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Learner Diversity and Inclusive Development, Chavez, Jhenica Mae P. EDFD…

- - - - Socioeconomic
        
        Socioecon status dictates environment, and environment shapes the brain.
        
        Learners enter the same room with different biological starting line.
      - How a cultural background, language, and environment influence learning
      - Childhood experiences: There are no major deficits in children who were in deprived institutions for less than six months. However, there is persistent cognitive deficit for children who remained longest in the deprived institution.
  - - - Learning Disabilities: Lifelong neurological differences that cause significant gaps in potential and achievement. It includes dyslexia, dyscalculia, and dysgraphia
        
        Neurodiversity: Natural variations in the brain which include ADHD, ASD, and Auditory Processing Disorder
        
        Intellectual Disabilities which involve limitations in intellectual functioning. It includes Down Syndrome and Prader-Wili
      - Giftedness/Talent
        
        Twice-Exceptional (2E): Students who are gifted but also have learning disability
- - - - Gender and Sexuality
        
        Gender, Sexuality, and Teaching: Teach anti-bullying focused on gender/sexuality. Support preferred names and pronouns, display inclusive posters and books
        
        Gender: Internal and personal sense of self
        
        Sexuality: Emotional, romantic, and sexual attraction to others.
      - Culture: Set of beliefs, values, and customs that characterize a group
        
        Religion: System of beliefs, practices, and worldviews on the divine.
      - Culture and Teaching: Celebrate multicultural holidays, encourage safe space for sharing traditions, use multicultural examples, avoid stereotypes
        
        Religion and Teaching: Provide meditation spaces, teach religious concepts objectively, respect dietary customs
    - - Signs of intellectual disability: Delayed/slowed learning. Difficulties in reasoning and logic. Distractibility
        Hence, they must be given more time and practice, adaptive and functional skills, and deliberate inclusion in group activities.
        
        Behavioral disabilities: Frequent disobeyance, truancy, lack of empathy, aggressiveness
        Hence, we must identify circumstances that trigger the behavior, teach them interpersonal skills, and discipline them fairly.
        
        Physical Disability and Teaching must include wheelchair-accessible classrooms, adjustable furnitures, extra time for transitions, and peer assistance.
        Sensory Impairments and Teaching must include braille/large-print materials, written notes/captions, high contrast visuals, and assistive listening device