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The power of inclusive education | Ilene Schwartz | TEDxEastsidePrep

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This glossary is intended to be an aid in navigating the resources and activities for Inclusive Classrooms. You may come across new terms and/or ideas as you go through our website and you will be able to find corresponding definitions, as well as examples, on this page. For terms that are blue, you can click into the corresponding activity/resource by clicking on the term itself. Please feel free to comment with any additional words and/or ideas that you would like to see defined on this page.

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In building design, accessibility is ensuring a facility is accessible for people with physical disabilities. In the classroom, accessibility is about preparation and thoughtful consideration for the different abilities and learning styles that are present, ensuring that students with disabilities have full access to learning opportunities in the classroom.

Anti-racism

Anti-Racism is the awareness of and active rejection of institutional, systemic, and structural policies, practices and behaviors that create and maintain white supremacy. It is also the creation of new structures, policies, practices, behaviors, and relationships that undo their racist predecessors and the conditions that make them possible.
Source: LSA Anti-Racism Task Force

BIPOC

Acronym that stands for, Black, Indigenous, and People of Color.

People who were assigned a sex and gender at birth that is in agreement with their self-designated gender. Commonly abbreviated as Cis.

A verbal or written notice that precedes potentially sensitive content.

D&I

Diversity and inclusion.

DEI

Diversity, Equity and Inclusion. View the University of Michigan's DEI Strategic Plan.

A way to block or divert dialogue as a defensive response to perspectives they find uncomfortable or challenging, dialogue blockers function rhetorically to silence a perspective or divert the conversation away from a critical insight.

A dominant narrative is an explanation or story that is told in service of the dominant social group's interests and ideologies.
Example: The United States is a meritocracy where anyone can achieve their ambitions through hard work and perseverance.

Gendering

An assumption made about the social assignment or designation of a person's gender, usually on the basis of perceived sex.

Gender Binary

The idea that gender exists in two forms: masculine and feminine. This binary is created by social systems or cultural beliefs.

The idea that policies, language, and other social institutions (social structures, gender roles, or gender identity) should avoid distinguishing roles according to people's sex or gender.
Example: Instead of saying, "ladies and gentlemen," say, "everyone". Instead of saying, "boyfriend," or "girlfriend," say, "partner."

The belief that abilities and traits can be developed through strategic efforts and hard work, and are not simply innate or fixed.

The sudden eruption of tension and conflict in classroom discussion. Hot moments can occur when a well-intentioned student says something that is politically charged and personally offensive to some members of the class or the instructor.

Implicit Bias

Also known as unconscious bias, implicit bias is the way that stereotypes and attitudes we are not aware of shape our behavior; thoughts and feelings outside of conscious awareness and control.

Imposter Syndrome

Inclusive Teaching

Inclusive Teaching involves deliberately cultivating a learning environment where all students are treated equitably, have equal access to learning, and feel welcomed, valued, and supported in their learning. Such teaching attends to social identities and seeks to change the way systemic inequities shape dynamics in teaching-learning spaces, affect individuals' experiences of those spaces, and influence course and curriculum design.
Source - University of Michigan Center for Research on Learning & Teaching

The ways aspects of identity (gender, race, religion, sexual orientation) intersect to create specific experiences, needs, privileges, and oppressions.

Latinx

A gender-neutral term, replacing Latino or Latina.

LGBTQ

Abbreviation for lesbian, gay, bisexual, transgender, queer (or questioning).

Microaggression

A comment or action that subtly and often unconsciously or unintentionally expresses a prejudiced or hostile attitude toward a member of a marginalized group.

Non-Binary

Non-binary is the descriptor for someone whose gender identity is not exclusively male or female.

People of Color

Term to describe people who are non-white, with an emphasis on the common experience of systemic racism.
A note on this term from Racial Equity Tools: It is important whenever possible to identify people through their own racial/ethnic group, as each has its own distinct experience and meaning and may be appropriate.

A way for an individual, who voices a dominant narrative, to simultaneously provide context to justify their perspectives.
Example: "I'm not racist or anything; this is just the experience I had growing up"

Positionality

The way one's social location or position is assigned and negotiated as the result of combining various social factors or identities (e.g., race, sex, class, gender, ability, sexual orientation).
Source - Columbia Center for Teaching and Learning

Societally granted, unearned advantages accorded to some people and not others. These systemic or structural advantages impact people based on identity factors such as race, gender, sex, religion, nationality, disability, sexuality, class, and body type.

The risk that people who fall into identity groups that are often negatively stereotyped may underperform in evaluative settings such as the classroom, as a result of feeling the pressure of the stereotype.
Example: A woman underperforms in a math course due to a perceived sense of not belonging in the classroom and a fear of confirming the stereotype that men are better than women at math.

Target Group

A participant in a dialogue or conversation that has less social power than the Agent Group. The Target Group's perspective and/or experience is typically not in agreement with the Dominant Narrative.

People who were assigned a sex and gender at birth that is not in agreement with their self-designated gender identity or expression.

A specific variety of content warning that attempt to forewarn audiences of content that may cause intense physiological and psychological symptoms for people with Post Traumatic Stress Disorder (PTSD) and other anxiety disorders.

Unconscious Bias

See: Implicit Bias

Underrepresented Group

Describes a specific population that holds a smaller percentage within a subgroup than the population holds in the general population.
Example: Compared to their share of the U.S. population, women, persons with disabilities, and underrepresented minority groups are underrepresented in STEM education and employment. Learn more here.

White Privilege

The collective unearned advantages, both historical and current, given to people based solely on their racial identification as white. These unearned advantages undergird White peoples' access to a range of rights, benefits, favor, and immunity, which results in their preferential treatment over People of Color.
Source: LSA Anti-Racism Task Force

White Supremacy

The belief that the those who identify as white are inherently superior to other races, including the social, economic, and political systems that collectively enable white people to exploit, oppress, and maintain power over people of other races.

Gender-inclusive pronouns that disrupt the culture of making assumptions about one's gender identity/expression.

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This glossary is intended to be an aid in navigating the resources and activities for Inclusive Classrooms. You may come across new terms and/or ideas as you go through our website and you will be able to find corresponding definitions, as well as examples, on this page.

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Culturally relevant teaching is... using students' customs, characteristics, experiences, and perspectives as tools for better classroom instruction.

This allows students to see themselves appreciated in academic spaces and the world around them.

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Culturally relevant teaching is not...

Confusing race and culture as the same thing

only about motivating students of color

mastering the details of every culture

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Know your students

Connect with parents

Celebrate differences

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The Importance of Diversity & Multicultural Awareness in Education

Drexel University School of Education

Cultural diversity in the classroom is on the rise. In 2014, U.S. public schools hit a minority majority milestone with Latino, African-American, and Asian students having surpassed the number of white students. In 2044, the U.S. Census predicts that over half of the nation's population will be people of color, so this trend will likely continue.

In our increasingly diverse and multicultural society, it's more important than ever for teachers to incorporate culturally responsive instruction in the classroom -- whether teaching elementary school, middle school or high school students. And the increase of diversity doesn't only relate to race and ethnicity; it can include students of different religion, economic status, sexual orientation, gender identity, and language background.

Interested in becoming a teacher? Learn more about Drexel's Teacher Certification program.

Why is it Important to Encourage Diversity in Schools and Workplaces?

Fostering inclusion and awareness around multicultural education and taking a culturally responsive approach to teaching benefits all students. Not only does creating greater multicultural awareness and inclusion help students with different backgrounds and needs succeed, but it encourages acceptance and helps prepare students to thrive in an exponentially diverse world. Our Social, Emotional, and Behavioral Wellness Certificate Program is a great opportunity for teachers to learn how to create positive classroom environments and can serve as a foundation for understanding how to promote diversity in your classroom.

Diversity in and out of the classroom will continue to grow, so it's essential we prepare students to adapt to an evolving world and embrace those different from themselves. Learn more how the programs at the Drexel School of Education are helping to prepare more culturally-responsive educators today.

Types of Cultural Diversity in the Classroom

Every student is unique. In order to properly understand and promote cultural awareness, teachers need to understand all the different types of diversity they may encounter in their classrooms including:

Race

A person's skin color can have a great impact on their experience in society. It can also impact how they view themselves and others when engaging in classroom activities.

Ethnicity

Ethnicity relates to a person's culture and nationality. Ethnicity is sometimes confused with race, but it is important to recognize that while some people may have the same skin color, they may come from different places and have vastly different cultural beliefs and views of the world.

Religion

It is important to understand that people have different religious belief or no religious beliefs, and it may impact their participation in the classroom. Students may react differently to lessons based on their religion or may not be able to be present on certain religious holidays.

Language

While English is commonly used in American classrooms, for some students, it is not the language they speak at home. Accommodations should be made to help students for whom English is a second language.

Socioeconomic Status

A student's socioeconomic status can affect their ability to participate in the classroom without some type of accommodation. For instance, access to a computer at home or reliable internet access is not a given for some children. Teachers should be aware of this and the stress it may cause students who may struggle due to a lack of resources.

Sexual Orientation

A student's sexual orientation can have a great impact on how they are experiencing the world. Teachers should understand the struggles that exist and ensure that the lessons taught in their classroom are inclusive.

Gender Identity

Similar to sexual orientation, it is important to understand each student's gender identity and how they would prefer to be recognized. Teachers should respect their student's identity and use preferred pronouns when interacting with their students.

How can you Promote Diversity and Multiculturalism in the Classroom?

There are several ways teachers and administrators, such as principals and coaches, can ensure that both the classroom environment and curriculum are responsive to the increasing cultural diversity of our society. These strategies will encourage all students' cultural awareness, enhancing each student's sense of identity, and foster inclusion in the classroom community.

1. Get to Know Your Students Ensuring that cultural awareness is promoted in the classroom starts with the teacher understanding each individual student. Take the time to learn about each student's cultural background, hobbies, learning styles, and what makes them unique. Demonstrating a genuine interest in learning about each student and their culture will help establish trust and allow you to form a bond with them so they feel valued. If students feel appreciated by and comfortable with the teacher, there's a better chance they'll feel comfortable talking with and respect their peers in the class - and communication is the core to a culturally aware and inclusive classroom.

2. Maintain Consistent Communication Aside from getting to know your students, teachers should also continue to maintain ongoing communication throughout the semester or school year. Scheduling 1-on-1 meetings with students to "check in" every so often will allow you to consistently improve how accessible the classroom is to everyone. Students can talk about whether they felt included in the classroom culture. This can help identify issues or ways to improve the overall experience. It's also an opportunity to discuss their progress in the class and offer guidance on how they can improve, based on their individual needs as a student.

3. Acknowledge and Respect Every Student It's also important for students to celebrate and respect their own diverse backgrounds, as well as each other's. When appropriate, teachers should encourage students to research and learn about their own ethnic and cultural backgrounds. This allows them to better understand their own culture as well as the differences and nuances with their peers. As a bonus, this can be a great ice breaker assignment, allowing students to give presentations about their family traditions and culture to help expose the class to concepts outside of their own familiar comfort zone. Acknowledging these differences and creating a safe space for discussion helps promote understanding in the classroom and beyond. Also, as you encourage students to learn about their diverse backgrounds, remember to take the time to highlight what's offensive and the distinction between cultural celebration and appropriation. Learning how to talk about other cultures in a respectful, mature way is essential for success in life outside the classroom.

4. Practice Cultural Sensitivity While it's important to keep an open dialogue amongst students, it's equally as important to make sure you're being sensitive to everyone's culture, beliefs, and language concerns. Take the time to understand each student's cultural nuances - from learning styles to the language they use - and use these insights to design your lesson plans. For example, provide English language learners with appropriate and relevant resources that help them improve their English comprehension skills. Rather than teach with a traditional lecture style, create learning experiences that are more interactive and require collaboration. These considerations will help ensure that every student feels included, is given the space to learn in their own way and is given a chance to succeed.

5. Incorporate Diversity in the Lesson Plan The classroom environment is important for fostering cultural awareness, but you also should ensure diversity is represented in your actual lesson plan. For example, broaden history lessons so that they encompass the world beyond United States history and culture. Or, use references and analogies to other cultures in your lessons and assignments to help students with diverse backgrounds personally connect. Another great strategy is bringing in diverse speakers to add varying points of view and real-life context to different subjects.There are several ways you can ingrain cultural awareness and diversity into your lesson plan, and it will vary depending on the cultures represented in your classroom and the course you're teaching. Regardless of the subject, always try to present and connect lessons to real-world issues. It's easier to promote cultural awareness within your lessons when there's a real example for students to relate to.

6. Give Students Freedom and Flexibility Teachers often feel like they need to take on a strict, authoritative approach when it comes to managing their classroom. The most valuable lessons are often learned through a student's own experiences, so giving them some freedom in the course encourages more connection to the curriculum. Allow students to read and present their own materials that relate to the fundamental lesson so they can approach the topic from their own perspective. As a teacher, you can act as a facilitator and encourage conversation and healthy debate between diverse opinions. Group assignments are also a great way to expose students to diverse perspectives, allowing them to work together to explore and solve a problem. This will also help prepare them for a diverse workforce where they'll have to partner with a range of people to accomplish their professional goals.

Why is it Multicultural Education Important to Students?

It is important to remind ourselves why diversity and cultural awareness is so crucial in the classroom and the benefits it can have on students now and in the long-term. Teaching diversity exposes students to various cultural and social groups, preparing students to become better citizens in their communities. These culturally responsive teaching strategies will help you to promote diversity in the classroom.

With these culturally responsive teaching strategies in mind, it's important to remind ourselves why diversity and cultural awareness is so crucial in the classroom and the benefits it can have on students now and in the long-term.

Students Become More Empathetic

Promoting awareness and creating a personal connection with diverse cultures in the classroom can prevent students from developing prejudices later in life. It allows them to empathize with people different from themselves since they're more aware of the experiences someone of a different race or cultural group may face.

Students Gain a Better Understanding of Lessons and People

When working and learning with people from a variety of backgrounds and cultures present in the classroom, students gain a more comprehensive understanding of the subject matter. It also teaches students how to use their own strengths and points of view to contribute in a diverse working environment.

Students Become More Open-Minded

Naturally, by exposing students to a diverse range of opinions, thoughts, and cultural backgrounds, you're encouraging them to be more open-minded later in life. This will make them open to new ideas and be able to attain a greater comprehension on a topic by taking in different points of view.

Students Feel More Confident and Safe

Students who learn about different cultures during their education feel more comfortable and safe with these differences later in life. This allows them to interact in a wider range of social groups and feel more confident in themselves as well as in their interactions with others.

Students Are Better Prepared for a Diverse Workplace

With the rise of globalization, it's more important to be able to work with people from different cultures and social groups. If students are exposed to diversity and learn cultural awareness in the classroom, it sets them up to flourish in the workforce.

Learn More About Cultural Diversity in Education

There are additional resources available to help educators grow their knowledge of cultural diversity and apply it to their classrooms. Here are a few sites where you can find more information:

Additionally, Drexel offers programs that can help broaden a teacher's expertise in multicultural education including our online Teaching English as a Second Language and Social Emotional and Behavioral Wellness certification programs. You can also contact us to request more information.

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The Importance of Multicultural Education - School of Education

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As classrooms become more diverse, it's crucial for students to learn about other cultures. Discover how students benefit from classroom diversity with Drexel.

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Culturally Responsive Teaching: 7 Strategies and Instruction Practices

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Implement these culturally responsive teaching strategies in the classroom to improve learning outcomes and help students feel included, validated, valued, and safe.

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This tool has been developed as part of the Inclusive School Communities Project, funded by the National Disability Insurance Agency. The project is led by JFA Purple Orange.

Introduction

Belonging is a strong need of all humans. It is through connection with others that we thrive and flourish. Being isolated or excluded really hurts and we all feel it inside, irrespective of whether the exclusion is intentional or accidental. For some students, it can be harder to build Social Capital and find valued membership in their school community (see tool titled 'Context of a Good Life - Personhood and Citizenhood' for more on this topic). Schools need to be proactive in creating a community of 'includers' and a culture of inclusion in which all students feel a sense of belonging.

This tool looks at some suggestions for schools to teach students to be includers; the idea is that it becomes a more natural thing around the school and creates an inclusive culture. It's not enough to teach students what not to do; school also must teach them what to do to promote kindness, compassion, and inclusion among their peers. This tool is useful for school staff wanting to help young people understand what inclusion is and how to do it in their everyday actions.

Ideas

For some kids, finding playmates is as simple as standing near a group and saying, "Can I play?" For many kids, however, joining groups at play isn't so easy. Sliding in and out of groups is a fairly advanced social skill, and young young people don't necessarily know how to get involved in a group that's already formed.[1]

Some young people may have more difficulty than their peers developing social and emotional skills and may struggle to connect with others. Additionally, certain students might be excluded from daily moments of fellowship and connection with peers in these types of ways:

Passively excluded - where other students might not think to involve the student

Actively excluded - where other students might intentionally exclude the student

Actively persecuted - where other students might bully the student through unkind words or actions that adversely impact on the student emotionally and/or physically.

For example, primary-school aged students often feel comfortable following a routine and tend to sit at the same table or play with the same peers at break times, but this can mean that other students are unintentionally left out. This is an example of passive exclusion and is more commonly experienced by students who find it harder to connect with others and develop friendships. Passive or unintentional exclusion can lead to young people feeling left out or excluded even when there was no malicious intent from others.

Children tend to be self-oriented, insular and can be unaware to the unspoken needs of others including their peers.[2] Adults, including school staff, play an important role in showing students how to perceive and respond to other's needs. "It's normal for kids to get caught up in their usual groups."[3] However by showing the benefits of including others, adults can teach young people to look out for others who feel lonely and show how to act in intentional ways to help others be included.

Actions

The following ideas are drawn from various blogs written by and/or for parents on the topic of teaching children to include others and to be kind and compassionate; this material is also relevant to schools wanting to build inclusive school communities. These purposeful activities can show young people how to take the lead to be includers.
Talk about Unintentional Exclusion and Encourage Empathy
As adults, we may ignore or down play a child's behavior because it was not intended to be mean or hurtful but young people need our help to learn about acceptable behaviors and when we point out exclusionary behaviour in a non-judgmental and encouraging way they have an opportunity to learn. Talking with young people about what it means to exclude and how to include others helps build empathy and compassion and can prevent unintentional exclusion.[4] Teaching students and staff to be aware of their own actions will help reduce any unintentional exclusion on their part. The questions we ask and the conversations we stimulate with young people teach them what to pay attention to and can "shift their focus from "all about me" to others" and help them "to draw connections between being excluded and possible negative emotions and between being included and possible positive emotions"[5].

One way to support young people to think about how they would feel in certain situations is by using the approach: If this... then that. For example, an educator could talk with their students about the following scenarios:

If a student is always the last person to be selected in the PE class teams then they may feel left out or unwanted and may not perform as well as they would if they were selected earlier. How can we change things to make sure that doesn't happen?
If a student is sitting outside the class circle, then that student may not feel like they belong and are part of the class. What can we do to change that?

If the student can't tie a tie or do up buttons on their uniform shirt then that student may not feel good about getting dressed for school and wearing the school uniform. How can we overcome that?
If we choose to go to the museum with lots of steps for a class excursion, then a student who uses a walking frame may not want to go because it will be hard to move around the museum. How can we make it different?
Draw on Experiences
Everyone has that memory of when they were the new student or have just joined a club or walked into a room where it seems like everyone has known each other forever. Adults can help young people to draw on this memory pausing and thinking about how it felt and what would have made it easier. A conversation like this is a powerful tool for school staff to encourage students to look out for others who may be left out or finding it hard to join in.

The following questions were suggested for parents to use when chatting with their young people about how school is going, however they are also useful for school staff to help students draw on their own experiences to motivate inclusionary behaviour:

Are there any new kids in your class this year?

Do you remember when you were the new kid? That was hard, right?

How can you help this new kid feel welcome?

You had a good day. Do you think anyone in your class may have had a tough one today? Why?[6]

Teach Looking out for Others
Schools can teach students ways to scan and read an environment/situation to look for someone who is alone and might need a friend. Teaching students how to meet and interact with new people is a good place to start. For example, teaching students how to introduce themselves and strike up a conversation, even if it feels awkward, will support them to become includers. School staff can role model conversation skills; showing how easy it is, students will be more likely to give it a go. School staff can also create awareness by pointing out when someone is playing alone and encouraging another student to ask them to join in the activity. Adults can show how easy it is to look out for others, and how good it feels to be an includer. "Sometimes kids are simply oblivious. But they don't have to stay that way. We can teach our kids to be aware of those who may feel lonely, left out, or simply too shy to reach out."[7]
Teach 'Friendly Invitations'
Children need to be taught how to and get into the habit of including others, otherwise they tend to assume that others will join in if they want to.[8] School staff can teach students to scan for peers who might be left out, in and out of the classroom, and seek them out with 'friendly invitations' such as:

Come join us! There's lots of room.

Do you want to sit with us for lunch?

Do you like football? You can join our team!

Do you want to play chasey with us?

We always need extra players.

Are you looking for a game to play? Play with us![9]

The above 'friendly invitations' can be taught and roleplayed with students in class and school staff can encourage students to practice using them. Students will become more comfortable with 'friendly invitations' when they are practiced regularly in and out of the classroom and they will find their own language for inviting others to join.
Provide Opportunities for Connection
Some schools have implemented 'Friendship Seats' or 'Buddy Benches' ( http://buddybenchaustralia.com.au/) to provide opportunities for connection especially for those who may be feeling isolated, bullied or are struggling to make friends.[10] This teaches young people to reach out to other students who may be excluded and also, encourages those who feel excluded to put themselves in a position to connect with others.[11] School staff can provide deliberate opportunities in and out of the classroom for students to connect with peers outside their friendship group; this is particularly important for students who struggle to make friends or aren't part of a group. Other ideas for school staff to provide students with opportunities for connection including mixing up student learning partners or groups, setting up social clubs, or giving students an inclusion role.

Another idea that some classes have adopted is to challenge each student to talk with someone they don't know well each week and make the effort to get to know them. The educator can then run activities with the class such as having students record and discuss what they discovered about their new friend including their strengths, interests, and hobbies.

Another idea is to use this powerful video to help students see what Jack Kornfield describes as the "goodness in another being": https://youtu.be/0F2CF4Jc2mg. The video could be shown in class and discussed or the activity described in the video could be run (each student writes one thing they admire or like about each of their classmates).
Encourage Kindness
A Canadian study with 9-to-11-year-old students found that the group who were asked to perform acts of kindness after reported higher levels of happiness, greater acceptance from their peers, and more friendships in the classroom.[12] Research supports the vast benefits of teaching young people to be kind and compassionate.

Kids get a lot of corrective feedback when they make mistakes, but they don't always get positive feedback for acts of kindness and compassion. When kids learn to empathize with others and show compassion for their peers, being an "includer" becomes automatic. They learn to look for the lonely and consider how kids on the outside of the group might feel, and this motivates them to be the positive change who invites others into the fold.[13]

Schools can support students to develop kindness and inclusion by ensuring they recognize not only academic achievement but acts of inclusion and other prosocial behaviours. Students will feel proud when they are acknowledged for acting in ways that make sure the same child isn't always picked last or for actively including other students during recess and lunch.
Teach the Difference Between Cliques and Friendships
In addition to parents and families, school staff play an important role in teaching young people to be 'includers'; helping them understand that "Favorite friends are okay. Cliques are not."[14] "A clique tends to be a close-knit group that clearly communicates "you aren't welcome" or "you aren't as good as we are" to those outside the group."[15] School staff can help students by having a conversation about the difference between friendships and cliques and about the impact of exclusion; encouraging them to keep their friendships clique-free.

Schools can also teach students about 'friendship social skills' such as conversation skills, listening skills, playing fair, accepting others, and conflict resolution (e.g., Friendship Social Skills Group Counseling Program https://shop.counselorkeri.com/products/friendship-social-skills-group-counseling-program).

More Information

There are various blogs on this topic, some of which are written by and/or for parents, but their ideas and information are also relevant and useful to school staff:
https://www.pbs.org/parents/thrive/how-to-teach-your-child-to-be-an-includer https://www.huffpost.com/entry/how-to-raise-includers_b_9430036 https://www.lisamccrohan.com/2014/09/raising-girls-who-are-includers-instead-of-mean-girls/ https://www.pbs.org/parents/thrive/raising-includers-5-tips-to-help-your-kids-be-kind-and-compassionate https://www.schoolmum.net/parenting/parenting-tips/how-to-encourage-your-child-to-include-others/ https://www.scarymommy.com/teaching-inclusivity-kids/ https://www.thecourage.com/teach-your-kids-to-be-includers-this-year/
Acknowledgement

This tool was written by Jackie Hayes, Team Leader - Policy and Projects and edited by JFA Purple Orange.

References

[2] Slater, A. (2018). Teach your kids to be includers this year. TheCourage. Retrieved from h ttps://www.thecourage.com/teach-your-kids-to-be-includers-this-year/; Meier, R. (2017). How to encourage your child to include others. School Mum. Retrieved from https://www.schoolmum.net/parenting/parenting-tips/how-to-encourage-your-child-to-include-others/

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Inclusive School Communities - The Art of Inclusion: Teaching Students to be Includers

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Schools need to be proactive in creating a culture of inclusion in which all students feel a sense of belonging. This tool looks at how school staff can run a conversation or an activity that shows what inclusion is and how to do it; the idea is that it becomes a more natural thing around the school and creates an inclusive culture.

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A girl realizes that she looks different from her classmates. She knows that she looks like her family and that she is beautiful just like them. She learns to embrace who she is acknowledge her culture and share that with others.

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This book is about two boys who are pen pals. They develop a friendship and connection due to how much they share in common even though their worlds and lives look so different.

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Through the context of differences in skin color, readers explore both the science of skin color with an explanation of melanin levels and questions like “What do you love about your skin?” and the social aspects of skin color and the ways that “people of color” are treated differently—both intentionally and not.

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Teach your child the power of empathy, kindness, and respect. We Are All Connected is a lyrical picture book that reminds kids to celebrate differences, stand up for each other, and work together to make the world a better place. Let's speak up for others—include and

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After a workshop session on cultural awareness, I was asked, "Does this really matter? Will adding skin-tone crayons make a difference in children's lives?" "Yes," I said, "skin-tone crayons help a child become aware of who he is and who others are." Activities that Promote Racial and Cultural Awareness

By Barbara Biles, M.Ed.

After age 9, racial attitudes tend to stay the same unless the child has a life-changing experience (Aboud, 1988). Before that, however, we have a good chance to help children develop positive feelings about their racial and cultural identity. We can also challenge the immature thinking that is typical of very young children. That's important because this type of thinking can lead to prejudice (York, 1991).

Children develop their identity and attitudes through experiences with their bodies, social environments, and their cognitive developmental stages (Derman-Sparks, 1989). As these three factors interact, young children progress through certain stages of racial and cultural awareness. In this article, we'll talk first about the stages of racial awareness. Then we'll give you some ideas for activities that will help children accept themselves and others.

When does it start?

The foundation of self-awareness is laid when children are infants and toddlers. At these stages, children learn "what is me" and "what is not me." Toddlers are sensitive to the feelings of the adults around them, and they begin to mimic adult behavior. By age two, children recognize and explore physical differences. They are also learning the names of colors, and they begin to apply this to skin color. Natural curiosity will lead to questions about differences.

THE PRESCHOOL YEARS (age 3 and 4). Children of this age are better at noticing differences among people. They have learned to classify, and they tend to sort based on color and size. They can't yet deal with multiple classification, so they get confused about the names of racial groups and the actual color of their skin. They wonder why two people with different skin tones are considered part of the same racial group. Many preschool children will comment - in words or through actions - on hair texture, eye shape, and other physical characteristics. They want to know how people got their color, hair texture, and eye shape.

Children at this age believe that because other parts of their body grow and change, skin color and other physical traits could also change. Some young black children prefer white dolls over black dolls (Clark, 1963). More often than white children, they may say that they don't like their skin color, hair texture, or another physical trait. By age four, children begin to prefer one race.

At this age, children's thinking is limited, distorted, and inconsistent. For these reasons, it is easy for them to believe stereotypes and form pre-prejudices. In the Anti-Bias Curriculum (1989), Louise Derman-Sparks states, "The goals are to facilitate children's awareness that their racial identity does not change, to help them understand that they are part of a large group with similar characteristics (not "different" from everyone else) and to foster their desire to be exactly who they are."

KINDERGARTEN (age 5 and 6). Kindergartners continue to ask questions about physical differences, and they can begin to understand the explanations for these differences. They can now make distinctions between members of the same racial or cultural group. At this age, children are developing social skills and becoming more group-oriented. They enjoy exploring the culture of their friends. By age six, most children understand the concept of fair and unfair, and they often use these concepts as they try to deal with issues.

THE EARLY PRIMARY YEARS (age 7 and 8). At this age, children acquire racial constancy. They now understand that a person's skin color will not wash off or change but will remain the same as she grows up. At this age, children can also consider multiple attributes at one time. They can now understand how one person can be a member of several different groups. For example, a person can be part of a family, a classroom, a culture, and a race.

Children can also understand feelings of shame and pride at this age, and they are aware of racism against their own group. They are able to empathize, and they are interested in learning about the world. It's the perfect time for giving them accurate information so they grow out of "preschool" ways of thinking (York, 1991).

Now that you understand how children develop their racial and cultural awareness and identities, it's time to encourage them to accept and celebrate their differences. We want to help all children develop a positive self-concept and feel proud of who they are - although we don't want them to feel better than other groups, either! If this positive sense of self and others is allowed to flourish, today's children will become adults who accept and affirm differences, identify unfair situations, and strive to eliminate racism of any sort. A first step in helping children feel positive about racial and cultural identity is reflecting diversity in their surroundings. Children notice when the only dolls there are to play with don't look anything like them. Books and toys that reflect racial and cultural diversity serve two purposes. They not only help children of color feel good about themselves, they help all children feel positive about differences. Here are some ideas you can try.

- Remove materials and visuals that promote stereotypes.

- Display images of all the children and families in your program.

- If your group is not diverse, display images of diversity in your community or in U.S. society.

- Add toys and materials that reflect the cultures of the children and families in your group. Then expand to include materials that mirror the diversity in the world.

Activities for Preschoolers

Skin-Color Match-Ups

Set out a number of nylon knee-high stockings in various shades, tan, black, white, pink, yellow, and red. Encourage children to try them on their hands and arms or their legs and feet. Ask questions to help the children increase their awareness of skin color. For example, "Can you find a stocking that is the same color as your skin?" Or "What color is that stocking you have on your arm?" Ask the children to "Try the _________ stocking. Is it lighter or darker than your own skin?" Tell the children no one's skin color is really white, pink, yellow, or red. Emphasize that skin-color differences are interesting and desirable.

Hair

Ask parents to give you a tiny bit of hair from each child. If parents cannot do this, use photographs of different hairstyles and hair-care products for the children to use, explore, and talk about. If parents do give you the hair, paste the hair from each child on a 3" x 5" index card, put them in a box, and ask the children to identify each bit of hair. Talk about how hair has texture and curl. For instance, some people have fine hair while others have coarse hair. Some people have straight hair, and others have curly hair. Talk about how people have different hair colors and lengths. Take a photo of each child's face and make a collage of different hairstyles.

Music and Dance

Ask parents to lend you recordings of music that their family enjoys. Teach the children songs and dances from different nations of the world. Children will begin to see that all people like to sing and dance, but every group has its own special ways of doing it. Talk with the children about how different music sounds: loud, soft, fast, or slow. Listen for the different instruments. Again, ask parents if they have any instruments children could listen to or try.

Activities for School-Age Children

Alike and Different (Thumbprints)

Set out white 3" x 5" cards, a black ink pad, a pen, and a magnifying glass. Ask the children to make prints of their thumbs by pressing them on the ink pad and then on the cards. Label each print with the child's name. Let children use the magnifying glass to see how the prints are alike and different. Point out that everyone has patterns on the skin of their fingers and each person's fingerprints are different from anyone else's.

Listening and Carving

Tell the children that some people from other cultures enjoy carving things from stone. For example, some Inuit artists carve animals out of stone. They pick out a stone and sit with it, spending time with the stone and getting to know it. They listen to the stone, and when they know the stone well, they find the shape or animal that the stone wants to become. Then they begin carving the stone in that shape. Show the children pictures of some of these carved animals if you can find them in an encyclopedia or at the library. Give each child a piece of sandstone (available in art supply stores). Sandstone is a rock made of compressed sand. It can easily be carved by rubbing the sand off with a plastic knife. Encourage the children to carry the stone with them all morning or afternoon. Tell them that after lunch or the next day they can carve their stone into any shape they want. Encourage them to listen to their stone. Maybe it will tell them what shape it wants to become.

Proverbs and Traditions

Ask children to talk with their families about sayings that are common in their culture or traditions that they have in their families. Choose one broad topic, such as love, birthdays, holidays, or time. Chart the responses to see how different cultures express similar ideas. Children might also be fascinated to compare the different names they use for their grandparents (Williams, 1989). Listen and watch for children's comments that can lead to discoveries about each other.

References

Aboud, F. 1988. *Children and Prejudice*. New York: Basil Blackwill.

Clark, K. 1963. *Prejudice and Your Child*. Boston: Beacon.

Derman-Sparks, L., and the ABC Task Force. 1989. *Anti-Bias Curriculum: Tools for Empowering Young Children*. Washington, DC: National Association for Education of Young Children.

McCracken-Brown, J. 1990. *Helping Children Love Themselves and Others: A Professional Handbook for Family Day Care*. Washington, DC: The Children's Foundation.

Williams, L. R. 1989. "Issues in Education: Diverse Gifts, Multicultural Education in the Kindergarten." *Childhood Education*, vol. 66, no. 1, pp. 2-3.

McCracken-Brown, J. 1993. *Valuing Diversity: The Primary Years*. Washington, DC: National Association for the Education of Young Children.

York, S. 1991. *Roots and Wings: Affirming Culture in Early Childhood Programs*. Minnesota: Redleaf Press.

Reprinted with permission from Fox Valley AEYC newsletter, Elgin, Illinois.

Document Use/Copyright

National Network for Child Care - NNCC. Part of CYFERNET, the National Extension Service Children Youth and Family Educational Research Network. Permission is granted to reproduce these materials in whole or in part for educational purposes only (not for profit beyond the cost of reproduction) provided that the author and Network receive acknowledgment and this notice is included:

Reprinted with permission from the National Network for Child Care - NNCC. Biles, B. (1994). Activities that promote racial and cultural awareness. In Todd, C.M. (Ed.), *Family child care connections*, 4(3), pp. 1&shyp;4. Urbana-Champaign, IL: University of Illinois Cooperative Extension Service.

www.exnet.iastate.edu
Training and Technical Assistant Specialist
Early Childhood and Family Education
North Central Regional Educational Laboratory, Oak Brook, Illinois

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Precious Children: Activities that Promote Racial and Cultural Awareness in the Classroom

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Activities that Promote Racial and Cultural Awareness from Early Childhood Education PBS television special Precious Children

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AmazeWorks anti-bias curriculum and resources

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Given their strong tendency to internalize, young children are extremely vulnerable to bias and stereotypes. And that vulnerability can turn into bias-based attitudes, beliefs, and behaviors that last a lifetime. With the assistance of our early childhood curriculum, teachers can address potential issues before they become lasting problems.

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Over the past few decades, students, their experiences, upbringings, and backgrounds have changed. Classrooms now reflect families of varying races, cultures, and socioeconomic statuses. As a result, the way teachers educate these students must change, too, says Cherese Childers-McKee, assistant teaching professor in Northeastern University's College of Professional Studies. One of these shifting approaches to education is known as culturally responsive teaching.

Below, we explore the concept of culturally responsive teaching, compare it against traditional teaching models, and offer a number of strategies that you can use to incorporate the approach into your own methods.

Download Our Free Guide to Earning Your EdD

Learn how an EdD can give you the skills to enact organizational change in any industry.

What is culturally responsive teaching?

Culturally responsive teaching, also called culturally relevant teaching, is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning. Traditional teaching strategies emphasize the teacher-student dynamic: The teacher is the expert and adheres strictly to the curriculum that supports standardized tests while the student receives the knowledge. This teaching method is outdated, Childers-McKee says.

"Teachers have more diverse classrooms today. We don't have students sitting in front of us with the same background or experience, so instruction has to be different," she says. "It needs to build on individual and cultural experiences and their prior knowledge. It needs to be justice-oriented and reflect the social context we're in now. That's what we mean when we talk about culturally responsive teaching."

Culturally Responsive vs. Traditional Teaching Methods

Culturally responsive teaching can manifest in a number of ways. Using traditional teaching methods, educators may default to teaching literature by widely accepted classic authors: William Shakespeare, J.D. Salinger, and Charles Dickens, for example, adhering to widely accepted interpretations of the text.

Culturally responsive teaching, on the other hand, acknowledges that there's nothing wrong with traditional texts, Childers-McKee says, but strives to include literature from other cultures, parts of the world, and by diverse authors. It also focuses on finding a "hook and anchor" to help draw students into the content using their past experiences.

"This way, students can see themselves in some of what they're reading and not just the white, western world. The learning is more experimental, more hands-on," she says. "Instead, you're showing them a worldwide, multicultural community and looking for different interpretations while relating it to what it means for society today."

Why is culturally responsive teaching important?

Culturally responsive teaching is especially pertinent today because the traditional education path from school to college to a career and life in the suburbs isn't a reality-or desire-for everyone, Childers-McKee says. Educators' approaches to teaching need to reflect these differences.

"That typical, mainstream education is not addressing the realities of today's students. Culturally responsive teaching isn't just for those students who don't come from white, middle-class, English-speaking families-it's an important teaching strategy for everyone. When done the right way, it can be transformative."

When integrated into classroom instruction, culturally responsive strategies can have important benefits such as:

Strengthening students' sense of identity

Promoting equity and inclusivity in the classroom

Engaging students in the course material

Supporting critical thinking

Here's a look at five culturally responsive teaching strategies all educators can employ in their classrooms.

5 Culturally Responsive Teaching Strategies for Educators

1. Activate students' prior knowledge.

Students are not blank slates, Childers-McKee says; they enter the classroom with diverse experiences. Teachers should encourage students to draw on their prior knowledge in order to contribute to group discussions, which provides an anchor to learning. Taking a different approach to the literature that's taught in classrooms is one example of this.

2. Make learning contextual.

Tie lessons from the curriculum to the students' social communities to make it more contextual and relevant, Childers-McKee advises. "If you're reading a chapter in history class, for example, discuss why it matters today, in your school, or in your community," she says. "Take the concept you're learning about and create a project that enables them to draw parallels."

3. Encourage students to leverage their cultural capital.

Because not all students come from the same background, it's important to encourage those who don't to have a voice. Say, for example, you teach an English class that contains ESL students. It's important to find ways to activate the experiences they do have-their cultural capital, Childers-McKee says.

The teacher may choose a book for the class to read in which the ESL students could relate and feel like they could be the expert, for instance. As a teacher, Childers-Mckee's once chose a book that told the story of a child of migrant workers because some of her students came from an agricultural background.

"When you have a mixed classroom, you want those in the minority to feel like they are an expert. You want to draw from their experiences," she says. "I do caution that you don't want to cross a line and make 'Johnny' feel like he needs to speak for all Mexican people by putting them on the spot, for example. That's a line you need to walk."

4. Reconsider your classroom setup.

Take inventory of the books in your classroom library: Do they include authors of diverse races? Is the LGBTQ community represented? Do the books include urban families or only suburban families? Beyond your classroom library, consider the posters you display on your walls and your bulletin boards, too. "These are all small changes you can make to your classroom more culturally responsive," Childers-McKee says.

5. Build relationships.

Not all students want to learn from all teachers because the teachers may not make them feel like they're valued, Childers-McKee says. Teachers need to work to build relationships with their students to ensure they feel respected, valued, and seen for who they are. Building those relationships helps them build community within the classroom and with each other, which is extremely important, she says.

"When we think about culture and diversity, people often automatically think about black students, but people need to think broader than that, now," Childers-McKee says. "Some teachers whose students are all white and middle-class struggle with how culturally responsive teaching strategies apply to them. It's equally important for them to teach students about diversity. These aren't just teaching strategies for minorities, they're good teaching strategies for everyone."

Educating for the Future

Educators have the unique power to impact the lives of their learners. Making use of thoughtful, inclusive instruction can have positive effects on students that last far beyond their time in the classroom.

Employing culturally responsive teaching strategies is a small step toward enacting meaningful change in education. If you're interested in leading your organization toward positive change on a larger scale, earning an advanced degree is one way to gain the necessary knowledge and skills to do so.

Pursuing a degree, such as a Doctor of Education , will empower you to address the challenges currently facing education and improve the learning experience. Students of the program work with industry-aligned faculty on real-world organizational issues, allowing them to have an immediate impact on their professional environments.
To learn more about how an EdD can further your career while improving students' educational experiences, explore Northeastern's Doctor of Education program page, or download our free guide below.

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Culturally Responsive Teaching: 5 Strategies for Educators

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Culturally responsive teaching values students' cultural references in all aspects of learning. Here are five strategies to bring to the classroom.

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When I went to college, I took a linguistics course where we explored the cultural relationship between the Spanish language and United States society. After my first day of class, I came home crying after realizing that the Spanglish I spoke at home was worthy of its own field of research. Prior to that linguistics course, I didn't know that my Latinx culture had a place in my education. In high school, I learned about White settlers' westward expansion absent the perspective of the Mexican and indigenous communities from whom the land was stolen. In contrast, my college course was taught entirely in Spanish and we learned about the historical and political factors that influenced the ways the Spanish language exists in the U.S. The course validated my lived experiences in ways I had never encountered before.

The feeling of connection and pride to what I was learning was the result of a well-documented phenomenon. Research shows that teaching students of color "through their own cultural and experiential filters"-in other words, making a meaningful connection between students' cultural background knowledge and their experiences at school- can improve their academic achievement. As the number of students of color in the public school system continues to increase, how can educators make educational experiences relevant for students from diverse backgrounds? This is where culturally responsive education (CRE) comes in.

What is CRE?

CRE is a pedagogy that "advances equity and social justice by:

Centering and valuing students' cultures and identities.

Using rigorous and culturally relevant curriculum and anti-oppressive teaching practices.

Building strong, positive relationships between students, families, and school staff.

"Supporting students to develop the knowledge, skills, and vision to transform the world toward liberation."

CRE in the United States developed from desegregation efforts in the 1960s and 1970s that demanded equal and just educational experiences for Black students. At that time, dominant narratives of "cultural diversity" resulted in the assimilation of students of color into an education system that centered White norms, while devaluing students' diverse experiences. CRE challenged this notion of assimilation by deliberately centering the culture, knowledge, and experiences of students of color.

Culturally responsive pedagogies and practices demand a comprehensive understanding of the educational system by acknowledging historical forms of oppression in instructional materials and assessments; teacher expectations, attitudes, and practices; and administrative policies. These different dimensions of CRE interact to impact student experiences; it is important to consider how each one can be addressed when working to improve cultural responsiveness in a classroom, school, or larger educational system. Examples of CRE in practice include ensuring curricula contain instructional materials written by authors of diverse racial and ethnic backgrounds, providing professional development to increase teachers' awareness of their implicit biases or the stereotypes they hold toward students of color, and reviewing administrative policies on disciplinary practices that disproportionately target students of color.

Why does CRE matter?

Today, CRE continues to be a strategy to challenge systemic racism in the educational experiences of students of color. While educational systems have made some progress, students of color face resource disparities and inadequate access to "technology, enrichment activities, suitable school buildings, and diverse and effective teachers." Further, students of color "are often held back by low teacher expectations, exclusionary disciplinary practices, curricula that neglect the struggles and contributions of people of color, and school norms that privilege White and middle class ways of communicating, thinking, and even dressing." For example, Black students often come from cultures where a frank and direct communication style is preferred; however, in White cultures where indirect communication is the norm, forthrightness is often viewed as defiance, which can lead to the misperception that Black students have behavioral problems. Taken together, these issues contribute to students of color dropping out of high school at higher rates and enrolling in college at lower rates than their White peers.

CRE offers one approach to mitigate these systemic issues and improve outcomes for students of color. Implementation of CRE practices is connected to positive increases in academic skills and concepts across content areas including mathematics, science, history/social studies, English language arts, and English as a second language. CRE is also related to improvements in student motivation, interest in content, ability to engage in content area discourse, student perceptions of their capabilities, and confidence when taking standardized tests. For example, in one qualitative study, a middle school mathematics teacher created problem sets using real traffic-stop data, which led students to discover and acknowledge racial profiling. Students in the class demonstrated increased interest and engagement in mathematics, improved mathematics grades, and increased sociopolitical awareness, defined as students' ability to "recognize, understand, and critique current and social inequalities." In another study, researchers estimated the causal effects of participating in an ethnic studies course on grade 9 student outcomes. The course focused on social justice, discrimination, stereotypes, and social movements in U.S. history, and included a service-learning project in students' local communities. Researchers found that students who took the course as part of a pilot program had higher rates of attendance, earned higher GPAs, and earned more credits in grade 9 as compared to students with similar grade 8 GPAs who did not take the course.

How can I learn more?

If you're new to CRE, or if you're looking to learn more, check out the guides and frameworks in the table below. These resources provide concrete examples of CRE in action and can help educators become more culturally responsive in their approach to student learning. Staff from the Regional Educational Laboratory (REL) Appalachia categorized the resources according to four dimensions educators can use to embed CRE into schools and classrooms: (1) instructional materials and assessments, (2) teacher practices and activities, (3) teacher attitudes and beliefs, and/or (4) administration and policies. Remember that CRE is not a finite initiative or a set of diverse classroom materials; it requires a deep analysis of institutional systems, along with deliberate action. For this reason, it's important to keep these four interconnected dimensions in mind as you review.

Guide/Framework

Source

Excerpt from Developer Description

Dimension(s) of CRE addressed

Preparing for Culturally Responsive Teaching

Geneva Gay (2002)

"This article makes a case for improving the school success of ethnically diverse students through culturally responsive teaching and for preparing teachers in preservice education programs with the knowledge, attitudes, and skills needed to do this. The ideas presented here are brief sketches of more thorough explanations included in Gay's book, Culturally Responsive Teaching: Theory, Research, and Practice(2000)."

Teacher practices and activities Teacher attitudes and beliefs

More resources from the REL Program
If you're looking for more information about CRE, check out REL Midwest's recent resource roundup on culturally responsive practices as well as REL Appalachia's resource compilation on implementing inclusive education through culturally responsive practices and resource on instruments for measuring the cultural responsiveness of students' educational experiences.

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educational improvement; excellence in education; educational research; statistics; statistical data; statistical surveys; regional educational laboratory program; rel; rigorous studies; fast response projects; no child left behind

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REL Blog | Valuing Student Experiences: An Introduction to Culturally Responsive Education (CRE)

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How can educators make educational experiences relevant for students from diverse backgrounds? This is where culturally responsive education (CRE) comes in. CRE seeks to engage students' rich identities and make meaningful connections between students...