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Diversity in a classroom
Diversity in a classroom
The importance of diversity in the classroom
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More handpicked essays just for you.
Diversity in a classroom
Diversity in a classroom
The importance of diversity in the classroom
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Some of the things teachers should receive to better their inclusive classrooms are teacher assistants (Wilkins and Nietfeld, 115). It is not the job of the teacher alone to watch out and make sure that all the students are accepted. By having these assistants, the teacher will be able to provide the best atmosphere and have help to make sure every student feels as though they belong. By the end of the year, the students in these classrooms will have a greater level of confidence in themselves than those in non inclusive classrooms (Wilkins and Nietfeld, 115). Inclusion helps to make everyone feel better about themselves as they are bettering themselves in becoming more acceptance and removing hatred from their systems.
Explain how own practice in creating and maintaining a safe, inclusive teaching and learning environment has taken account of theories of behaviour management. Encounter with different behavioural concerns and imbalance circumstances in an educational institution are a part of the daily custom. Sometimes was crucial to manage and resolve. It has proven hard for the teacher to handle and manage the class. Students possess different personality trait, attitude and behavioural pattern that causing difficult for both the teacher and the learner to manage and encourage an inclusive learning.
Inclusive: Ensuring every child or young person has access to learning all areas of the curriculum, identifying areas that a child maybe struggling and adapting provision for this. Nothing should stop a child from learning and developing both emotionally and physically, setting a positive example and modelling good attitudes are all part of inclusive practise. Every child has the right to learn regardless of ability tasks should be set to allow for all learners to understand and to achieve the outcome in a positive way. Making observations helps to reflect on own practise to ensure that the needs of the children are being met and were adaption is needed, making sure this is done.
Nouwen took a huge risk by becoming this translucent about the things that he battled. Some could have wondered how he could claim to be so close to God when many knew he was struggling with so much baggage. However, he reminds his audience through his book, Return of the Prodigal Son, that “people who have come to know the joy of God do not deny the darkness, but they choose not to live in it. They claim that the light that shines in the darkness can be trusted more than the darkness itself and that a little bit of light can dispel a lot of darkness. They point each other to flashes of light here and there, and remind each other that they reveal the hidden but real presence of God” (117).
Ms. Vincent’s class is an inclusive classroom, where children with Individualized Education Plans (IEP) are integrated into the typical classroom setting. The students’ IEPs specify the required accommodations the teacher needs to provide for that child’s specific needs. However, the reality is that the classroom needs to be set up for every student’s needs, even for the children who are not specifically identified as having special needs. When the class is designed to be inclusive, all the children benefit from these best practices! Ms. Vincent’s classroom is well organized; there is a designated place for every item and every child.
Inclusive education means bringing all children from different needs together into the mainstream classroom, where a teacher recognizes and responds to the diverse needs of students. The approach enhances quality education through a personalized curriculum that includes customized curricula, organizing instruction according to individual student needs, and using teaching strategies and resources that overcome barriers to participation. The student learning process stems from a malleable situation and context whereby each student has specific strengths and weaknesses that a teacher attending to diverse needs in the classroom must understand before personalizing instruction and materials, increasing the engagement process. Anyichie and Butler (2023) clarify that a teacher can implement culturally responsive teaching (CRT) and self-regulated learning (SRL) by demonstrating how students become motivated to participate in the classroom context and personalize the learning process. CRT focuses on how a teacher encourages students to participate according to their background needs.
The inclusive practice enables all of the students (with or without disabilities) to indulge in same class and learn together in the same class and context. Inclusive practices may refer to the idea of amalgamation of individuals with disabilities with the individuals without disabilities and having no pity for them or any other feeling that make them feels their disability. This is quite an ethical, social and educational question whether it should be done and if yes then how and why it is to be carried out (Lindon,
7.1 Analyse ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning. To analyse ways in which the minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning, I must have an understanding and working knowledge of the four elements. The four elements are literacy, language, numeracy and Information and Communications Technology (ICT). Literacy takes first place and in many respects is primary in the list of core elements, as without basic literacy skills, learners will struggle to engage with subjects across the entire curriculum, (Department for Education, 2022).
From the reading of “Reframing the Path to School Leadership, “ there were two things that stood out to me the most. Those two things included inclusion, which is very big today, and resistance. In the chapter, Joan replied, “What bothers me is that they’re (school leaders) trying to be inclusive without giving teachers the support they need (Bolman, & Deal, 2010 p. 46) In my own opinion, I believe inclusive education strengthen the education system. What it does is reach out to all learners and that they be understood.
Six years after the Curriculum for Excellence (CfE) has been implemented, it could be said that the curriculum is well and truly established within Scottish education (Call Scotland, 2017). However, there are many hurdles and inconsistencies which remain, particularly within education. Social justice is prominently an issue of our time: this is now the moment for humanity to be equal, in all areas. Equality is especially important within education, and since 1999 creating an inclusive classroom has been the government’s priority (Riddell, 2009). The first part of the essay aims to critically examine social justice, inclusion and accordingly the implications which exist for learning.
Thesis statement “Inclusion Helps Special Needs Students by Allowing Them to Develop Interactional Skills Because of the Exposure to a Social Environment.” Inclusion in education is an approach to educate students with special needs in regular classrooms, rejecting the need of special schools. The aim of this paper will be to demonstrate that inclusion of special needs students in regular classrooms helps them not only by developing interactional skills but also by allowing them to grow in a more desirable way in school. However, inclusion is not completely beneficial. One must consider that special needs is an umbrella of several necessities that demand different approaches.
According to Mitchell (1999), ‘inclusive education is taken to mean that schools accommodate children’s different styles and rates of learning and to respect
Henry Ford once said, “Coming together is a beginning; keeping together is progress. Working together is success” (Brainy Quote). From here, the concept of inclusive education, including students with and without learning disabilities as peers in the same classroom, originated. The aim of this type of education is to get students with learning disabilities involved in the society. Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places.
The teachers need to understand the instructional designs and how to apply these. In executing this effectively the learning process should expose the utilization of theoretical frameworks, student centered learning, collaboration, culturally fit (diversity), awareness of different learning styles and reflective practices (Tuitt, 2003, p.251- 253). With this we can be sure that every child can learn every child must learn with inclusive pedagogy through accessibility of
Bunch (2008) views the inclusive education philosophy as socially just and more effective in both academic and social spheres. Worldwide, the educational authorities have adopted the principle of inclusion to address the social and moral obligation to educate all learners (Forbes