(February 14, 2007) Migrant students are perhaps the most educationally disenfranchised group of students in our schooling system. They are highly mobile and have diverse linguistic backgrounds, which pose challenges that our educational system is minimally prepared to address. Teachers and schools that integrate students' culture and rich array of experiences into the curriculum find it beneficial to all students. But oftentimes, teachers of migrant students are unaware of the resources available to them.
IDRA has created an interactive CD and guide that provides insights about migrant students in classrooms and best practices within migrant education programs. Dr. Adela Solís, an IDRA senior education associate, discusses common misconceptions about educating migrant students and strategies educators need to use to serve them successfully. Adela is interviewed by Bradley Scott, Ph.D., director of the IDRA South Central Collaborative for Equity.
00:25 Bradley Scott, Ph.D., host, opens the show. He describes the purpose of the Classnotes podcast series and introduces the topic for this episode.
01:48 Bradley welcomes and introduces this show’s guest, Adela Solís, Ph.D., senior education associate at IDRA.
03:22 Adela notes that migrant students have been part of U.S. school systems for many years, and that IDRA has worked closely with school districts and administrators, counselors and, especially, teachers -- on the issues of migrant education since 1994, with a particular focus on the area of day-to-day instruction.
04:58 Adela says that teachers often don’t know what the needs of migrant students are, specifically their instructional needs.
07:51 Adela talks about the two key misconceptions of migrant students – (1) that they’re immigrant students and (2) that their mobility results in failure in the schools.
09:23 Adela emphasizes that migrant students are just like all other students and need to be served by the same curriculum; they must be held to the same educational high standards.
10:12 Adela: “It is the system, the schools that need to do something; it is not the students themselves that need to be fixed.”
11:03 Adela notes that the IDRA guide talks about support for migrant students and gives examples of what a supportive family for a migrant student looks like. “The resiliency of children,” Adela says, “actually comes out of the resiliency that parents show.”
12:16 Bradley asks Adela to describe the key challenges that teachers and school administrators need to be mindful of in serving migrant students in a way that allows them to meet the same rigorous requirements as non-migrant children.
14:18 Adela says that part of IDRA’s work with migrant students includes a focus on their cultural and language needs.
14:55 Bradley asks Adela how teachers and administrators can separate all of the prejudices against migrant students and remain focused on providing proper schooling for these children.
17:59 Bradley asks Adela for her key walkway recommendations for teachers and administrators in educating migrant students.
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