day, it should be permitted in a non-disruptive manner that does not interfere with their academic learning or if a child cannot eat certain things and has food restrictions like pork if they are Muslim, this all needs to be specifically included in the IEP. It is imperative that we work with parents and students in making them feel that their culture is important and validated. In following the Statement on the Integration of Faith and Work, along with my belief in Jesus Christ, I resolve to carry out my work within the public arena with compassion, justice and concern for the common good, in relation to all aspects of human experience, including culture and society (Grand Canyon University, n.d.). According to Grand Canyon University's statement on Faith and Work Integration, we must glorify God, serve our neighbors, and contribute to the growth of society. As teachers, we have a unique chance to fulfill those responsibilities and to “serve others as if our service were unto the Lord”(Grand Canyon University, n.d.).

Reference: Grand Canyon University. (n.d.). Statement on the Integration of Faith and Work. https://www.gcu.edu/sites/default/files/media/documents/about/christian-identityheritage/intergration-work-faith.pdf...