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Members of the Ontario College of Teachers (2018) must help students to appreciate their own identity and to learn more of their cultural heritage – by understanding and using a range of teaching methods to address learning, cultural, spiritual and language differences, and family situations. Teachers must also apply teaching strategies to meet student needs while accommodating the differences in students and respect their diversity, as well as, responding to the learning exceptionalities and special needs. All the while, the teachers need to reflect on current practice to determine if needs of individuals and groups of students are being met.

In addition, members of the Ontario College of Teachers must know:

- How differences arising from cultural heritage, language, family, gender, community and other factors shape experience on learning

- That teaching students with exceptionalities requires the use of specialized knowledge and skills

- Ways to establish classroom management strategies that support learning and respect the dignity of students

- Ways to communicate and collaborate with parents and others involved in the education of students

- Ways to identify and respond to the factors in a diverse and changing society that impact learning (Standards of Practice, 2018)

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Inclusive and Diverse Education Strategy

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Inclusive and Diverse Education Strategy

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According to The Kindergarten Program (2016), the inclusive education strategy focuses on respecting diversity, promoting inclusive education, and eliminating the discrimination, systemic barriers, and power dynamics that limit the ability of children to learn, grow, and contribute to society.

All children see themselves reflected in the program, their physical surroundings, and the broader environment, so that they can feel engaged in and empowered by their learning experiences. Ontario is a province of many cultures and languages, and Kindergarten programs strive to reflect those differences. Educators can give children a variety of opportunities to learn about diversity and diverse perspectives. They can enable children from a wide range of backgrounds enabling the opportunity to learn about the diversity of people and perspectives in their local community (Ministry of Ontario, 2016).

4 Ways to Embrace Diversity

1. Teach students that those who don’t look or act like them are people too.

2. Teach students about multicultural role models.

3. Craft the right environment for culturally responsive learning.

4. Teach students to embrace their own culture and heritage. (Lynch, 2018)

An example of a sing-along that helps to teach diversity.

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All About Acceptance (song for kids about accepting others)

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Assistive technology must be accessible in the Kindergarten classroom, in order to empower students’ learning and address the needs of all.  According to Hansen and Moore (2012), specialized technology such as braille readers, voice activated software, TTY telephones and closed circuit monitors are a few examples of different assistive technologies that could be integrated into the Kindergarten classroom, given the students specific needs. We also recommend iPads and computers to assist children in the writing and reading process, such as using word prediction programs.

The use of technology has the power to “eliminate many of the barriers that block instruction” in the classroom (Hansen & Moore, 2012, p. 33). Therefore, it is crucial that teachers implement assistive technology in the classroom to engage students in their learning process.  Below is a website link that describes different assistive technologies that can be used in the classroom:

http://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview

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How to Account for Different Learning Styles 

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How to Account for Different Learning Styles 

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It is crucial that educators "design and implement lessons that addresses all students' academic needs , learning styles and multiple intelligences" (Hansen & Moore, 2012, p. 27). Educators must reflect on their teaching methods and learning activities to ensure the successful integration of diverse learning needs and styles. For example, teachers should integrate pictures, webs and diagrams for the visual Kindergarten learner. In contrast, the teacher should implement hand-on, physical activities for the kinesthetic learner. There are many more different learning styles that teachers must account for in the classroom! These diverse range of teaching methods will also ensure all students reach their full potential in their academic journey.

There are many different ways that Kindergarten teachers can alter the physical environment to ensure that all children are engaged and are given multiple opportunities to become positive contributors in class. First, it is important that teachers offer students a variety of materials to work with while learning. Math manipulatives, blocks, large primary pencils or paper and tracers are just a few examples of how teachers can implement different materials to address various learning needs. When teachers promote a positive learning environment where different learning styles are praised, students are able to develop their self esteem and recognize their strengths (Hansen & Moore, 2012).

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Children’s’ voices, interests and opinions must be integrated into the physical classroom environment. It is important that Kindergarten students are given opportunities to change and alter the classroom according to their areas of inquiry and exploration. Through the integration of students input, it makes the classroom a more inviting and stimulating learning environment because it reflects their interests and important contributions. According to Callaghan (2013), an uncluttered learning environment that is organized and has "rich open-ended materials (that) invite the children to make relationships...and communicate their ideas in many ways” (p. 2) is very important. This view integrates two frames in the Kindergarten Program, the Belonging and Contributing frame, as well as Problem Solving and Innovating frame. The learning community has the power to encourage students to form relationships and feel a sense of belonging in the classroom. It also encourages students to participate in inquiry-based learning, as the environment is a reflection of their voices.

It is important that teachers provide students with a safe learning environment and the freedom to take risks in the classroom. Callaghan suggests that “children can be supported to develop relationships with materials that call upon them to be mindful and respectful, when they are given the opportunity to learn to be responsible for their own safety, and to care for their environment” (2013, p. 3). This view promotes students' responsibility and sense of ownership in the classroom because the teacher is giving them the freedom to truly explore and develop an awareness of their actions.

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Creating Meaningful Inclusive Classrooms For All Students 

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Creating Meaningful Inclusive Classrooms For All Students 

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According to Willis, educators should recognize each and every child's uniqueness and contribution they bring to the classroom, despite their learning challenges (2009).  It is important that children with learning or physical disabilities are not viewed as needing 'repairs', but rather they feel valued in an inviting classroom environment (Willis, 2009). Willis suggests the following strategies to create a meaningful inclusive classroom environment:

1. Develop a team approach in regards to the child's programming with collaborative efforts from all stakeholders, including parents, principals and resource teachers (2009, p. 11).

2. In order to create an inviting classroom, it is important that the teacher integrates developmentally appropriate materials and classroom practices (2009, p. 11).

3. Teachers should show the class how much they value each child and read stories that feature people with disabilities as members as the community  (2009, p. 12).

4. Educators need to teach students how to communicate with others and teach them social skills to make new friends for their healthy development (2009, p. 12).

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1. How will you accommodate for different learning styles in your classroom?

2. What are some strategies to celebrate all the different cultures in the Kindergarten classroom?

3. What are some ways we can create an environment within our classroom that promotes inclusion/acceptance?