Book contents
- Frontmatter
- Contents
- Thanks
- Acknowledgements
- Introduction
- I Creating a good environment for language learning
- II Being effective in the classroom
- III Teaching large classes
- IV Teaching language skills and systems
- V Teaching language without textbooks
- VI Teaching language with textbooks
- VII Helping students achieve their potential
- VIII Linking the school to the outside world
- IX Supporting yourself and others
- Glossary
- Index
3 - Creating an inclusive classroom
Published online by Cambridge University Press: 22 September 2021
- Frontmatter
- Contents
- Thanks
- Acknowledgements
- Introduction
- I Creating a good environment for language learning
- II Being effective in the classroom
- III Teaching large classes
- IV Teaching language skills and systems
- V Teaching language without textbooks
- VI Teaching language with textbooks
- VII Helping students achieve their potential
- VIII Linking the school to the outside world
- IX Supporting yourself and others
- Glossary
- Index
Summary
Inclusion and equity in and through education is the cornerstone of a transformative education agenda.
World Education ForumThe short version
1 Economic and social pressure means that in challenging circumstances, classrooms are often not inclusive, and in certain situations may actually be anti-inclusive.
2 Creating an inclusive classroom can be challenging, especially if students, teachers, school management, parents and even you have strongly-held views.
3 Inclusivity must be considered from multiple perspectives – e.g. students’ physical disability, gender, sexual orientation and age, as well as their ethnic, racial and religious identity.
4 Inclusivity is a critical issue in terms of both student retention and student assessment.
5 Inclusive policies are most effective when supported by all the institution's educational stakeholders.
Introduction
1 Think about your institution. What specific challenges do your students face if they
• have poor eyesight / are blind?
• are deaf or hard of hearing?
• are physically disabled?
• are HIV positive?
• are a member of a minority ethnicity / race?
• are female?
• are a member of a minority religion?
• are lesbian / gay / bisexual?
2 Think about your answers above. How inclusive is: (a) your institution, (b) your own classroom? What views do the stakeholders have on these issues?
What is an inclusive classroom?
An inclusive classroom is one in which all students have a chance to participate equally and to the best of their abilities. Students recognize and accept each other as equal partners in learning. An inclusive institution is one which has fair, open and full access, and where all students are supported equally in their learning. Inclusivity means that no student is discriminated against, whatever their age, level of (dis)ability, gender, sexual orientation, ethnicity, HIV status, race or religion.
Note
Managing multilingual and mixed-age classrooms are discussed in detail in ▸Chapter 8 and ▸Chapter 11, respectively.
Creating inclusive institutions and classrooms can be difficult. Individuals and communities can have strong views about particular groups or identities. This can affect whether they are allowed (or if they feel comfortable) to learn. These views may be held by the students, teachers, school management, parents – or even yourself.
- Type
- Chapter
- Information
- Teaching in Challenging Circumstances , pp. 21 - 26Publisher: Cambridge University PressPrint publication year: 2021