Diversity And Inclusion in An Educational Environment

 

Diversity And Inclusion in An Educational Environment

Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan

 

Introduction

Discrimination and prejudice in schools, which are still issues, have an effect on pupils' capacity to learn. A lot of children suffer anxiety at school for a variety of reasons. Despite educational policies, schools either knowingly or unknowingly ignore them (Spurlock, 2016), which results in differentiation in schools based on, among other things, ethnicity, race, socioeconomic status, and religious belief, which results in bias, inequality, and marginalization in actual classroom settings. Students in schools have a wide range of worldviews and cultural origins. Because they are distinct from other students in the classroom due to their varied ethnicity, race, socioeconomic level, and religious convictions, they experience insecurity. Their learning is negatively impacted because they feel uncertain and are less likely to participate in class activities when there is a lack of diversity in the classroom (Yale, 2021). Additionally, they steer clear of experiencing discrimination during their learning processes (Gorski, 2020). As a result, diversity and inclusion in the classroom are crucial because they encourage meaningful participation from students and give them the confidence to utilize their perception to learn the material in an accurate way (Drexel University, n.d.).

My Understanding About Diversity and Inclusion in An Educational Environment

According to my understanding, diversity in the educational setting refers to accepting a variety of differences in the classroom, such as those related to race, ethnicity, gender, disability, gender identity, nationality, caste, socioeconomic status, and communication styles, in order to prevent any forms of bias that lead to differentiation. It can be done by involving students in activities that promote collaboration and multiculturalism.

On the other edge, inclusion in a learning environment entails accepting diversity through inclusive classroom strategies, where kids learn to develop interpersonal relationships and win acceptance from others to develop their social skills. The instructor makes sure that all students are encouraged to explore ideas freely, express their viewpoints in a polite way, and feel valued as both individuals and group members. These suggestions include giving all students in the classroom meaningful engagement opportunities in order to develop a society that values a sense of community and belonging through cooperation as a creative partnership. Because it helps them to interact with their diverse peers about educational requirements and makes them aware of their position, it can help students with special needs feel included in a regular classroom (Adams, Harris, & Jones, 2016).

My Experience with Diversity and Inclusion in My Classroom

I encourage value-based learning through inclusive practices in all of my lessons because I always want to foster change among my students from diverse cultures in the classroom without prejudice or discrimination, in contrast to the traditional classroom, which places little emphasis on societal expectations and learning needs, and the teacher who selects and regulates the content for specific knowledge and information. I think that it is essential to revisit the course material from multiple angles in order to suit the learning demands of my pupils. In order to satisfy the various learning requirements of my pupils and enhance their achievement in the classroom, I place more weight on acceptance. By giving all learners equal opportunity to succeed without any type of discrimination, I engage my pupils through cooperation and shared responsibility to develop their capacity in terms of their skills, knowledge, and values. To build a diverse community in my classroom and break down any emotional, social, and cultural barriers, it is more important for me, as stated by Garibay (2014), to encourage compassion, inclusivity, open-mindedness, and attention to the particular needs of the children. I'm also careful to address any behavioral concerns or challenges with students with disabilities promptly and with teamwork.

When it comes to contextualizing the material in my classroom, I think that this is more crucial since it fosters student engagement and collaboration, which leads to higher learning outcomes. By doing this, I can give my students a forum for discussion in which they can express and consider their uniqueness, as well as increase their self-efficacy by expressing their ideas honestly and individually. To guarantee that every child learns and participates in class, proper supervision is used. Additionally, I can inspire them by actively engaging with them, providing comments, and encouraging them.

Ways Of Creating an Inclusive Classroom Environment.

We are aware that diverse children from different backgrounds perform better in inclusive educational settings. For instance, if bias or discrimination is practiced in the classroom, it will have a negative impact on that specific student. For instance, if a teacher in a classroom offers one set of students more attention while leaving out another group and giving them less attention, the kids receiving less attention may get demotivated as a result of exclusion. However, occasionally teachers might not pay attention to what pupils are attempting to communicate about their opinions. This will make them emotionally weak because their words are not heard by their teachers. In this situation, the teacher ought to pay closer attention. How we run or organize our classroom and how we teach our lessons will affect inclusion in the classroom. Thus, some of the ways to create an inclusive classroom are:

·       Setting up a more flexible learning environment that can engage and challenge gifted and talented children while also creating a welcoming and respectful learning environment for all students, including those with learning difficulties (Unlu, 2017). It would encourage justice and diversity in the classroom.

·       Building a teacher's rapport with children and their families on a personal level Together, parents and teachers should work to consistently improve the developmental outcomes of pupils by being able to more skillfully adapt to their roles, responsibilities, and actions (Adams, Harris, & Jones, 2016).

·       Inclusion is encouraged through creating an environment where students feel comfortable discussing their worries about privilege and structural oppression (Anderson, 2018). Teachers need to acknowledge and understand that people in various groups will have diverse perspectives on many issues. As a result, the classroom will develop a strong feeling of community that values the contributions of all types of students.

·       Encouraging the buddy system both within and outside of the classroom Through empathy and care, a teacher can inspire their class to support and benefit from one another, teaching them to value and trust one another.

·       Establishing shared classroom rules and guidelines to eliminate disciplinary concerns like bullying and other undesirable behaviors.

·       To help children feel comfortable and be able to fit in with their peers, teachers should set an example by using inclusive language in the classroom.

·       Teachers’ ought to refrain from comparing the development of different students.

·       Always provide the right support and interventions to assist students meet their unique requirements.

Conclusion

To eradicate any outdated ideas and empower pupils to live moral lives through excellent socialization in a democratic society, the school should promote variety in all facets. The teaching in the classroom should focus on the student's overall development through inclusivity devoid of barriers and differences so that they become socially competent and view life differently to consider varied opinions beyond what they have previously observed in order to enable them to transform into new and unique individuals. To offer students, the best assistance, care, and support possible, teachers should be proactive in addressing any emotional and social difficulties like bullying. They should keep in mind that providing inclusive education for everyone promotes social progress and political stability.

 

References

Adams, D., Harris, A., & Jones, M.S. (2016). Teacher-parent collaboration for an inclusive classroom: Success for every child. Malaysian Online Journal of Educational Sciences, 4(3), 58-71. https://www.researchgate.net/publication/304659451_Teacher-Parent_Collaboration_For_An_Inclusive_Classroom_Success_For_Every_Child

Anderson, A. (2018, January 18). 7 ways to create an inclusive classroom environment. ASCD IN Service. http://inservice.ascd.org/7-ways-to-create-an-inclusive-classroom-environment/

Drexel University. (n.d.). The Importance of Diversity and Cultural Awareness in The Classroom. https://drexel.edu/soe/resources/student-teaching/advice/importance-of-cultural-diversity-in-classroom/#:~:text=When%20working%20and%20learning%20with,in%20a%20diverse%20working%20environment.

Garibay, J. C. (2014). Diversity in the classroom [Pamphlet]. UCLA Diversity & Faculty Development. https://equity.ucla.edu/wp-content/uploads/2016/06/DiversityintheClassroom2014Web.pdf

Gorski, V. (2020). Positive and Negative Aspects of Diversity in the Classroom. https://classroom.synonym.com/positive-negative-aspects-diversity-classroom-7978159.html

Spurlock, A. D. (2016). Prejudice and Discrimination: The Prominence and Effects in Schools. Honors Theses. 339. https://encompass.eku.edu/honors_theses/339

Unlu, V. (2017). How to create an inclusive classroom environment. https://www.cambridge.org/elt/blog/2017/11/15/create-inclusive-classroom-environment/

Yale. (2021). Diversity in the Classroom. Poorva Center for Teaching and Learning. https://poorvucenter.yale.edu/