Diversity in the Classroom

University of the People

Educ 5710: Understanding Barriers to Learning

Dr. Cari Crumly

September 8th, 2021

In many parts of the world inclusivity and diversity in the classroom is right and not a

privilege. At the onset of formal education, students were segregated by race, gender, socio-

economic levels, and academic performance. However, due to copious research proving that

diversity in the classroom benefits all children, we are moving away from segregation towards

diversity in schools. This paper aims to explore educational practices in my milieu, in particular

inclusivity, equity and diversity. The author intends to firstly define the concept of inclusivity

and equity in the classroom. Then, this paper aims to explore inclusivity in my country and

lastly, it explores the implications and consequences of acceptance and non-acceptance of being

inclusive in the classroom.

What are inclusivity and equity in the classroom?

Terms such as inclusivity and equity can take on many definitions depending on the

context. When talking about inclusivity in education, we refer to students with disabilities or

different learning requirements being educated in the same classroom as their abled or typically

educated peers. In other words, "there is a strong emphasis on trying to meet the diverse learning

needs of all students without removing them from the classroom." (Kirschner, pg 2, 2015).

On the other hand, equity in education differs from equality in education in the sense that

the latter asserts that all students should have the same access to excellent education despite their

color, creed, or religion. However, equity recognizes the need to provide students with the tools

they require to achieve the same outcome. It is not a one size fits all approach to education. Thus,

"the goals and expectations are the same for all students, but the supports needed to achieve

those goals depends on the students' needs" (Equity Education as quoted by Latta, 2019).
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Inclusivity and diversity in my milieu

It has been legislated to ensure that no child is turned away due to disabilities and

learning requirements in my milieu. "In addition, efforts are made to include special needs

students in mainstream educational settings" ("United Arab Emirates Cultural Division | Special

Education," n.d.). As a result of this inclusive education, special needs students are made to feel

as if they are a part of their learning community but can also feel ostracized or out of place if not

assimilated into their environment appropriately.

Working in a country populated mainly by expatriates, both private and public schooling

systems have an open-door policy to accepting diversity in the classroom. I have observed the

truth in Garibay's words when he writes, "[a]s individuals are exposed to diverse groups or attend

a highly diverse institution they are often exposed to experiences, perspectives, and opinions

different from their own" (2015, p.5). To promote tolerance and understanding among the

diverse groups within the school community, teachers and school administrators must ensure that

students are continuously engaging in discussions and activities about each other's cultures and

differences. This is not to highlight the difference between students but rather to promote

commonalities among them.

Implications and consequences of acceptance and non-acceptance of inclusivity

Without change towards diversity, "the social and economic disparities and achievement

gaps of people who historically are underserved will persist and grow, and we will be at risk of

marginalizing more and more students" (The growing diversity in today's classroom, n.d.).

Despite this fact, many will argue that the road to diversity and inclusivity is not without hurdles.

Some of the consequences of diversity in the classroom would mean individual learning plans for
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every child in the classroom. In a world where there are five to eight students in a class, the latter

is achievable. However, in the public schooling system, where there are up to thirty-five students

per teacher in the classroom without a teacher aid, this is not a practical approach to the high-

quality education that all students deserve. Educators who teach special needs students should

have adequate training and knowledge on how to deal with the requirements of those students.

Asking an untrained teacher to deal with children with special needs will cause more harm than

good. This consequently leads to the child simply being pushed through the system because they

cannot be held back. Institutions must be accountable for the quality and equity of education they

are providing to children with disabilities within the mainstream system by consistent and

thorough vetting and training of staff. Kauffman et al. (2005) sums up this eloquently by stating

that successful teaching of children who are different requires that they be grouped

homogeneously so that special pedagogical approaches can be deployed by teachers who have

been trained to use them. Most mainstream teachers, myself included don’t feel adequately

trained to provide excellent education to special needs students.

In closing, diversity in the classroom is necessary to build a world where all socio-

economical gaps are shortened, but more importantly, its benefits are apparent to develop a truly

global citizen. However, to achieve diversity policy makers, educational stakeholders and

governmental entities must have clear and practical blueprints for children to reap the rewards of

a diverse and equitable classroom.

References
Garibay, J. C. (2014). Diversity in the classroom. UCLA Diversity and Faculty Development.

UCLA, Los Angeles. https://equity.ucla.edu/wp-

content/uploads/2016/06/DiversityintheClassroom2014Web.pdf

Kauffman, J. M., Landrum, T.J., Mock, D., Sayeski, B. & Sayeski, K.S. (2005) Diverse

knowledge and skills require a diversity of instructional groups: A position

statement. Remedial and Special Education, 26 (1), 2-6.

Kirschner, S. (2015). Inclusive Education. Retrieved 8 September 2021, from

https://www.researchgate.net/publication/293337563_Inclusive_Education.

Latta, L. (2019). Equity in Education: Defining Equity, Equality, and Standardization - Impact

Tulsa. Retrieved 8 September 2021, from

https://www.impacttulsa.org/2019/11/26/impacttulsa-equity-in-education-defining-

equity/

The growing diversity in today's classroom. (n.d.). Digital Promise

Global. http://digitalpromise.org/wp-content/uploads/2016/09/lps-

growing_diversity_FINAL-1.pdf

United Arab Emirates Cultural Division | Special Education. Retrieved 8 September 2021, from

http://www.uaecd.org/special-education