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Diversity and inclusion in schools
Diversity and inclusion in schools
Diversity and inclusion in schools
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Diversity and Inclusion in Schools Diversity and inclusion are two topics that are becoming increasingly important in classrooms. There is becoming a larger push to include students of all abilities in regular classroom activities. As schools become more diverse, teachers change their curriculum to fit the wider variety of individuals. Both Klotz in Culturally Competent Schools: Guidelines for Secondary School Principals and Page and Marlowe in Rejecting Instruction That Disables address the topic of diversity and the importance of inclusion in education. The population of students from a variety of cultures is increasing greatly. Klotz mentions that “A culturally competent school is… one that honors, respects, and values diversity in …show more content…
In the article by Page and Marlowe, it is mentioned, “For most students who are eligible for special education service, disabilities are life-span issues” (86). This is important because all students need to learn how to work in a cooperative environment. Keeping the students with disabilities in separate rooms from the other students makes it difficult for them to become accommodated later in life in the “real world”. They will not have practiced the skills necessary for them to succeed, and will not know how to handle being involved with those who do not have similar disabilities. This is important for those students without disabilities as well. Without working with a variety of students, those without disabilities will not know how to cooperate with or be in the same environment as students or peers with disabilities. This could cause a lack of inclusion later in life as …show more content…
It is important to make all students feel welcome because students learn better when they are comfortable in their environment. When someone does not feel judged for their opinions they are more likely to share them and get feedback from their peers and teachers. By separating those with disabilities, it is destined that one group of students will get a better education. This is often the students without disabilities, since teachers often feel they do not have enough training to teach the other students. By separating the two groups, it also makes the students with disabilities feel less welcome. This could feel similar to how African American people felt when they were told that they were too distracting or difficult to teach, and therefore they had to go to a separate
Richards, H., V., Brown, A., F., Forde, T., B. (2006). Addressing diversity in schools: culturally responsive pedagogy. Retreived March 30th 2014from http://www.nccrest.org/Briefs/Diversity_Brief.pdf
...successful interactions between student with disabilities and their classmates because these interactions do not happen naturally. Students with disabilities need to engage socially with their classmates. The more interaction the general class has with these students the more comfortable they will be.
What do we do with children with disabilities in the public school? Do we include them in the general education class with the “regular” learning population or do we separate them to learn in a special environment more suited to their needs? The problem is many people have argued what is most effective, full inclusion where students with all ranges of disabilities are included in regular education classes for the entire day, or partial inclusion where children spend part of their day in a regular education setting and the rest of the day in a special education or resource class for the opportunity to work in a smaller group setting on specific needs. The need for care for children with identified disabilities both physical and learning continues to grow and the controversy continues.
Diversity among students including differences in culture, language and socioeconomic stance is not a new trend. The difference, however, is that today, the school system realizes that all students, including those who differ in some way from the "average" student, or those “at-risk” must be provided with an equal, opportune education (Morris, 1991).
We need to be aware of the diversity in the classroom. Cultural diversity includes: bi-racial, adoptive, immigrant, gay, and step-families. It is a large majority of the students today even in my generation. Focusing on making a balanced curriculum that exposes the students to all of these different backgrounds is very important. I know that it is likely that a teacher will not be able to cater to every student, but it is important to involve each of them. There is a large percentage of students that have dropped out due to the lack of having a connection with the curriculum. It is frustrating that we are lacking progress in our schools to help these children connect when studies show that each cultural group will soon be equal in numbers. We need to form a better
The majority of students with disabilities should be in an inclusive setting. These students are generally placed based on the Least Restrictive Environment (LRE). Furthermore, the majority of these students are able to keep up academically with their peers, even
Inclusion in classrooms is defined as combining students with disabilities and students without disabilities together in an educational environment. It provides all students with a better sense of belonging. They will enable friendships and evolve feelings of being a member of a diverse community (Bronson, 1999). Inclusion benefits students without disabilities by developing a sense of helping others and respecting other diverse people. By this, the students will build up an appreciation that everyone has unique yet wonderful abilities and personalities (Bronson, 1999). This will enhance their communication skills later in life. Inclusive classrooms provide students with disabilities a better education on the same level as their peers. Since all students would be in the same educational environment, they would follow the same curriculum and not separate ones based on their disability. The main element to a successful inclusive classroom, is the teachers effort to plan the curriculum to fit all students needs. Teachers must make sure that they are making the material challenging enough for students without special needs and understandable to students with special needs. Inclusive classrooms are beneficial to students with and without special needs.
Incorporating diversity in child development is the focus of this essay. This essay explores three articles that discuss the effects of diversity assimilation in child development. Those who are teaching diversity needs to fully understand it to aid in children's development of diversity cognition from preschool through adolescence. Reading the sources, it is evident that every child needs to learn diversity in their early year. As this greatly contributes to the physical, social, and emotional well-being of themselves and others. This paper looks at the researches of Gonzalez-Mena and Pulido-Tobiassen, Shahaeian, and the Anti-Defamation League in diversity the classroom in relation to the teacher and the children present. These articles to suggest that all diversity should
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students to gain a high level of respect for those unlike them, preferably from a judgmental and prejudiced view. Diversity has a broad range of spectrums. Students from all across the continent; students from political refugees, indigenous Americans, and immigrants bring their cultural and linguistic skills to American classrooms. Students not only bring their cultural and linguistic skills, but they bring their ethnicity, talents, and skills.
The idea of inclusion within a classroom tends to breed controversy from many people. Currently there is no clear consensus on a definition of inclusion (Heward, 2006). There are many different views on how students with disabilities should be handled. Those views ranged from students being fully included, partially included, or not included at all in mainstream schooling. Different descriptions of inclusion tend to reflect the person's own opinions towards it. People who feel students should not be included in the classroom focus on the negative characteristics of inclusion, such as the challenges of developing plans for students as well as the hard work it requires to incorporate those plans. However, studies show that full inclusion has many benefits to the students, for both students with disabilities as well as students without them. Inclusion has shown to improve the student's social skills, encourage communication, inspire laws and regulations, and improve the overall schooling experience (Gargiulo, 2012). Although it will take longer then some would like or have the patience for, full inclusion can be done in the classroom, with its benefits outweighing the hard work that it requires.
The cultural diversity in society, which is reflected in schools, is forcing schools not to solely rely on content-centered curriculum, but to also incorporate student-centered lesson plans based on critique and inquiry. This requires multicultural education to a dominant part of the school system, not just an extra course or unit. Further, it demands that learning itself no longer be seen as obtaining knowledge but rather, education be seen as creating knowledge. Multicultural education should be seen as affirming the diversity of students and communities, promoting the multicultural ideas of the United States, and building the knowledge and behaviors needed for students to be a positive and contributing member of society and the global community as a whole.
The world is currently undergoing a cultural change, and we live in an increasingly diverse society. This change is not only affect the people in the community but also affect the way education is viewed. Teaching diversity in the classroom and focusing multicultural activities in the programs can help improve positive social behavior in children. There is no question that the education must be prepared to embrace the diversity and to teach an increasingly diverse population of young children.
Diversity is a value that shows respect for the differences and similarities of age, sex, culture, ethnicity, beliefs and much more. Having a diverse organization, helps notice the value in other people and also how to teach respect to people that might not know how. The world is filled with different cultures and people that might believe in different things as you, but that doesn’t mean you need to treat them any different. It is imperative for people to grasp diversity because it’ll help people how to engage with others in a respectful yet a hospitable way.
Inclusion is a basic human right for all students and differences are what make us unique. These differences should be embraced, not shunned. A student with extra educational needs may very well be capable of great things, but only if we, the educators, allow them the chance to be. Inclusion is the way forward
In conducting her research, the author understood that she needed to describe key issues of culturally diverse students, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In reading Cultural and Linguistic Diversity: Issues in Education (2010), s...