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Inclusive education related literature
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Inclusive teaching and learning resources
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Introduction There are many factors that play a role in the learning process for every human being. Race, religion, language, socioeconomics, gender, family structure, and disabilities can all affect the ways in which we learn. Educators must take special measures in the delivery of classroom instruction to celebrate the learning and cultural differences of each of their students. As communities and schools continue to grow in diversity, teachers are searching for effective educational programs to accommodate the various learning styles of each student while promoting acceptance of cultural differences throughout the classroom. It no longer suffices to plan educational experiences only for middle-or upper class white learners and then expect students of other social classes and cultures to change perspectives on motivation and competition, learning styles, and attitudes and values that their homes and families have instilled in them (Manning & Baruth, 2009). The concepts included in providing a more diverse, multicultural education are requiring teachers to review their own issues and prejudices while expanding their knowledge of the many cultures that make up the classroom. These efforts help the educator recognize the various individual and cultural differences of each student, as well as gain an understanding on how these differences impact the learning process. The purpose of this paper is to reflect upon individual and cultural difference research and why diverse students struggle to succeed in school. Furthermore, I will share some instructional approaches I could implement in the classroom to accommodate diverse students. Finally, I will discuss the responsibility of educators in addressing the issue of how our o... ... middle of paper ... ...wn issues and prejudices while expanding their knowledge of the many cultures that make up the classroom. Educators who incorporate multicultural practices in their classroom promote strong cultural identities, positive self-worth, and effective and flexible learning options for all individual and cultural differences throughout their school experience and beyond into adulthood. Works Cited Curtin, E. M. (2006). Lessons on effective teaching from middle school ESL students. Middle School Journal, 37(3), 38–45. Garcia, E. (2002). Student cultural diversity: Understanding and meeting the challenge (3rd Ed.). New York, NY: Houghton Mifflin Company. Hoerr,T. R. (2007). Affirming diversity. Educational Leadership, 64(6), 87-88. Manning, L. & Baruth. L. (2009). Multicultural education of children and adolescents (5th Ed.). Needham Heights, MA: Allyn and Bacon.
Robles de Melendez, W. (2010). Teaching Young Children in Multicultural Classrooms: Issues, Concepts, and Strategies (3rd ed.). Belmont, CA: Wadsworth, Cengage Learning.
Ugbu, J., U. (1992). Understanding cultural diversity and learning. EDUC 160 Urban Education (Spring 2014, pp. 213-228)
Spring, Joel H. “Chapter 6: Student Diversity.” American Education. Sixth ed. N.p.: n.p., n.d. 145. Print.
Baruth, Leroy G., and M. Lee Manning, eds. Multicultural Education of Children and Adolescents. Needham Heights: Allyn and Bacon, 1992.
This source will equip the argument for utilizing diversity as an educational apparatus that supports student development and learning. The showcase of the impact of diverse student engagement will definitely be useful for providing a strong reasoning for showcasing how the experience of students in the US schooling system shapes the educational experiences of diversified student groups. Dixson, A., & Rousseau, C. (2005). And we are still not saved: critical race theory in education ten years later.... ...
The challenge of improving academic achievement among all students of color has become a trending topic in education. The “achievement gap” has grown wider among students of color versus Caucasian students every year. Through the years, our classrooms have been through a lot of cultural changes. “As the United States endures its largest influx of immigrants, along with the increasing number of U.S.- born ethnic minorities, the nation must be prepared to make the necessary adjustments to face the changing ethnic texture of its citizens” (Howard, 2003)(Banks, 2001). There isn't one race or type of student/culture per a classroom. Educators, especially in urban areas, are faced with multiple cultures and races within their classroom. Instructors
Manning, L. & Baruth. L. (2009). Multicultural education of children and adolescents (5th Ed.). Needham Heights, MA: Allyn and Bacon.
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).
Wlodkowski, Raymond J. & Woodkowski, Raymond J. (2009). The 'Standard' of the 'Standard'. Diversity & Motivation: Culturally Responsive Teaching in College (2nd Ed.). San Francisco, California. Keller, John M. (2006).
“The need to create a teaching force that is culturally sensitive is undeniable. According to The National Council for Accreditation of Teacher Education teacher candidates must develop proficiencies for working with students from diverse backgrounds; dispositions that respect and value differences, and skills for working in diverse settings.[…] As teacher educators, we hope that cultural diversity classes will help out students become aware of their own beliefs and become more culturally diverse.” (The Ethnography Project p1)
Manning, L.M. & Barruth, L.G. (2009). Multicultural education of children and adolescents (5th edition). Boston: Allyn & Bacon.
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 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.
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...