'inclusion means acceptance of diversity in a classroom' rite a speech on this on the basis of the poem in MCB. please someone reply...............

Dear student,
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General Strategies

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Become aware of any biases or stereotypes you may have absorbed

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Get to know your students and treat each student as an individual

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Monitor the climate in your classroom, perhaps with anonymous mid‐term evaluations

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and identifications)

Recognize the complexity of diversity (i.e. heterogeneity within groups, intersecting identities
Communicating and Fostering Respect
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color vs. minority, Asian not Oriental)
Be attentive to current preferred terminology (i.e. underrepresented students or students of
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Learn about groups other than your own
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Convey the same level of confidence in the abilities of all your students
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Don’t try to “protect” any group of students
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Be evenhanded in acknowledging students’ accomplishments
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Be aware of possible misinterpretations of students’ nonverbal behaviors
Pedagogical Approaches
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Use inclusive language and examples
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Learn to correctly pronounce students’ names
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Look for opportunities to give personal attention and validation to students
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Be aware of cultural difference in participation
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Assign group work and collaborative learning activities
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Vary formats for presenting material (visual, auditory, collaboratively constructed)
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Describe the content of visual aids
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Speak clearly and at appropriate volume and pace. Pause after important points.
Course Content and Material
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Try to select texts and reading whose language is gender neutral and free of stereotypes
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Aim for an inclusive curriculum
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you
Don’t assume that all students will recognize cultural, literary, or historical references familiar to
Class Discussion
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Emphasize the importance of considering different perspectives
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Make it clear that you value all comments
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Balance openness and safety
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Encourage all students to participate in class discussion
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Monitor your behavior in responding to students
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Do not treat students as spokespersons for their demographic group
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Based on: Davis, Barbara Gross. Tools for Teaching. San Francisco: Jossey
Include an online discussion component‐Bass, 2009.
Pamela Barnett, Ph.D., Associate Vice Provost and Director, TLC
Teaching and Learning Center
Temple University
Managing Hot Moments
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input.
Establish ground rules for discussion and managing conflict. You might do this with student
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Think ahead, to see what could possible arise, given the topic at hand
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Don’t intervene immediately. Give students opportunity to navigate the tension
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a. Have students write about the conflict, then talk in pairs
b. Depersonalize the situation: “Some people think that way. What assumptions are they
making?”
c. Keep discussion focused on issues, not individuals, so students can retreat from
untenable positions
d. Repeat back the exact words of offensive comment as accurately as possible, and give
student an opportunity to rephrase
e. Explain why a comment is offensive or insensitive
f. Ask students to comment
g. Ask students what they have learned from the moment
h. Use the moment as an opportunity to discuss the learning environment in the group
i. Defer – tell students you will deal with the issue, but deal with it later
gather your wits and make a plan that will be effective
If things are too heated, Stop. You might:‐‐ in order to
Assignments and Exams
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Give assignments both orally and in writing
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Share your expectations and grading criteria
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presentation, website design, poster. . .
Consider giving more than one option for conveying learned knowledge or skills: paper,
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Design print exams for universal access, with large font and space between items
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Provide frequent and on‐going feedback
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Be sensitive to students whose first language is not English
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Help students form study teams
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Give assignments and exams that recognize students’ diverse backgrounds and special interests
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Use a variety of names in classroom examples and test questions

_{The Warnock Report of 1978 changed the concept of educating the disabled. The concept of Special Education Needs and the integrative approach were initially introduced. Following the Warnock Report, many children who had previously been educated at special schools were placed into a mainstream setting, which was further expanded into inclusive practices following the World Conference on Special Needs Education (UNESCO 1994).}

_{Historically, children who are gifted and talented have been left out of the many debates on inclusive education and special educational needs (Smith 2006:12). There are several aspects of classroom education today, which still fail to consider the needs of their most able students, instead concentrating on addressing the inclusion of those who have specific, often diagnosed, barriers to learning. My own setting automatically issues children with Individual Education Plans (IEPS) if their attainment fails to meet a set criteria- however there is no equivalent plan to support the needs of those who exceed attainment criteria. It does seem reasonable that if we are to accept that inclusive is merely ensuring that those who may struggle to access the curriculum have strategies put in place to assist them, that able children would have no place in this debate as it could be assumed they access learning easily. However, if we remember that there may be barriers to able children meeting their potential or accessing their talents and gifts, along with the individual and diverse needs of our most able learners and consider the wider and more recent definitions of inclusive education, such as that of Frederickson (2006). His views suggest that to be fully inclusive, the diversity of all students needs to be at the forefront of principles, which then raises the question as to how inclusive is education which is on offer to gifted and talent children.}