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Diversity, And Motivation Part 1: Age And Developmental Characteristics

2217 Words9 Pages

Development, Diversity, and Motivation Part 1: Age and Developmental Characteristics P-12 (preschool through 12th grade) represents students with different developmental characteristics and requirements to support their learning process. The chart below shows the age-level characteristics associated with each category of learners, which is critical for a teacher to understand the different needs of preschoolers, elementary, middle school, and high school students according to their developmental steps. Age Range Developmental Characteristics Preschool - Developing basic motor skills such as walking, running, and climbing. (3-5 years) - Expanding vocabulary and language skills through exploration and imitation - Beginning to understand social …show more content…

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. A teacher uses the students’ lived experiences and cultural background to engage the learners to understand different concepts from the knowledge they already acquired from their families, communities, and lives. Kamran, Siddiqui, and Adil (2023) explain that inclusive education practices require social justice, and SENs need access to special education to conceptualize learner diversity. A teacher will personalize instructional activities to integrate a learner’s cultural norms, values, and knowledge to make it easier for the student to relate abstract and unknown concepts with

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