Research indicates that students with a different sexual orientation such as LGBT, exceptionality such as those with disabilities and linguistically diverse students such as those from non-English speaking backgrounds face challenges in school that affect their social and academic life. There is a need for an accommodating environment for all students despite their cultural, sexual, religious orientations. On this learning log, the aim is to show an understanding of weekly reading on the topics of Sexual Orientation, exceptionality, and language.
Research indicates that the educational concerns of LBGTQ students remain invisible to the teachers. In most cases, multicultural coursework does not pay attention to the concerns of LBGTQ students, and when these concerns are addressed, it is done in a decontextualized approach ( Gorski, Davis, & Reiter, 2013) . The education department has therefore allowed the use of a safe space for LGBT students. Safe space refers to a safe, supportive, and welcoming environment for students with different sexual orientations ( Gay, & Network, 2009) .
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According to Cartledge and Kourea (2008), exceptional students such as CLD with disabilities are in need of quality instruction programs to help improve their educational outcomes. CLD students with disabilities face challenges in school because of an unsupportive learning environment. Such environments lead to poor educational outcomes, which are accompanied by special education referrals for these students. There is a need for the education department to develop to create classrooms that are culturally responsive for CLD students with and at risk of disabilities. These classrooms should have culturally competent tutors, effective instructional principles, and culturally developmental behavior that are appropriate.
The process of recruitment and retention of CLD students is also a challenge in many American schools. The most affected LCD students are those from Hispanic/Latino, African American, and American Indians background. The poor strategies of recruitment and retention of CLD students lead to the underrepresentation of students in gifted education ( Ford, Grantham, & Whiting, 2008) . Recommendations for curbing this challenge include using approaches that are culturally fit for testing in recruitment and retention of CLD students.
Students with special sexual orientation, exceptional needs, and linguistically different face a lot of challenges in school. It is the responsibility of the education department and the community to develop approaches that are accommodating to these groups of individuals. Addressing the challenges of these groups will help improve the academic and social life of these individuals.
References
Cartledge, G., & Kourea, L. (2008). Culturally responsive classrooms for culturally diverse students with and at risk for disabilities. Exceptional children , 74 (3), 351-371.
Ford, D. Y., Grantham, T. C., & Whiting, G. W. (2008). Culturally and linguistically diverse students in gifted education: Recruitment and retention issues. Exceptional Children , 74 (3), 289-306.
Gay, L., & Network, S. E. (2009). The safe space kit: Guide to being an ally to LGBT students . Gay, Lesbian, and Straight Education Network.\
Gorski, P. C., Davis, S. N., & Reiter, A. (2013). An examination of the (in) visibility of sexual orientation, heterosexism, homophobia, and other LGBTQ concerns in US multicultural teacher education coursework. Journal of LGBT Youth , 10 (3), 224-248.
