404 Resources

Equality, diversity and inclusion – in what ways can you integrate these principles into your teaching.

When resources are produced, consideration is taken to represent the diverse range of learners who access provision A variety of teaching methods are used following an assessment of different learning styles Assessment is fair and does not discriminate against any learner Language used by the tutor is non-discriminatory and appropriate Discussion and comments within the learning environment are managed to ensure learner language is appropriate and nondiscriminatory Materials and topics are presented in a way that are sensitive to equality and diversity Resources are adapted to ensure that learners can access information and to meet individual needs

I will need to consider the resources I use to ensure they meet the needs of the learners. It will be important to use a wide variety of resources when I am teaching, the main reasons for this is to accommodate different learning styles but also to help learner stimulation and interaction.

Markedly, there is a huge difference between a want and a need; therefore, teachers the distinctive concept of equality and fairness is not synonymous. For instance, if a student needs to put on glasses when in class to see the board clearly, equality would suggest that all student in the classroom are given glasses, on the other hand, fairness would be to ensure that the child is in a position to where his or her glasses. In essence, teachers must foster and create an opening and nurturing classroom environment for their students in order for them to successfully distinguish the teacher’s definition of fairness and the child’s definition of fairness. Arguably, this is one of the biggest challenges faced by teachers in ensuring that teaching strategies are appropriate for children who are culturally diverse. In conclusion, a teacher cannot effectively teach students to his or her fullest potential without having a fundamental understanding of a child’s disability or ethnic and cultural background. Therefore, it should be every teacher’s goal for all students in his or her class to exceed

The teacher uses the understanding of differences in individuals, cultures, and communities to ensure inclusive learning environments that enable each learner to meet rigorous standards.

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Diversity is what makes each person in a classroom different from each other, even though you could be the same color of the person sitting next you, does not mean you are the same. The classroom environment should look and feel welcoming for all children. So it can show the diversity of the world in which we live in. Children should be provided with essential information about who they are and what is important, making an effort for this to happen creates a setting that is rich in possibilities for exploring the diversity of each student in a classroom across the world. A few of the educational practices today is geared towards supporting and eliminating ethnic differences between students in classrooms today.

I believe I have effectively achieved this as my unit has been scaffolded to provide all students high-equality learning experiences free from discrimination, personalised learning that aims to fulfil diverse learning needs and an environment for students to be active in their own learning. Inclusive strategies such as group work, whole class discussion and whole glass work have been adapted within this unit to “enable a learner with diverse learning needs to participate in learning experiences on the same basis as a learner without divers learning needs” (Queensland Curriculum and Assessment Authority [QCAA], 2015). In addition, as the Melbourne Declaration identifies essential skills for twenty-first century learners –“ in literacy and numeracy- as thinking, creativity, teamwork and communication” (ACARA, 2015), this unit allows students to develop essential skills in literacy and numeracy to think deeply and logically, design and create experiments, plan independently, work collaboratively, communicate ideas, make sense of their world through understanding how things came to be the way they are and provide all students with a pathway

All humans are born equal and are of equal worth, this is the principle of equality. According to the international human rights agreement, non-discrimination is the core principle of equality (Baglet et al, 2008). The philosophy of inclusion includes reforms in the education system as well as society. Teaching practices have to accommodate all types of learners and accepting learners irrespective of their differences, leading to a more non-discriminating society. In this sense, Inclusion can be described as a reconceptualization of values and beliefs that welcomes and celebrates diversity, and not only a set of practices.

Issues of diversity and difference affect all educators in a multitude of ways. Children have different levels of experience which impact on their educational engagement and learning style. These experiences differ in relation to social class, as well as gender and cultural identity (Ewing, 2013, p. 96; Thompson, 2002, p. 2 – 4). Disadvantaged students frequently become disengaged due to the intended curriculum, which often fails to provide meaningful lessons, on issues related to modern living (Ewing, 2013, p. 90 - 91). Furthermore, teachers may fail to provide adequate support to students, if they do not have a profound understanding of how gender and cultural stereotypes impact on the lives of their students (National Union of Teachers, 2013, p. 3; Siraj-Blatchford & Clarke, 2004, p. 23). This essay outlines the reasons educators must have a thorough understanding of issues related to diversity and difference, and how that understanding will enable them to select and enact meaningful and engaging curricula, for the benefit of all students.

As teachers we should focus on the importance of creating supportive learning environments which instil the notion of inclusivity of all students, with or without disabilities. As students enter the classroom they bring a mixture of cultural, academic and behavioural diversity with them (Watkins, 2005). As teachers we need to embrace the unique qualities that each student holds and make the most of this diversity to enhance the learning outcomes of all students. This critical reflection aims to identify how teachers can set up the learning environment to specifically maximise teaching and learning for all. In correspondence to each idea mentioned, I will also reflect on some potential advantages and challenges that beginning teachers may

As years pass the style in which educators teach their students has shifted. However, there has been a consistent universal theme which has defied the test of time that topics society finds difficult or controversial are not to be taught or discussed in a classroom setting. Despite the positive impact the understanding of modern issues facing society could have on many students lives. Being in the position of an educator allows the opportunity to help influence young minds in the direction of creating a more accepting and understanding society. By acquiring new knowledge about race, class, gender and disability it will allow me to become a more open minded teacher emphasizing inclusion, equality and change through classroom discussion.

Equal opportunities are the centre of every educational institution. Every teacher and school strives to give every student the education they deserve, which is taught to their optimum best. However, in a school setting, there are many independent and dependent variables, which can cause issues.

Developing a diverse classroom is a complex process that requires the utilization of many unique techniques as well as a the understanding of different human characteristics. Today, I am going to be discussing the specifics of ability in a classroom. According to chapter 12 from the textbook, Human Diversity in Education, An Intercultural Approach, inclusion is a heavy topic among educators today. Allowing all students to be a part of the typical classroom will better the outcomes of all students. The chapter taught me that including students with disabilities into the standard classroom with help students with disabilities as well as students without disabilities thrive in their education and their future. Allowing students with disabilities to focus on things other than their handicap will teach them that they can do anything they set their minds to. On the other hand, having students without disabilities work with students with disabilities will teach them that disabilities do not define someone. They may be slightly different, but they are not to be feared or ignored. They are equal and deserve to be treated as such.

Before delving into the proposed solution, it is crucial to recognize that the inability to create an inclusive environment in the classroom and creating a strong student/teacher relationship is perpetuated not only within primary and secondary education, but also throughout higher education. Carolyn Shields reports in