"Inclusion in education refers to all students being able to access and gain equal opportunities to education and learning."
Teaching strategies and practices that promote equity, diversity, and inclusivity in the classroom, and create a culturally responsive environment for all students.
Cultural responsiveness: The ability to understand and appreciate cultural differences and adapt teaching practices accordingly.
Curriculum development: The process of developing a curriculum that is inclusive of diverse perspectives and cultures.
Stereotyping and bias: Understanding how unconscious biases and stereotypes can impact teaching and learning.
Language and communication: How communication between teachers and students can be influenced by cultural differences and how to communicate effectively in a multicultural classroom.
Pedagogical approaches: Alternative teaching methods that consider a diverse range of learning styles and abilities.
Intersectionality: Understanding how multiple identities of race, gender, sexuality, and ability can be linked and impact learning experiences.
Social justice education: The understanding and implementation of education aiming to create a fair and equal society for all.
Creating inclusive classrooms: Strategies to foster an inclusive classroom environment where all students feel welcome and valued.
Culturally responsive assessment and evaluation: Methods for ensuring that assessments and evaluations are fair and equitable for all students regardless of their cultural backgrounds.
Affirmative action and equity: Principles that promote equal opportunities to education and support for marginalized groups.
Culturally Responsive Teaching: Teachers incorporate students' cultural references and experiences into their instruction and create a classroom culture that is accepting of diversity.
Critical Multicultural Education: Focuses on examining and challenging the social, cultural, and political structures that marginalize certain groups, and promotes equitable access to education.
Transformative Multicultural Education: Examines power dynamics and advocates for the redistribution of power and resources to eliminate inequities in education.
Social Justice Pedagogy: Encourages students to analyze and challenge systems of oppression, and encourages them to become active agents of change.
Global Education: Incorporates a global perspective into instruction, including exploring cultures, histories, and current events from around the world.
Anti-Bias Education: Addresses and challenges stereotypes, prejudice, and discrimination through education.
Equity Pedagogy: Focuses on providing equitable opportunities and resources for all students to succeed.
Afrocentric Education: Centers African cultures and experiences in education and emphasizes the contributions of African Americans to society.
Queer Pedagogy: Embraces diverse sexual orientations and gender identities, and works to challenge heteronormativity and cisgender privilege.
Disability Studies in Education: Incorporates perspectives on the experiences and needs of individuals with disabilities into education and pedagogy.
Ethnic Studies: Centers on the histories, cultures, and experiences of ethnic and racial minorities and their contributions to society.
"It is more effective for students with special needs to have the mixed experience for them to be more successful in social interactions leading to further success in life."
"The philosophy behind the implementation of the inclusion model does not prioritize, but still provides for the utilization of special classrooms and special schools for the education of students with disabilities."
"The idea being that it is to the social benefit of general education students and special education students alike, with the more able students serving as peer models and those less able serving as motivation for general education students to learn empathy."
"Schools most frequently use the inclusion model for select students with mild to moderate special needs."
"Fully inclusive schools, which are rare, do not separate 'general education' and 'special education' programs; instead, the school is restructured so that all students learn together."
"Inclusive education differs from the 'integration' or 'mainstreaming' model of education, which tended to be a concern."
"A premium is placed upon full participation by students with disabilities and upon respect for their social, civil, and educational rights."
"Feeling included is not limited to physical and cognitive disabilities, but also includes the full range of human diversity with respect to ability, language, culture, gender, age, and other forms of human differences."
"Student performance and behavior in educational tasks can be profoundly affected by the way we feel, we are seen and judged by others."
"The United Nations Sustainable Development Goal 4 recognizes the need for adequate physical infrastructures and the need for safe, inclusive learning environments."
"The aim of inclusion in education is for all students to access and gain equal opportunities to education and learning."
"The inclusion model still allows for the utilization of special classrooms and special schools for the education of students with disabilities."
"The idea being that it is to the social benefit of general education students and special education students alike, with the more able students serving as peer models."
"Fully inclusive schools restructure so that all students learn together, without separating 'general education' and 'special education' programs."
"A premium is placed upon full participation by students with disabilities and upon respect for their social, civil, and educational rights."
"Feeling included encompasses the full range of human diversity with respect to ability, language, culture, gender, age, and other forms of human differences."
"When we expect to be viewed as inferior, our abilities seem to diminish."
"The United Nations Sustainable Development Goal 4 recognizes the need for safe, inclusive learning environments."
"The more able students serving as peer models and those less able serving as motivation for general education students to learn empathy."