Support Diversity Within The School

Educationalists have suggested that students’ understanding of their community and appreciation of diversity can be endorsed through opportunities to share values and challenge prejudices across the curriculum (DCSF 2007). School X recognises the role students play in the sustenance of a cohesive community. Due to the extremely diverse demographic of the community of Borough M, the council encourages the sustenance of a cohesive community in which all cultures are given equal importance (Gilligan, 2012). School X resonates this agenda, by promoting and celebrating diversity, and as an all-girls’ school, it recognises the importance of empowering young girls to facilitate their ownership of learning and progression. The school has been involved

The first author sees education in a practical light, not necessarily rewarding in itself, but a required step towards employment. They express disappointment in the diversity system practiced at the majority of universities today, questioning its effectiveness and challenging the authority by which colleges implement it. The diversity system in high school prepares an individual directly for society, but if vocation training is the primary role of universities, what value does it hold there? The main claim employed is that variety of subject matter produces rounded character. Though societies benefit from having well-rounded individuals, the writer argues that the assumption of diversification leading to character growth is inherently flawed. Disinterest leads to a lack of motivation, and if a student lacks motivation, they will be much less likely to retain information. These extra courses that the student was forced to take then become a complete waste of time. The author argues that colleges should not have the right to make a student spend so

Additionally, teachers need to promote diversity in the classroom by teaching children that everyone is different and special in a unique way. Addressing cultural diversity in school will prepare students for the real world, as it provides the chance to experience different opportunities outside of what they normally used to. According to the article in figure 1and 2 Zhou illustrate the Asian youth generation achieve higher level of education compared to other groups such as Hispanic because the Asian child population is less dominant in metropolitan areas, which allows them to experience many different cultures and many opportunities are available to them. That relates to a class I observed, a teacher make sure his class reflects diversity

An assumption about contemporary Indians is that they operate casinos even though less than 1% of the total native population makes revenue from gambling profits (Koppelman, 2014). While natives do receive financial gains from casinos on a few reservations, many living there still encounter high unemployment rates, do not finish school, experience domestic abuse and alcoholism (Koppelman, 2014).

Diversity is how we are all different in our own unique way. The concept of diversity encompasses acceptance and respect. It is about recognizing our individual differences, and working together to forge a better future. Colleges should aim to establish a climate of diversity and inclusion on school campuses, so that every student, regardless of background, race, religion or language feel safe and a sense of belonging. Colleges with a diverse student body helps improve the academic performance of students and better student collaboration. Queens fostering a diverse community of students, will help in creating a conducive learning environment for students and staff. It will improve the overall performance of students and create a more collaborative

Today’s schools and classrooms have the requirements of teaching students of various cultures, languages, abilities, and many other characteristic. Frequently schools draw differences by dividing students into groups such as white, middle classes students, American Indian, African American. This practice has negative results and increases a huge gap in the education system. More than forty percent of children in the American schools are from culturally diverse backgrounds (Sleeter 94). Thus, the cultural mismatch between teachers and students can cause a troublesome classroom experience for both sides. As a result, many culturally and linguistically diverse children may feel like they get into a completely different world when they come from

A problem I would like to change is the diversity of students in higher level classes during primary and secondary schooling. This problem is close to my heart because being an African-American young lady, I want better opportunities for my race considering throughout history majority of African-Americans weren't allowed to have the same opportunities as other races. In my eyes I feel opportunities are getting closer to being equally distributed to everyone ;however, more than half of the opportunities given are based on education or the education pathway you have chosen throughout your life. Saying that, a good portion of African-American, do not consider during high school its important to challenge yourself and explore classes. Sometimes

With my shift to SWA, it took me a great deal of time to research and question my decision on going to a new school, environment and class style knowing this was going to be a decision I couldn't go back on. With SWA having their own new switch to a new location, name and system of sorts having a new building that houses not only high schoolers but middles schoolers and younger! Sounds weird to have almost all grades within one build but they make it work with a diversity of classes, schedules, and teachings. With researching how SWA works with its diversity I saw no conflict between the diversity they have in the space they utilize, this seemed great for the type of environment I was looking for, inviting, friendly yet work orientated to finish

In my school district, my race is one of the minorities, which is unusual here in Minnesota. My school is diverse; it always has been, and I love that about it. In fact, I prefer a diverse community of individuals from every part of life; it’s where I feel most at home, and I feel lucky knowing that many white people in the suburbs do not experience this amount of diversity until much later in their lives.

The Australian Human Rights Commission discuss the issue of disability discrimination through the Rights-Ed educational video and resource ‘What about Doug’s rights?’. The video aims at introducing the contexts of disability discrimination that may arise for students and teachers in their own daily dealings through the story of a student who falls during sport and develops a brain injury, which has many behavioral, social and learning implications. (Australian Human Rights Commission, 2010, para.3) The teacher in this video does not set the example for inclusive teaching, nor does she seem educated in management, particularly behaviour of an ABI (Acquired Brain Injury) student. This report will detail arguments explaining teacher and student rights, why adopting an inclusive approach in the classroom is important, as well as teaching strategies that are inclusive to Doug’s needs after his accident.

Maria is a new student in Mrs. Cowley’s 2nd grade class; she is from Houston, Texas. Maria’s family recently relocated to Pinckneyville, Illinois. Maria moved to Texas at the age of 3 from Mexico. Maria’s parents’ work visa has expired; therefore, Maria is an undocumented immigrant student.

Both international and Australian legislation (e.g. UN Convention on the Rights of the Child; Australian Disability Standards for Education), recognises the rights of all children with LD (Kavkler, Babuder, & Lidija, 2015). The emerging social model focus of inclusive education, involving the adaption of the school environment to meet diverse learning needs, reveals the current social and physical obstacles

When I went on stage during our weekly assembly and announced the start of affinity groups at our school, I was oblivious to the reaction of the hundreds of students in the audience. I was focused on speaking clearly and getting through my short speech, excited by what I was announcing. I didn’t know that the few sentences I read off a piece of paper would change my perception of my school, my friends, and myself. Almost as soon as I got out of the assembly, before I even got to my next class, I began hearing people criticizing affinity groups. Many people were saying that this was segregating students, that we were being “reverse racists”, that there was no need for the groups or any discussions about race, that SDLC (the diversity club I

Additionally, the outcomes for children educated in mainstream settings will be delineated and examined to assess whether, in practise, inclusive education is as effective as proponents maintain (Ainscow and Kaplan, 2005; Avramidis et al., 2002). Finally, the implementation of inclusive education in practise, in the context of Article 24, is explored; including teacher training, teacher attitudes and the challenges associated with resources.

Inclusive education has been the dominant ideology underpinning academic and social schooling policies, as demonstrated internationally by bodies such as UNESCO, via the ‘Salamanca Agreement’ (UNESCO, 1994); and reflected nationally in Australia, via the Disability Discrimination Act (1992), the Disability Standards for Education (2005), and the Melbourne Declaration on Educational Goals for Young Australians (2008). These obligations and legislative provisions have introduced systemic changes to embrace and strengthen the inclusion of all students, irrespective of ability or disability, into regular schooling as part of the challenge to improve outcomes, for all students (Hardy & Woodcock, 2015), wherewith all students feel supported and valued, and barriers to access and participation, are minimised (Booth, 2011). Inclusive schools embrace the heterogeneity of their students’ academic, social and learning needs by recognising and responding to that diversity through compatible initiatives and evidence-based practices, at both school wide level and classroom level, through the development of inclusive culture, practices and policies.