You must consciously think about multiculturalism as you interact with students and plan lessons and assignments (Gollnick & Chinn, 2012). Every student should be treated equally, but as educators we have to remember that every student is different and learns in different ways. By treating the students equally it helps promote the student’s learning ability and the development of respect and acceptance. Multiculturalism in education is empowering our children to be really prepared and to participate in our diverse democracy (Holladay, 2013). Perspective does change depending on whether you look at the issue from the point of view of an educator, a politician, a parent or a
Multicultural education has evolved from its original intent to a more inclusive approach. This approach is relevant in today’s society with specific goals that respects culture and each child as an individual. The chapter explains the aspects of early multicultural education historically and how it applies to education from a theoretical perspective. In addition, there are different approaches that educators apply in the education field and influences children’s development and understanding of diversity in the world around them. On a historical perspective, multicultural developed with the 1954 Supreme Court decision that affected education equality, by providing equal education in schools.
Since the Warnock Report (DfES, 1978) which suggested that children with disabilities should be included in mainstream education rather than segregated into a special school, the Education Act (1981) has been introduced. This has radically changed the conceptualisation of SEN. This act introduced the idea of SEN and an inclusive approach, based on common educational goals for all children regardless of their abilities. The ideology of integration and inclusion has been further confirmed by Norwich (1994). He emphasised the relation between successful integration and inclusion and teacher's attitudes towards the inclusive practice as well as the factors that may facilitate or impede the
1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity There are different legislations and codes of practice relevant to the promotion of equality and valuing of diversity. Every Child Matters 2003 and Children act 2004-These were put in place for children from birth to 19. This is to ensure every child have support needed to be healthy, stay safe, enjoy and achieve, economic wellbeing and positive contribution. The overall key aspect of children acts 2004 was to overhaul chid protection and child services in the uk. Equality act 2010- This was introduced to bring together the equal pay act, sex discrimination act, race act and the disability act.
For a number of researchers and early childhood scholars the most avoided topic over a period of time up until now is the argument on young children’s “bias” behavioural tendencies. Most of these well informed individuals who are better placed than most people given their expertise this argument has presented them with a sore point in which many societies make a choice of digging their heads under the soil and therefore encouraging young childrens’ practitioners to focus mainly only on good behaviour in their classrooms and school environment in order to keep the peace, and avoid conflict. According to an article by Batiste, D. (1998). “A World of Difference®”
Even the class size, building aromas and alert or bell sounds will be different. The evaluation team will consider how well your child solves problems, rises above discouragement and frustration, tolerates change and embraces new experiences. Your child’s resilience, anxiety levels, and ability to handle and respond to change factor into her readiness for the challenges of this new step in her education. Behavioral Abilities A child with autism may exhibit a variety of negative behaviors when faced with challenges, uncertainties, sensory triggers and other variables. Before transitioning to a mainstream environment, your child must demonstrate that she can handle the new school without significant outbursts, meltdowns, elopement or other inappropriate behavior.
According to Dr. Iris Rotberg, who is a research professor in the field of education policy, “in many cases, school choice programs – enabled by vouchers – lead to the stratification of students who were previously in integrated environments.” However, the segregationist underpinnings of voucher programs often go unchallenged, because private schools reserve the right to deny and exclude any child due to income, aptitude, or special need. The beauty of public schools lies in that no child can be told that they are unwelcome. Furthermore, diversity in the classroom – which is often limited due to voucher programs – has been shown time after time to be an asset to students. According to a study conducted by the University of Geneva in Switzerland, “the performance of both native and immigrant students benefits from the presence of immigrant students in educational institutions”. This implies that a diverse setting, not a homogenous setting, influences better educational
The creation of numerous institutions that were designed to help individuals transform into free, moral citizens that would conduct services needed. During the 1830 's and 1840 's, Americans constructed jails for criminals, asylums for the mentally ill, and orphanages for underage children. The reason these places were built were to cure the "social ills" and eliminate them by placing certain individuals in an environment where their flawed character would be manipulated and transformed. Before the Civil War the most important building effort was the movement to create common schools that would be open to all children. During the early nineteenth century, almost all children were educated in local schools, private academies, or just at home.
The Salamanca Statement highlights six key factors of inclusive education. It states that: “each child has a right to education; each child has distinctive interests, characteristics, learning needs and abilities; all education services should consider these diverse characteristics and needs; Children with special needs must have access to general education schools. The Salamanca Statement noted that general education schools that practice inclusive education are the best way to cease discriminatory attitudes, create welcoming environments for students with or without special needs and disabilities and to enhance the educational experience for all and general education schools that practice inclusive education provide quality education to the vast majority of students at lower costs” (Mitchell, 2012, p. 28). The Salamanca Statement has petitioned the government to have all schools practice inclusive education, pass legislative bills that would make inclusive education law with policies to abide by and form numerous inclusive education development programs. The Salamanca Statement wishes for governments to exchange teachers into countries that practice inclusive education so that they would have
Henry Ford once said, “Coming together is a beginning; keeping together is progress. Working together is success” (Brainy Quote). From here, the concept of inclusive education, including students with and without learning disabilities as peers in the same classroom, originated. The aim of this type of education is to get students with learning disabilities involved in the society. Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places.
Its all about understanding the childs individual needs and meeting these needs, putting in intervention strategies to remove the barriers from learning. Our policy states: Equality of opportunity is fundamental to good practice in education, in which fairness of opportunity for all is a basic right. Diversity Diversity means different/difference.