Strategies for Promoting Inclusiveness and Welcoming Diversity

Strategies for Promoting Inclusiveness and Welcoming DiversityINTRODUCTION
As an educator, you are likely working with students who demonstrate more types of diversity than ever before. Therefore, you should develop a repertoire of strategies for making learning accessible to all students and ensuring that your learning environment promotes inclusiveness and welcomes diversity in all its forms. In this unit, you will focus on two main ideas: implementing strategies to promote inclusivity and value diversity, and using critical thinking skills to support your work as a learner and educator.
LEARNING ACTIVITIESCollapse All
Toggle Drawer[u04s1] Unit 4 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won’t be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.
As you prepare your weekly reflection entry, remember to connect at least one of Brookfield’s Four Lenses to your entry:
- Autobiographical experiences.
- Eyes of students or clients.
- Relevant theories.
- Colleagues’ perceptions.
- Complete the Weekly Planner and Reflection Journal to track your activities.
Toggle Drawer[u04s2] Unit 4 Study 2Develop Your Toolbox
Critical thinking skills help you in your own studies and development as well as in helping your colleagues and clients. The following Capella media will provide a framework for understanding critical thinking skills:
- Click Critical Thinking Model to view the media piece. Use the guidelines and questions as helpful critical-thinking tools as you conduct your research in this and future courses.
- Click Resource Toolbox to investigate the Critical Thinking section. There are many linked resources there for you to learn all about critical thinking in general, as well as how those skills can help you as a learner.
- Click Bloom’s Taxonomy to learn how to use the levels of Bloom’s taxonomy to enhance the way you think about and approach your assignments.
- If you find these resources particularly helpful, remember to add them to the list of resources you started in Unit 1.
  Resource ToolboxBEGIN ACTIVITYICONTranscriptCritical Thinking ModelBEGIN ACTIVITYICONTranscriptBloom’s TaxonomyBEGIN ACTIVITYICONTranscript
Toggle Drawer[u04s3] Unit 4 Study 3Diversity and Inclusion Strategies
Readings
According to the 1995 UNESCO Declaration of Principles on Tolerance, “Tolerance is respect, acceptance, and appreciation of the rich diversity of our world’s cultures, our forms of expression, and ways of being human” (para 11).
Use the Internet to complete the following:
- Southern Poverty Law Center. (n.d.). Teaching tolerance. Retrieved from http://www.tolerance.org/?source=redirect&url;=teachingtolerance
  - As part of increasing your understanding of the need to value diversity in all educational settings, explore the Teaching Tolerance Web site, noting any interesting strategies that you could use in your own instruction.
- Use the Capella library to read the following:
- Brown, M. R. (2007). Educating all students: Creating culturally responsive teachers, classrooms, and schools. Intervention in School and Clinic, 43(1), 57–62.
- Occasionally, the traditional curriculum and instructional strategies must be modified or adapted to be successful. Remember, making accommodations for diversity in learners is not a “crutch;” it helps to level the playing field for someone who has a disability, someone who does not speak English as his or her first language, or someone who does not have the prerequisite background knowledge for learning.
  Multimedia
  Click Adapting and Modifying Instruction for Inclusive Classrooms for strategies for modifying or adapting instruction for diverse learners in a traditional classroom environment.
  What If I Am Not a Classroom Teacher?
  Your professional role, or the one that you are preparing for in your Capella program, may not involve classroom teaching. If that is the case, consider the more general concept of providing adaptive experiences for those students or clients with whom you work. It will be helpful to review the Curriculum, Instruction, Assessment section of the Definitions [DOC] for a broader perspective. Review the KWL chart you completed in Unit 1, in which you reflected on how curriculum, instruction, assessment and multiculturalism are involved in your own professional role. You may also find one or more of the following articles pertinent to your specialization:
- Dalton, J. C., & Crosby, P. C. (2013). Diversity, multiculturalism, and pluralism: Moving from hospitality and appreciation to social inclusion on campus and beyond. Journal of College and Character, 14(4), 281–288.
- Goodman, N. (2016). Diversity is reality; Inclusion is a choice. Training, 53(5), 56–57.
- Hart, J. E. (2009). Strategies for culturally and linguistically diverse students with special needs. Preventing School Failure, 53(3), 197–208..
- Higbee, J. L., Schultz, J. L., & Goff, E. (2010). Pedagogy of inclusion: Integrated multicultural instructional design. Journal of College Reading and Learning, 41(1), 49–66..
- Luther, F. D., & Pickering, J. (2015) Using Web 2.0 learning environments to address diversity: A diversity-education example. Delta Kappa Gamma Bulletin, 81(3), 28–34.
- Ryan, J. (2016). Promoting inclusion in Ontario: Principals’ work in diverse settings. International Studies in Educational Administration, 44(2), 77–93.
- Wood, R. (2015). To be cared for and to care: Understanding theoretical conceptions of care as a framework for effective inclusion in early childhood education and care. Child Care in Practice, 21(3), 256–265.
- Reference
  UNESCO. (1995, November 16). Declaration on principles of tolerance. Retrieved from http://portal.unesco.org/en/ev.php-URL_ID=13175&URL;_DO=DO_TOPIC&URL;_SECTION=201.html
  Specialization-Specific Resources
  This media piece provides a starting point for further learning. Note that some of the readings in your area of specialization may be required for successful completion of your course. Others are recommended or optional enrichment. Refer to your unit studies for required readings.
  If you are in the Teaching and Learning Program, which is based on a personal, customized approach rather than specializations, we encourage you to explore the range of P–12 specialization-specific resources in this presentation as appropriate to your interests.
  Click Specialization-Specific Resources to view the media piece.

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