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an inclusive and diverse academic environment - Coggle Diagram
an inclusive and diverse academic environment
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DEFINITION OF AN INCLUSIVE ACADEMIC ENVIRONMENT: "An inclusive school can be identified through is its ability to work as a cohesive team" (Adams et al., 2016, p.59)
DEFINITION OF A DIVERSE ACADEMIC ENVIRONMENT: "Diversity encompasses acceptance and respect. It means understanding that each individual is unique, and recognizing our individual differences"(Queensborough Community College, n.d.)
Ensure the learning environment is accessible to all students
Do not make assumptions about students and their background, or their understanding of experiences different to their own culture
use inclusive language and remain gender neutral
Ensure that the curriculum is accessible for all students, regardless of culture, gender, religion or ability.
ensure that students can relate to learning materials and that there are no cultural barriers
Characteristics of Inclusive classrooms:
Assuring that the classroom is usable by students with differing characteristics, including accessible work stations and appropriate lighting and acoustic characteristics, etc,
Building and maintaining an environment where all students feel comfortable expressing their opinions.
Reviewing course content from multiple standpoints.
Including research and writings from authors of diverse backgrounds.
Being cognizant that scholars are influenced by their own worldview and their scholarship reflects this.
Using multiple teaching methods to aid the academic success of students with varying learning styles.
Encouraging critical thinking and academic excellence in a respectful environment.
Recognizing and appreciating within-group differences, i.e., not all members of any particular group will hold the same opinion on any given issue.
Assuring that all activities, materials, and equipment are physically accessible to and usable by all (Creating inclusive learning environments, n.d.).
Understanding inclusion as a continuing process, not a one-time event
Strengthening and sustaining the participation of children, teachers, parents and community members in the work of the school
Providing an accessible curriculum, appropriate training programs for teachers, and for all students, the provision of fully accessible information, environments and support
Identifying and providing support for staff as well as students.
(Inclusion Classroom, n.d.).
Restructuring the cultures, policies and practices in schools to respond to the diversity of pupils within their locality. Inclusive settings focus on identifying and then reducing the barriers to learning and participation, rather than on what is 'special' about the individual child or group of children, and targeting services to address the 'problem'
IMPACT OF FEELINGS AND ATTIUTUDES
Students feel represented by staff if shared ethnicity is reflected
All stakeholders feel their views are valued and feel 'listened to'
"Better interpersonal relations for students of all backgrounds" (Anderson, 2018)
"Placing students with special needs alongside their normally developing peers...is thought to be able to develop social interaction and peer-acceptance between students with special needs and their peers " (Avcioglu, 2017, p.464).
"When students make choices, they are more likely to become confident, intrinsically motivated learners" (Bray, 2005, p.328)
FEATURES
