- Phuong's Reflections
- Teachers as Changing Agents
- Moral Education
- Sand, Brink and Seeds
- Education for Citizenship
- The principles and practice of teaching and class management
- Second Thoughts about Democratic Classrooms
- The Other Side of Inclusion
- Learning or Unlearning Racism
- The Victimization of LGB Youth
- Multicultural
- Education Toward a Culture of Peace
- Becoming a Professional
- Teachers as Changing Agents
- LL's Reflections
- Why Teachers Must Become Change Agents
- Moral Education and the Need for Teacher Preparation
- Sands, bricks, and seeds: School change strategies and readiness for reform
- Educating for Citizenship in Canada
- Class Management from the Side of Teaching
- Democratic Classrooms: Promises and Challenges of Student Voice and Choice
- Learning in an Inclusive Community
- Breaking the Cycle of Racism in the Classroom
- Victimization of LGB
- Equity
- Psychological Needs
- Becoming a Professional
- Why Teachers Must Become Change Agents
- Mike's Thoughts
- Jeremys stuff
Learning in an Inclusive Community
I believe that learning should be inclusive in the community because “in our increasingly diverse world, all people need to be comfortable with diversity” (Sapon-Shevin p.233). While including students with exceptionalities is a case by case basis, it can be successful in the classroom because today’s school system has evolved to include more available resource support. In addition, the teacher’s attitude should be positive and willing to welcome the idea of inclusion because afterall, it is their classroom. By including the child at an early age, it allows young students to understand that everyone is different and it is very important to learn how to accommodate, adapt and assist individuals with exceptionalities. In our Child Development class, we watched a video about the journey of a boy Peter with Down Syndrome who was included in a regular class at a young age. At the start of the school year, it was a trying time for the teacher and students because of Peter’s frequent outburst that it got to a point where a meeting was held to discuss how to better assist with his outburst and make a better effort to include Peter in the class. As the year progressed, the teacher and students became more at ease with Peter and he was more comfortable and had fewer behavioural issues. The meeting allowed them to communicate about working together and finding a solution to help a fellow classmate but most importantly became more educated about individual differences and accepting him for who he was.
L.L.
Reference: Taking Sides (Issue 14: Is the Inclusive Classroom Model Workable?) pp. 230-244• YES: Sapon-Shevin, M. (2008). Learning in an Inclusive Community (pp. 232-238
Source of photo taken from http://sitemaker.umich.edu/356.skolnik/cultural_sensitivity_in_urban_classrooms
L.L.
Reference: Taking Sides (Issue 14: Is the Inclusive Classroom Model Workable?) pp. 230-244• YES: Sapon-Shevin, M. (2008). Learning in an Inclusive Community (pp. 232-238
Source of photo taken from http://sitemaker.umich.edu/356.skolnik/cultural_sensitivity_in_urban_classrooms