What Aspects of Diversity Are Evident in Classrooms - Assignment Example

Educational Psychology Question 1: What aspects of diversity are evident in classrooms? Discuss how different aspects of diversity are important in different classroom settings, e.g. in urban and rural areas or in different parts of the country. Introduction Diversity can be defined as a state of being different in various aspects. Diversities are inevitable in any kind of group or settings. A diverse classroom comprises of students from different cultures, races, genders, age groups, ethnic backgrounds, religion and socio-economic backgrounds. It also comprises of students with different talents, personalities, abilities, learning approaches, views, beliefs and ideals. Currently, classrooms are continuously becoming diverse in various aspects due to increasing globalisation and migration trends (Brownlie et al, 2006). Diversities can bring about both positive and negative outcomes. Conflicts are one of the major of outcomes commonly associated with increasing trends of diversities. Therefore, it is necessary to effectively manage diversities within the classroom in order realise positive outcomes. Effectively managing classroom diversities requires that both teachers and students should recognise that each individual is unique in their own way therefore, it is important to accept, respect, value, appreciate and embrace the uniqueness of each individual. When the diversities within the classroom are channelled appropriately, they can be very advantageous to students within the school settings in the sense that these diversities can help to enhance learning (Forsyth, 2009). This paper will discuss how different aspects of diversity are important in different classroom settings. The aspects of classroom diversities that will be examined include; cultural diversity, diverse personalities and diverse talents and abilities. Cultural diversities Most schools especially those based in urban centres witness the enrolment of students from diverse cultures each year. Students from different cultures, have been socialised differently, they have different world views, belief systems and habits. As a result, they are bound to have different perspectives and cognitive processes (Nisbett et al, 2001). Basically cultural beliefs and practices influence our perspectives and understanding of the world. For instance, the worldview or perspectives of students from Asia and Europe may vary greatly due to their cultural differences. Asian countries have a collectivism culture whereas people from European countries have an individualistic culture (Blondel & Inoguchi, 2006). In order to realise positive learning outcomes, Grotzer (1996) suggests that each student in the classroom should be foremost considered and treated as an individual influenced by their culture before treating them as members of a broader cultural group. Moreover, both teachers and students should avoid cultural stereotypes and understand that no culture is superior or better than the other (Grotzer, 1996). Schools in both the urban and rural settings comprise of students from different cultures. For instance, there are students from Hispanic cultures, African-America cultures, Indian culture and Asian culture among many other cultural groups. According to the stand point theory, people’s perspectives are influenced by their experience in social locations or social groups (Allen, 1995). Therefore, due to these cultural differences, students in the classroom are bound to have different experiences and perspectives. These differences can be advantageous to the classroom in the sense that it can bring about quality ideas, increased innovation and creativity. It can also help students to get exposed and learn about other people’s culture thus increasing their respect and appreciation for other cultures. Furthermore, cultural diversities can help to enrich the teaching content. Due to cultural diversities within the classroom, teachers frame their content within the curriculum in order to be culturally responsive and relevant to diverse students in the classroom (Brownlie et al, 2006). Diverse personalities Students in all classroom settings have different personalities. Personality types influence the way in which students learn and interact with others in classroom. With reference to Carl Jug theory of personality students personalities can be categorised as either introverted or extroverted. Students with introverted personalities are predominantly concerned with their “inside-self” whereas those with extroverted personalities are predominantly concerned with what is outside their self. In most cases, introverted students are quiet in class and prefer to learn independently. They also do not make friends quite easily. Conversely, students with extroverted personalities, are outspoken and active in the classroom. They prefer learning through fun and active classroom activities. Moreover, learn best by discussing and explaining to others, they also enjoy working in groups. On the other hand, introverts learn best by interconnecting knowledge and trying to figure out the “big picture”. They like idea frameworks and enjoy organising and planning things. Extrovert students like thinking aloud as a way of problem solving. Therefore, it is important for teachers to put into account, the different personality types of children in the classroom and try to construct classroom learning activities in a manner that will meet the learning needs and approaches of students who have either introverted or extroverted personality types (Kent & Fisher, 1997; Barrett, 1991). Diverse personalities in the classroom create a balanced learning environment. If all students in a classroom had a similar personality the learning environment could be boring or chaotic thus the diverse personalities in the classroom help to create a balanced learning environment. In addition to this, diverse personalities within a classroom can help to enhance the quality of learning. In order to meet the learning needs of each student, teachers employ a wide range of teaching or instructional strategies. For example, in some instances, teachers may use group discussions, fieldwork activities, journal writing, lecturing and independent class assignments to teach students. These teaching or instructional strategies effectively captures how both introverted and extroverted learn best. Hence, diverse personalities in the classroom can help to improve the quality of learning in class. This can in turn help to realise positive education outcomes. Additionally, personality diversities within the classroom can help students to learn to communicate, interact with others and form healthy interpersonal relationships. Personality differences within the classroom can help students to become respectful and tolerant towards individuals who are different from them. These social skills are essential for the successful integration of children into the corporate world and the society at large (Kent & Fisher, 1997; Barrett, 1991). Diverse talents and abilities In any classroom settings, there is bound to be students with diverse talents and abilities. Some students may be good at in-door classroom activities such as writing, poetry, painting, reading, drawing and problem solving in mathematics. Others may have abilities in outdoor activities like playing football and other sports. Based on Howard Gardner’s theory of multiples intelligences (1983), the diverse student talents and abilities can be categorised into linguistic, interpersonal, spatial, naturalistic, musical, logical mathematics and intrapersonal abilities (Gardner, 1999). Every year teachers are faced with the challenge of teaching classrooms with students with different interests, talents and abilities. Providing optimal learning for diverse classrooms can be somewhat challenging since it requires teachers to understand the learning needs, abilities and talents of each student. Since students will eventually take different career paths, it is essential for teachers to employ instructional or teaching strategies that put into account the diverse talents and abilities of students in the classroom (Smutny et al, 1997). Basically, diverse talents and abilities in both urban and rural classroom settings can be advantageous. These diversities enrich the classroom with a diverse talent pool that can help students to realise positive learning outcomes. The benefits associated with diverse talents and abilities are that it motivates classroom members to comprehend issues better and encourages them classroom to explore new ideas and approaches. For instance, through their excellent performance, students who are good at logical mathematics may motivate other students gifted in other ways to work hard in order realise success in this area (Smutny et al, 1997). Moreover, through discussions and other learning related activities students can exchange ideas and teach each other how to better their educational outcomes in particular areas. Furthermore diverse talents and abilities within the classroom can promote increased creativity, innovation, efficient problem solving and better decision making amongst students. Having students with diverse talents and abilities in the same classroom, enables the class to scrutinise issues from different perspective and explore various alternatives when embarking on learning activities. This in turn enriches the learning experience in the classroom and can result to positive educational and social outcomes (Kincheloe, 2005; Smutny et al, 1997). Conclusion Basically, diversities in the classroom are inevitable regardless of whether the classroom is set in a rural or an urban area. There are various aspects of diversity. This essay has examined diversity in classroom with regards to cultural diversity, diverse personalities and diverse talents and abilities. The findings of this paper show that when the diversities within the classroom are channelled appropriately, they can be very advantageous to students within the school settings in the sense that these diversities can help to enhance learning, they can promote creativity, innovation, better decision making and problem solving (Forsyth, 2009). References Allen, B. (1995). "Diversity and Organizational Communication". Journal of Applied Communication Research 23 (2): 143–155. Barrett, A. (1991). Relationship of observable teaching effectiveness behaviors to MBTI personality types. Paper presented at the International Conference of the Association for Psychological Type. Richmond, VA. Blondel, J. & Inoguchi, T. (2006). Political cultures in Asia and Europe: Citizens, States and Societal Values. New York: Taylor& Francis. Brownlie, F., Feniak, C. & Schnellert, L. (2006). Student diversity: Classroom strategies to meet the learning needs of all students. Ontario: Pembroke Publishers. Forsyth, D. (2009). Group Dynamics. London: Cengage Learning. Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic Books. Grotzer, A. (1996). Math/Science matters: Issues that impact equitable opportunities for all math and science Learners. Cambridge, MA: Harvard Project on Schooling and Children. Kent, H. & Fisher, .L. (1997). Associations between Teacher Personality and Classroom Environment', Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. Kincheloe, J. (2005). Classroom Teaching: An Introduction. Bern: Peter Lang Nisbett, R., Peng, K., Choi, I., Norenzayan, A. (2001). Culture and Systems of Thought: Holistic Versus Analytic Cognition. Psychological Review, 108 (2): 291-310. Rothstein-Fisch, C. & Trumbull, E. (2008). Managing diverse classrooms: How to build students’ cultural strengths. New York: ASCD. Smutny, J., Walker, S. & Meckstroth, E. (1997). Teaching young gifted children in regular classroom: Indentifying, Nurturing and Challenging Ages 4-9. New York: Free Spirit Publishing. Question 4: What are the advantages and disadvantages of educating children with special educational needs in mainstream schools? Introduction The inclusion of children with special educational needs in mainstream schools, is an issue that has succumbed to un-ending debate and controversy. Some researchers and educators argue that children with special educational needs should have their own special schools, as this will ensure that their specific learning needs are efficiently catered for. Conversely, others argue that children with special needs should not be stigmatised or secluded from mainstream schools as this promotes inequalities (Freeman & Alkin, 2000). The 1990’s witnessed the emergence of various movements that advocated for the integration of children with special educational needs into mainstream schools. As a result, numerous countries around the world enacted laws and policies that promoted and supported the inclusion of children with special educational needs in mainstream schools. Currently, the practice of integrating students with special educational needs in mainstream schools has become well-established globally. For example, Article 24 of the International Convention on the Rights of Persons with Disabilities emphasises on the role of governments to provide inclusive education for all individuals without discrimination. Article 24 provides that persons with disabilities should not be excluded from the mainstream education system on the basis of their disability (DES, 2007). Consequently with time, the number of children with special educational needs in mainstream schools increased. For instance, according the May 2009 issue of ‘The Telegraph’, the number of children with special educational needs registered in mainstream schools increased to a record high in 2009 (Paton 2009). Nevertheless, this inclusion is still a contentious issue that numerous research studies have examined. The key aim of this paper is to examine the advantages and disadvantages of educating children with special educational needs in mainstream schools. The findings of this study will be based on a comprehensive review of literature and research studies. “Special educational needs” defined In order to effectively establish the advantages and disadvantages of educating children with special educational needs in mainstream schools, it is foremost essential to establish the definition of “special educational needs.” According to the Department of Education and Science (2007), ‘special educational needs’ can be defined as the restriction of an individual’s capacity to participate and benefit from education due to sensory, physical, learning, mental health disabilities and any other condition that causes a person to learn differently from persons who have not succumbed to that condition (DES, 2007). Similarly, ‘special educational needs’ has been defined as the state in which an individual has significant difficulty in learning due to disabilities that hinder them from learning like other normal people (Government of Ireland , 2004). Advantages A research study conducted by Freeman and Alkin (2000), established that children with special educational needs who are educated in mainstream schools, perform better on academic measures and social competence measures as compared to students educated in special schools. The findings of this study were based on a review 36 studies that examined the social and academic attainments of school age children who were mentally retarded. The results of this review showed that the academic of children with mental retardation was lower than that of their normal peers in mainstream schools. However, as compared to children in special schools, the academic performance and social competence rating of mentally retarded children in mainstream school was better than that of children in special schools. Therefore, based on the findings of this study , it is evident that educating children in mainstream schools can bring about better academic and social outcomes than educating children in special schools (Freeman & Alkin, 2000). Similarly, a study conducted by Baker et al (1995) established that students with disabilities in mainstream classrooms perform better academically than those in special schools. Advocates for the inclusion of children with special educational needs in mainstream schools, argue that educating children with special needs in mainstream schools can help children achieve competence in language, communication skills and social relationships (Strully & Strully, 1996; Lipsky & Gartner, 1997). According to Salend (2001), when students with special educational needs are educated in mainstream classrooms they experience more instructional time and exposure to better academic activities. In essence, mainstream classroom provide a more stimulating environment for students with special needs to learn than a special needs classroom (Salend, 2001). In addition to this, in mainstream schools children with special educational needs get stimulation from normal children. In this case, normal children can act as role models who help children with special needs to communicate and form adaptive behaviours. Normal children can provide examples for appropriate classroom or social behaviours. This can in turn help children with special educational needs to adapt socially acceptable standards and behaviours. Generally, expectations in mainstream schools are quite higher than in special schools. As a result children with special educational needs may become positively challenged to meet the set standards of academic performance or social competence (Salend, 2001). This is in line with the social impact theory proposed by Bibb Latane. In this theory Latane (1981) suggests that individuals are bound to be influenced or conform to certain standards of behaviours depending on the strength of the source of influence, the number of the sources which are exerting the influence and immediacy of the influence. Therefore, based on this theory it is plausible to conclude that when students with special educational needs are educated in mainstream schools they experience strong influences that causes them to conform to the set standard of behaviour and academic achievement. This can in turn help children with special educational needs to adapt socially acceptable standards and behaviours (Latane, 1981). Educating children with special educational needs in mainstream schools can also be advantageous to teachers and other regular students. For teachers, inclusion of students with special needs in mainstream classrooms can help them to appreciate and embrace individual differences. It can also help them to learn new teaching techniques that can add value to children in the classroom and their overall teaching experience. For regular children or students, the inclusion of students with special needs in mainstream classrooms can help them to appreciate, embrace and accept individual differences and disabilities. Their interactions with students with special educational needs can also help them to have tolerance and respect for individual differences and disabilities (Salend, 2001). Other advantages associated with the inclusion of students with special educational needs in mainstream schools include the fact that it helps to promote educational equalities, it also prepares children with disabilities for a normal future. In addition to this, it helps children with disabilities to experience a sense of self-worth, achievement and pride (Baker et al, 1995; DES, 2007). Disadvantages Some researcher and educators argue that, educating children with special educational needs in mainstream school can realise more harm than good. Opponents argue that the inclusion of children with special educational needs into mainstream schools is driven by unrealistic goals and expectations that try to force children with special needs to become like other regular students. Several research studies have established that when suitable practices or strategies are not implemented educating children with special educational needs can bring about numerous detrimental effects. For instance, a study conducted by Rae et al (2010) established that when students with special educational needs are integrated into mainstream schools they may not experience positive outcomes due to a wide range of factors. Teachers’ attitude is one of the key factors that may contribute to negative educational and social outcomes amongst special needs children in mainstream schools. Rae et al (2010) notes that, the inclusion of special needs students who require additional instructions, management and support from teachers may elicit negative attitudes amongst teachers. As a result, teachers may feel overburdened, stressed or pressured due to this inclusion and may fail to effectively attend to the needs of students with special educational needs. These may in turn result to poor educational outcomes amongst students with special needs (Rae et al 2010). Hastings and Oakford (2003), emphasises that teachers attitudes is very important to the successful inclusion of children with special needs into mainstream schools. When teachers portray a negative attitude towards the inclusion of children with special needs into their classrooms, it becomes difficult for these children to experience positive educational outcomes (Hastings and Oakford, 2003). Moreover, a good number of teachers in mainstream schools have not been trained to deal with children with special needs or children with sensory, physical, learning and mental health disabilities. Consequently, they may fail to understand the needs of these students or find the suitable strategies of teaching these students. Some teachers are also bound to become impatient with these students. This may in turn impede on the educational progress of these students (Runswick-Cole, 2008). Similarly, Paton (2009) observes that educating children with special educational needs in mainstream schools puts a strain on the school system, most especially the teachers, since they are expected to put additional effort in order to cater to the learning needs of children with special educational needs. Some teachers are bound to develop a negative attitude towards this inclusion and they may not perform their duties as expected. Consequently, children with special educational needs may end-up obtaining substandard education (Paton 2009; Rae et al, 2010). A study conducted by Runswick-Cole (2008), established that some of the disadvantages of educating children with special educational needs in mainstream schools, include exposure of these children to discrimination and bullying. In addition, children with special educational needs can be disruptive thus slowing down the learning process or causing boredom to other students. Conclusion The findings of this essay show that the inclusion of children with special educational needs in mainstream schools is a very controversial issue. There are both advantages and disadvantages associated with this inclusion. Some of the advantages associated with this inclusion include; promotion of educational equalities and better educational and social outcomes for children with educational disabilities. On the other hand, some of the disadvantages associated with this inclusion include the fact that it may lead to discrimination, increase teacher’s workload and bring distraction to other children. It is therefore, important for both parents and educators to consider these factors prior to making decisions involving educating special needs students in mainstream schools. References Baker, T., Wang, C. & Walberg, J. (1995). The effects of inclusion on learning. Educational Leadership, 52, 33-35. Freeman, S. & Alkin, M. (2000). Academic and social attainments of children with mental retardation in general education and special education settings. Remedial and Special Education 21(1), pp.3-26. Department of Education and Science (DES) (2007). Inclusion of students with special educational needs: Post-Primary Guidelines. Dublin: Stationery Office. Government of Ireland (2004). Education for Persons with Special Educational Needs Act, 2004, Dublin: Stationery Office. Hastings, R. & Oakford, S. (2003). Student teachers’ attitudes towards the inclusion of children with special needs. Educational Psychology, 23(1): 87-94 Latané, B. (1981). The psychology of social impact. American Psychologist, 36, 343-356 Lipsky, K. & Gartner, A. (1997). Inclusion and school reform: Transforming America’s classrooms. Baltimore: Brookes. Paton, G. (2009, May 8). More children with special needs in mainstream schools. The Telegraph. Retrieved from Rae, H., Murray, G. & Mckenzie, K. (2010). Teachers’ attitudes to mainstream schooling. Learning Disability Practice 13(10):pp. 12-17. Runswick-Cole, K. (2008). Between a rock and a hard place: parents attitudes to the inclusion of children with special educational needs in mainstream and special schools. British Journal of Special Education 35(3): 173-180. Salend, S. (2001). Creating inclusive classrooms: effective and reflective practices. New Jersey: Prentice-Hall Inc. Strully, L. & Strully, C. (1996). Friendship as an educational goal: What we have learned and where we are headed. In S. Stainback & W. Stainback (Eds). Inclusion: A guide for educators (pp.141-154) Baltimore: Brookes. Read More

For instance, the worldview or perspectives of students from Asia and Europe may vary greatly due to their cultural differences. Asian countries have a collectivism culture whereas people from European countries have an individualistic culture (Blondel & Inoguchi, 2006). In order to realise positive learning outcomes, Grotzer (1996) suggests that each student in the classroom should be foremost considered and treated as an individual influenced by their culture before treating them as members of a broader cultural group.

Moreover, both teachers and students should avoid cultural stereotypes and understand that no culture is superior or better than the other (Grotzer, 1996). Schools in both the urban and rural settings comprise of students from different cultures. For instance, there are students from Hispanic cultures, African-America cultures, Indian culture and Asian culture among many other cultural groups. According to the stand point theory, people’s perspectives are influenced by their experience in social locations or social groups (Allen, 1995).

Therefore, due to these cultural differences, students in the classroom are bound to have different experiences and perspectives. These differences can be advantageous to the classroom in the sense that it can bring about quality ideas, increased innovation and creativity. It can also help students to get exposed and learn about other people’s culture thus increasing their respect and appreciation for other cultures. Furthermore, cultural diversities can help to enrich the teaching content.

Due to cultural diversities within the classroom, teachers frame their content within the curriculum in order to be culturally responsive and relevant to diverse students in the classroom (Brownlie et al, 2006). Diverse personalities Students in all classroom settings have different personalities. Personality types influence the way in which students learn and interact with others in classroom. With reference to Carl Jug theory of personality students personalities can be categorised as either introverted or extroverted.

Students with introverted personalities are predominantly concerned with their “inside-self” whereas those with extroverted personalities are predominantly concerned with what is outside their self. In most cases, introverted students are quiet in class and prefer to learn independently. They also do not make friends quite easily. Conversely, students with extroverted personalities, are outspoken and active in the classroom. They prefer learning through fun and active classroom activities.

Moreover, learn best by discussing and explaining to others, they also enjoy working in groups. On the other hand, introverts learn best by interconnecting knowledge and trying to figure out the “big picture”. They like idea frameworks and enjoy organising and planning things. Extrovert students like thinking aloud as a way of problem solving. Therefore, it is important for teachers to put into account, the different personality types of children in the classroom and try to construct classroom learning activities in a manner that will meet the learning needs and approaches of students who have either introverted or extroverted personality types (Kent & Fisher, 1997; Barrett, 1991).

Diverse personalities in the classroom create a balanced learning environment. If all students in a classroom had a similar personality the learning environment could be boring or chaotic thus the diverse personalities in the classroom help to create a balanced learning environment. In addition to this, diverse personalities within a classroom can help to enhance the quality of learning. In order to meet the learning needs of each student, teachers employ a wide range of teaching or instructional strategies.

For example, in some instances, teachers may use group discussions, fieldwork activities, journal writing, lecturing and independent class assignments to teach students.

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