A second step is to find out what ideas their students have about diversity through observation and asking questions. The third response should be to ensure that classrooms are free of bias as much as possible and that classroom practices promote diversity and acceptance. The involvement of families from minority cultures is critical. Parent education activities can include lending libraries, videos, bulletin boards, newsletters and parent education workshops. School-family curriculum activities can include field trips, class presentations, and class discussions.
Teachers can partner directly with parents by exchanging educational materials.
Family stories, written by children or parents, can also be used. They suggest indicators related to staff development, first language development, ESL development, academic achievement and assessment practices should be monitored regularly. A second type of special need is based on disability or exceptional ability. They suggest that early inclusion can be successful, despite the misconceptions to the contrary. Placement in regular classes enables students with disabilities to make gains equivalent to their peers.