Abstract
The chapter discusses the differences between diversity and inclusion. Schools should focus on the needs of their students in order to promote diversity and inclusion. It suggests three inspirational school districts that can be used in the classroom. Cooperative group teaching versus universal design principles are debated, along with the definition of the characteristics of a diverse and inclusive educational background. Examples, also, from the local educational setting are given as these concepts are examined. The author addresses some related issues, such as how to accommodate students' various needs in a multicultural environment, what methods should be employed to increase student engagement and curriculum comprehension, and what possible advantages might be using assistive and adaptive technologies in the classroom have. The chapter concludes with a reflection on the use of inclusive and diverse settings, and it also includes additional relevant and helpful topics in the discussion at large.
TopDimensions Of Diversity And Inclusion
Diversity is the presence of varied cultural, socioeconomic, and other differences among students and staff in educational institutions (Liu et al., 2020). The above definition expands on the traditional understanding of diversity, including distinctions in language, nationality, and immigration status. According to the same article, diversity in education means creating an environment where all students feel welcomed, respected, and valued for who they are and what they bring to the learning experience. That involves creating a learning environment that is accessible and supportive of all students to allow them to fully participate in the educational experience.
Likewise, Phillip (2017) believed that ‘diversity’ refers to both an obvious fact of human life and the idea that this diversity drives cultural, economic, and social vitality and innovation. Seeing that individuals differ strongly and have diverse capacities, skills, and probably knowledge, diversity refers to the presence of numerous individuals with different backgrounds and characteristics within a particular setting or organization. It recognizes that people bring unique perspectives, experiences, and talents based on their distinct identities. Embracing diversity is not only a moral imperative but has numerous benefits for organizations. (McKinsey & Company, 2022).
Regarding inclusion, UNESCO (2020) stated that blending a method and an outcome makes inclusive education more challenging. It involves steps to embrace diversity and foster a sense of community; this approach is founded on the idea that everyone has worth and potential that should be respected regardless of their history, abilities, or identities. Diversity and inclusion are to fulfill collectively one similar purpose. It is to help diverse learners in the classroom to learn better.
Similarly, Daley (2022) promoted that inclusion refers to the behaviors and social norms that make people feel comfortable, whereas diversity focuses on the traits and characteristics that make people distinctive. Educators have a vital role in impacting the diversity and inclusiveness of the students. Educators in an inclusive classroom, claimed the University of Rhode Island (2020), make a collaborative and safe learning environment to deliver course material using a variety of methods, offer students a range of opportunities, and acknowledge that every student learns differently and can contribute unique viewpoints to the studied material. What characteristics do diversity and inclusion have?
Some Features of a Diversified and Inclusive Classroom
The way a school community supports and concentrates on individual needs regards that each learner should significantly change as part of this process of involving diversity and inclusion. Changes at all societal levels are necessary for inclusive systems. At the school level, teachers must obtain training, facilities be renovated, and learners have educational materials that are accessible. Additionally, stigma and discrimination must be combated at the community level, and people must be made aware of the advantages of inclusive education Opoku et al. (2017).
Therefore, in addition to assisting students with disabilities, successful examples of inclusive education foster an environment where every student, including those without disabilities, can succeed. Some inclusive instructional practices that could increase educators' ability to educate successfully all students who lack experience are as follows:
1 Differentiated guidance boosts learners’ participation.
2 Educational assistance helps every student understand the course.
3 Behavioral benefits help sustain effective learning environments for everybody.
4 Recognizing variety establishes friendly surroundings for all.
5 Inclusive procedures create successful usage of the available supplies.
In line with the book's goals, the mentioned elements could help educators dealing with students with learning disabilities thrive academically and emotionally. Likewise, implementing those strategies should be practical assistance for professors to select the most appropriate one for higher education situations., Educators might focus on first-year undergraduate students and continue implementing those tactics to ensure maximum benefit for disabled learners. Then, what are some of the strategies to implement in higher education?
Key Terms in this Chapter
Differentiation: In the classroom the curriculum and instruction to each student's needs in order to accommodate their differences. Teachers plan learning opportunities by supplying resources and assignments with different levels of difficulty, help, grouping, and surroundings. In contrast to a “one size fits all” curriculum, this strategy (Reis & Renzulli, 2018).
Milieu: The concept of milieu is the foundation of current thought because it is on the verge of becoming a universal and necessary way to record the experience and existence of living things. But up until now, it has been challenging to piece together a coherent whole due to the concept's varied applications, historical stages, and successive configurations of the relationships in which it participates, whether in geography, biology, psychology, technology, or social and economy ( Bahous & Nabhani, 2015 ).
Responsiveness: The term ‘responsiveness’ describes a measurement instrument's capacity to recognize changes in the construct being evaluated over time; it is frequently regarded as a component of validity (Mokkink et al. 2021 AU68: The in-text citation "Mokkink et al. 2021" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Flexibility: The classroom's flexible seating is set up to provide a range of alternatives. The location of wherever students work on their current projects is up to them. Depending on their mood or the project they are working on, students may select a location ( Wright, 2018 ). The dimensions that outline the parameters under which flexibility is possible are the ability to adapt in four different ways: time, space, range, and intention. Efficiency, reactivity, variety, and robustness are some characteristics that gauge how flexible something is ( Golden & Powell, 2000 ).
Inclusion: The blending of a method and an outcome makes inclusive education more challenging ( UNESCO, 2020 ). Technologies have significantly improved the independence, accessibility, and inclusion of individuals with disabilities in many facets of life, stated Barkoff (2022) .
Accommodations: And modifications refer to changes made to the learning environment, curriculum, teaching methods, or assessment approaches to support students with disabilities in participating with their peers in general education activities and achieving academic success. Therefore, educators should consider the following questions, argued Pichla et al. (2006) .
Curriculum: The curriculum should include students, enabling them to sit for the same standardized exams as students without disabilities. Successful special education and support for students with disabilities depend on this strategy (Center for Parent Information and Resources, 2020 AU67: The in-text citation "Parent Information and Resources, 2020" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ). Students are more likely to be motivated to learn when they recognize themselves in the curriculum and believe that their experiences are respected ( Banks & Banks, 2019 ). By altering how a student can interact with the curriculum and their environment, assistive technology helps students with various learning requirements within an inclusive learning environment ( Queensland Government, 2021 ).
Strategy: A strategy is a diagnosis of a company opportunity or issue, a decision or collection of determinations to address the opportunity or challenge, and a coherent set of activities to implement the findings to build long-term advantage and better returns (Fisher et al., 2020) AU69: The in-text citation "Fisher et al. (2020)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. .
Assistive Technology: Assistive technology represents any framework or item to progress the affective experiences of learners' capacities. According to Martinez (April 8, 2022), enhancing the usability and accessibility of systems and tools for people with impairments requires using assistive and adaptive technology. Adebisi et al. (2015 , p. 2) believed that “assistive technology is any device that helps a learner with a disability complete an everyday task. An assistive technology tool is any item that is used to maintain or improve the functioning of a child with a disability.”
Diversity: Diversity is the presence of varied cultural, socioeconomic, and other differences among students and staff in educational institutions ( Liu et al., 2020 ). Likewise, Phillip (2017) believed that ‘diversity’ refers to both an obvious fact of human life and the idea that this diversity drives cultural, economic, and social vitality and innovation. Similarly, Daley (2022) endorsed that diversity focuses on the traits and characteristics that make people distinctive.