Prompted by Linda & Ceil
Mara Sapon-Shevin writes in the article Learning in an Inclusive Classroom, “Inclusive classrooms put a premium on how people treat one another. Learning to live together in a democratic society is one of the most important goals and outcomes of the inclusive classroom.” The author also suggests that we use the principles of universal design, planning for diversity from the beginning, rather than retrofitting accommodations.
What do you do to address how people treat one another in your classroom?
What do you think it means to think inclusively?
The author comments that a powerful way to combat political apathy is by helping young people make connections between their lives and those of others. What are ways we can encourage and support the idea that despite differences in cultures, experiences, and languages, as members of the human race we are all interconnected?
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3 comments:
Okay, here it comes….. SIGH! I should have used a larger font. I don’t want my fellow classmates to start thinking that I am a pessimist- I’m not. What I am is a realist. I have read countless articles on inclusiveness in classrooms, and this does not rank among the better ones. In fact, there is very little that is concrete in this publication, and I can’t understand why my principal holds it in such high esteem. My first cringe came after reading, “Will letters home to parents be written in a language they can understand?” Give me a break. It’s a good thing that I live in largely English-speaking Vermont, otherwise I might have to order all of the Rosetta Stone programs, and translate each of my parent newsletters into Spanish, Thai, Chinese, Albanian, and Russian. I’ll get right on that after I buck thousands of years of human nature and prevent children from being children by making each of them “comfortable” with diversity. Yes, this is a laudable goal, and I have long incorporated the tenets of the Responsive Classroom in an effort to do so. However, I see little in the way of concrete strategies in this article that are going to nudge children to reflect upon, “How can I be aware of the children here who don’t have anyone to play with?” when they are preoccupied with every other social challenge that is making it nearly impossible for the average family to make ends meet and survive on a day to day basis. Time for utopian dreams this is not. I’m tired of being looked at as a miracle worker on top of my current eleven hour days.
Wow! I’m not sure I want to be the one to follow John’s comments but here goes…
As I have mentioned in other blogs, I use several of the responsive classroom components (I won’t list them again) in my classroom and feel they address many of the issues mentioned in this article. Responsive classroom strives to create a sense of community in the classroom which is what thinking inclusively is all about. If everyone feels like a welcomed and valued member of a community such as a classroom then the goal of inclusion can be met.
The author of this article does bring up many aspects of inclusion that I have never even given much thought to and I agree with John that we are not going to be able to address all of them. However, if we do make efforts to create community within our classrooms, teach respect, and model appropriate behaviors and language, then we have achieved something great already.
Teaching students to think about how others truly feel when something happens to them (like not having someone to play with) is difficult. Developmentally, students only understand that concept to a point, especially younger students. Of course creating an environment where everyone feels valued, safe, respected, and important is essential in running a successful learning environment. Through differentiated instruction, responsive classroom type programs and other resources we can do that.
However, I do hear what John is saying. How much is enough for a teacher to take on? I think that most teachers probably already use those 10 strategies for creating a positive, inclusive classroom and those are really the basic points that help set the stage for a respectful classroom where learning can take place.
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