EDUC 65

• Diversity


  The uniqueness of each one, the state or quality of being different or varied
• Diversity is from the Latin word "divertere" which means to turn away, separate or oppose
• Dimensions of diversity (according to Collins dictionary)


  • Variety or assortment
  • Point of difference
  • Inclusion of people of different races, genders, religions, etc.
  • The relation that holds between two entities when and only when they are not identical

  
• According to UNESCO (2017), diversity may relate to people's differences in race, ethnicity, gender, sexual orientation, language, culture, religion, mental and physical ability, class, and immigration status
• Diversity


  • An issue we have to face and conquer
  • Plays a unique role in this age of fast paced development
  • Confronts people identified as "different"
  • Discrimination issues around race, gender, age, and intellect still abound inspite of charters, laws, and policies that uphold diversity
• We all live in a global village that brings about changing demographics both in the work force and education
• As our communities become more diverse, it is imperative that we make an effort to understand the different dimensions of diversity
• Confronted with the need to live in one global village, it is valuable that we discover and explore areas that could connect us and allow us to do collaborative works
• Accepting and celebrating the uniqueness of each individual will allow for respecting different experiences and qualities of individuals that will open up more avenues to solve problems and innovate
• Collaboration and communication are skills that are needed to develop and succeed
• Inclusive Education


  About including all learners, respecting their diverse needs, abilities and characteristics and eliminating all forms of discrimination in their learning environment (UNESCO, 2009)
• Loden's Diversity Wheel


  A framework developed in 1990 by Marilyn Loden and Judy Rosener to respond to the flourishing divergence in America's labor force, with the goal of empowering people to make their voices heard by pointing to their diversity and its impact on their person, their rights, and their freedom
• Inclusion


  The process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion within and from education
• Inclusion involves changes and modifications in content, approaches, structures, and strategies, with a common vision which covers all children of the appropriate age range and a conviction that it is the responsibility of the regular system to educate ALL children (UNESCO, 2017)
• Loden and Rosener published the book "Workforce America! Managing Employee Diversity as a Vital Resource"
• DepEd Order 21, series of 2019, also known as the Policy Guidelines on the K to 12 Basic Education Program, states that Inclusive Education is the key standard and core principle of the K to 12 curriculum, and as an inclusive curriculum, it is learner-centered, developmentally-appropriate, culture-sensitive, relevant, gender-responsive, and contextualized
• Loden recognized demand for an instrument that would help people better understand how group based-differences influence people's social identities
• Teachers shall be considered as the primary implementors of Inclusive Education as they address the diverse needs of the learners
• Dissatisfaction, distrust, and competition would ensue when the different dimensions of diversity are not given recognition
• Special Education (SpEd)


  Classes or instruction designed for students with disabilities, giftedness, and talents
• Loden hoped that the Diversity Wheel could be used to further discuss diversities not only on the work force but globally
• Special Education Needs (SEN)


  A term used in some countries to refer to children with impairments that are seen as requiring additional support (UNESCO, 2017. p.7)
• Loden: '"I think diversity discussions are really about understanding our social identities, acknowledging what is important and learning to integrate into society so that no subgroup feels excluded."'
• Diversity Wheel


  • Points to the significance of our social characters and the ways in which people develop their identity when they are able to establish a connection with a specific group of people
  • Consists of primary or core and secondary dimensions of diversity
  • The categories put forward the effect of these differences on a person's beliefs, expectations, and life experiences
  • The dimensions are the components that comprise the whole person
• Mainstreaming


  The practice of educating students with learning challenges in regular classes, in the least restrictive environment, based on their skills
• Integration


  Refers to the creation of spaces such as regular classroom, special education classrooms or pull-out services for diverse learners
• Primary or core dimensions


  Stronger dimensions, characteristics we were born with or established by significant experiences, distinctly persuasive in establishing who we are, least likely to change, including age, ethnicity, gender, sexual orientation, physical abilities/qualities, and race
• Together, the core or primary dimensions notably affect our prior experiences, viewpoints, and principles, giving us an exclusive mind-set of the world around us, making each one of us distinct individuals
• Segregation


  The separation of individuals with special needs from the mainstream education system
• Integration


  Involves including individuals with special needs in regular classrooms with support
• Secondary dimensions


  Characteristics that are also part of our social identity, but can change or be discarded as our life experiences impact us, including marital status, religious beliefs, income, education, work experience, thinking styles, personal values, political values, and personal appearance
• Inclusion


  Aims to fully integrate individuals with special needs into all aspects of school life
• Loden states that the Diversity Wheel is useful in explaining how group-based differences contribute to individual identities, and its function is to encourage people to talk and discuss with each other and generate new points of view
• Exclusion


  Individuals with special needs are prevented (left out) from accessing an educational setting at point of entry
• Philippine Inclusive Education was then defined as: A process where all types of learners with diverse needs are given equal opportunities for meaningful life in non-discriminatory environments. These environments foster belongingness through culturally or spiritually sensitive, learner-centered curriculum, learning process, delivery modes, and settings (Bustos, et al., 2014. p.19)
• RICR principles for managing behavior in a global context

  • Respect - treating others the way they wish to be treated
  • Inclusion - making certain everyone on the team is truly a part of the team's decision-making process
  • Cooperation - actively helping others succeed rather than competing or attempting to one-up someone
  • Responsibility - managing personal behavior to maintain a diversity-positive environment and questioning inappropriate behavior when it occurs
• Differences between Inclusive Education and Special Education

  • Inclusive Education tends to be more cost-effective as it involves integrating students with disabilities into mainstreams classrooms with additional support services
  • Special Education requires separate facilities and specialized resources which can be more expensive
• Ability


  The possession of the qualities required to do something; necessary skill or competence, or power
• Differences between Inclusive Education and Special Education

  • Inclusive Education involves diverse students, mix of students with and without disabilities
  • Special Education focuses solely on students who require individualized attention
• Disability


  The umbrella term for impairments, activity limitations, and participation restrictions, referring to the negative aspects of the interaction between an individual and their contextual factors