Foster and

Promote an
Inclusive
Learning Culture
 LEARNING OUTCOME

1 Practice Inclusivity

2 Promote and Respond to Diversity

3 Develop and Implement Work Strategies to Support

Inclusivity

4 Promote a Culture of Learning

5 Monitor and Improve Work Practices

1: PRACTICE INCLUSIVITY

Learning Objectives:

1. understand individual differences of students;

2. comprehend what diversity in the classroom means; and
3. determine the ways to creating a classroom setting that respects
diversity.
Practice Inclusivity
Learners must learn to respect individual differences in the classroom by celebrating the
individuality and unique contributions of each student. Spice up your curriculum, like for
instance, infusing it with art, music, drama, poetry, food, games, guest speakers, books and
films depicting different types of people, races, occupations, genders, abilities, interests, income
levels and other differences

Individual Differences - are the more-or-less enduring psychological characteristics that

distinguish one person from another and thus help to define each person’s individuality.
Diversity in the Classroom – a classroom that respects diversity promotes learning.
Integrated classrooms create a rich learning experience for students and teachers alike, but
classroom diversity is not without its challenges. Differences between students may create
conflicts that distract from learning, and your responsibility as a teacher is to establish a
classroom that not only respects diversity, but values it as an asset to education.
CREATING A CLASSROOM THAT RESPECTS DIVERSITY:
• Establish Behavioral Expectations on the First Day of Class.
Provide students with a written copy of classroom rules that explain appropriate and inappropriate language,
particularly regarding diversity. Ban offensive language that degrades a student's class, gender, sexuality, level of ability,
religion, race or ethnicity.
• Play Several Ice-Breaker and Team-Building Games During the First Several Weeks of Class.
Classroom games encourage students to focus on the traits that they share rather than the traits that make
them different from one another.
• Validate Individual Student Experiences and Challenges.
Avoid language that makes assumptions about a student's individual experience.
• Include Group Work as a Regular Part of Your Classroom Experience.
Assign groups with students from different groups of friends or different backgrounds.
• Take Regular Inventories of Students' Reactions to Assignments and Texts.
Ask students open-ended questions that target their assumptions. Questions like, "Would you have been able
to do what Maria Dela Cruz did on the bus?" and "What types of people do you think are good at math?" give your
insight as to the types of prior knowledge and assumptions your students bring to the classroom.
• Encourage Students to Report Sentiments and Feelings of Hurt to You or Another Adult.
Students may not feel comfortable speaking to you directly about incidences of bias within the classroom. Place a
small cardboard box near your desk where students can drop notes about concerns they have in the classroom.
• Build Student Confidence Though Self-Esteem Activities.
Invite students to share special talents with the class or read their assignments out loud.
CLIENTS WITH PARTICULAR NEEDS

A. STUDENTS WITH LEARNING DISABILITIES AND DIFFICULTIES

Learning Disability is a disorder that impairs a person's ability to learn, despite the presence of an at least
average intelligence. Persons with learning disabilities often display notable strengths in one area of
learning while displaying an obvious handicap in others. They may excel in mathematics, but do poorly in
language. Learning disabilities appear without a catalyst such as vision or hearing loss, physical injury,
physical disabilities and non-learning developmental disorders.
B. TEACHING ADULTS WITH DEVELOPMENTAL DELAYS
Developmental Delay normally has its origins in the prenatal stage. It is also called mental retardation.
Adolescents with developmental delay may find that time in their lives to be one of confusion and difficulty.
Parents must do all they can to support the developmentally delayed child in her transition to adulthood.
Parents as well as teachers can do a lot to shape the attitude and life of the developmentally-delayed child.

C. STUDENTS WHO LACK LITERACY AND NUMERACY SKILLS

If adults have not been able to read for the majority of their lives or have low reading skills, it may
be difficult to show them how to better their lives by learning to read now. Teaching literacy to adults can be
more harrowing than teaching children to read, because adults come with a lifetime of baggage, a full
schedule and a deep-set embarrassment for their lack of reading skills.
D. STUDENTS WHO SPEAK OTHER LANGUAGES
The anagrams "TESOL" (Teaching English to Speakers of Other Languages) and "EFL" (English as a
Foreign Language) were developed as alternatives to the classification of "ESL" (English as Second Language).
These terms are considered more accurate for English language learners than "English Second Language"
students, as your students may already know two or more languages.

E. STUDENTS WHO COME FROM DIFFERENT CULTURES

▪ Address Cultural Differences with a Positive Attitude. Recognize that while something may be different,
it is not wrong. Never indicate that one culture is valued higher over another.
▪ Respect Cultural Differences. Display a sense of respect for cultural differences and similarities to
support an inclusive classroom for multicultural students. Show interest and curiosity in other cultures
represented in the classroom or curriculum, but never put a student on the spot to respond based on
their cultural identity.
▪ Be Objective. Discuss cultural differences objectively. Teach students about different cultures and the
reason for differences. Do not judge or add your opinion when discussing cultures. Instead, discuss
cultures based on their qualities.
▪ Avoid Bias and Stereotyping. Remove bias and stereotyping associated with cultural differences. It is
important that the curriculum or the instruction does not alienate culturally diverse or culturally sensitive
students due to insensitive labeling or biases that might be present.
F. STUDENTS WITH SOCIOECONOMIC DIFFERENCES
Several varieties of socioeconomic classes are common in towns and
cities. In an academic standpoint, the definition of Socioeconomic Classes is still a
debatable concept.

▪ The Lower Class - it can be defined as the group of people that are either unemployed, or are
having difficulty earning enough money to support their day-to-day existence. They can be also
classified as a group that doesn't have sufficient material possessions or necessities. In terms of
education, they are also the ones who either didn't go to school, or had problems taking up higher
education.
▪ The Middle Class - it is considered the largest among the three major classes. Many in the middle
class have occupations that range from supervisors to managers or even high level positions. They
are also those who work in the professions or who own small businesses.
▪ The Upper Class - it is the smallest class among the three. In terms of education there is no distinct
line between the upper class and the middle class. The defining line between the two classes is
determined instead by social status and control of the mode of production. Included in the upper
class are families and groups that have been "rich" for generations, passing on their wealth over the
years.
G. GENDER DIFFERENCES
When most people hear the word equality in relation to the
classroom, their minds immediately turn to integration and race;
however, there is another form of equality that can prove lacking in a
classroom -- gender equality.
Ways to Stop Gender Bias in the Classroom
▪ Use Gender-Neutral Language - even seemingly harmless language can promote gender bias. When addressing
the class, for example, avoid saying "You guys," which favors boys. Instead, use a gender-neutral term such as
"people" or "gang." Encourage your students to use "he or she" when giving examples.
▪ Promote Integration - no matter what age-group you are teaching, make sure that group work is done without
gender separation. Never divide students based on gender. Sometimes, especially in certain age groups, students
will tend to divide themselves according to gender. If this is the case, intervene and mix up the groups.
▪ Avoid Assigning Gendered Jobs - it is every teacher's privilege, especially at the elementary level, to assign jobs to
students. Make sure you don't discriminate based on gender. Don't give jobs cleaning up exclusively to girls, and
jobs carrying things exclusively to boys. If you need a few students to carry a box of books to another room, make
sure you ask both boys and girls to help.
▪ Create Equal Expectations - teachers can sometimes unwittingly create different expectations for boys and girls in
different disciplines. Be conscious of this and make sure that you hold girls to the same high standard that you
expect of boys in conventionally "male" disciplines such as math and science.
H. STUDENTS WITH DIFFERENT RELIGIONS

Both the Qur'an and the Bible come in many translations. Christianity and Islam are two of the
largest religions in the world, each claiming over a billion followers. And while these two great religions
have more in common that you might think -- they both are linked to Abraham -- they also share many
differences.

BIBLE QUR’AN
I. STUDENTS WITH INTELLECTUAL IMPAIRMENT
Teaching Students with Epilepsy Attending school as an epileptic can be scary for the students himself/herself.
S/He might fear having an episode of seizures during class time as well as about how peers will react to his condition.
Teachers must be patient, understanding and knowledgeable about how to relate to students with epilepsy. Teachers
must know how to handle the situation when a student's seizure occurs during class time

J. STUDENTS WITH PHYSICAL IMPAIRMENT OR DISABILITY (IES)

The key to successfully educating students with physical disabilities is making the classroom environment
accessible. A well-planned classroom design and the right technology greatly enhance the learning environment for the
physically disabled student.

K. STUDENTS WITH EMOTIONAL AND BEHAVIORAL PROBLEMS

Positive Reinforcement is essential to all students, no matter their needs. Students with emotional and
behavioral problems demonstrate one or more of these characteristics:
• inability to learn that can't be explained by intellectual, sensory or health factors;
• inability to build satisfactory interpersonal relationships;
• inappropriate behavior or feelings in normal circumstances;
• a general unhappy, depressed mood;
• physical symptoms; or fears due to personal or school problems.
2. Promote and Respond to
Diversity
Learning Objectives:

1. set rules to encourage participation among students at

class;
2. learn how to reinforce positive behavior to students
 Rules for Participation and Behavior with
Colleague and Clients
Managing diverse behaviors is one of the most common challenges in classrooms.
Without proper management techniques, teachers end up singlehandedly trying to stop
disruption after disruption during valuable instruction time. When this happens, you lose control
of the classroom and students do not learn.

How to Prevent Behavior Problems in the

Classroom ?

Lay out the rules, and stick with them. Difficult behaviors in the
classroom can make a teacher feel like crying from frustration. Students
display varying degrees of disruptiveness; some have extreme behavioral
problems. By preventing these modes of behavior, teachers can create a
classroom environment that facilitates learning and allows every student to
learn to their fullest potential.
Methods to prevent behavior problems benefit both the disruptive child
and the classroom environment:

• Classroom Arrangement - a badly organized classroom can increase the possibility of disruptive
behavior. Minimize the amount of movement between activities for the students, create lines of sight
so the entire classroom is visible to students and teacher, and have all items that students need, such as
textbooks or example sheets, readily available.
• Identify Behavior Problems - identify behavior problems and patterns in each student who is
disrupting the class. Do this as early as possible, and look at the effects on the entire classroom
environment. Analyze what stimulates the behavior, and remove the stimulus or place the student in
another environment in the classroom, while repeating the classroom rules and procedures to the
students.
• Rules and Procedures - students and teens need the guidance of routine rules and procedures in
order to develop well. These rules, laid out by the teacher, provide a social framework for them and
take away uncertainty of how to act, thereby reducing behavioral problems.
• Rewards - always encourage good behavior, especially rewarding students at a young age, to prevent
behavioral problems and cement good behaviors. By creating a system with a means of keeping track,
such as posting on a wall in the classroom, the reward system will be constantly present, encouraging
good behavior.
Behavioral Problems in the Classroom
Behavioral problems can disrupt the class. Teachers struggle with students that misbehave
during class. These students disrupt others and prevent the teacher from being an effective educator.
Knowing how to spot behavioral problems and develop a strategy to deal with them will create a more
successful classroom environment.

• The Bully - certain problem behaviors in the classroom have to do with

the way that a student interacts with the other students around him.
Praising good behavior is important in encouraging a student be
responsible for his behavior. A problem student may not be respecting his
classmate's personal space or may be messing with a classmate's things.

• The Disruptive Student - other problematic behaviors occur when the

student is supposed to be working on his own. During what is supposed
to be a time for quiet reflection, a problem student may purposely
cause disruptions. A student who arrives late for class, does not have his
homework completed, does not stay seated during class and/or falls
asleep during class has chronic behavioral problems, which you will
need to address.
 Culture Sensitivity
Cultural Sensitivity is a set of skills that allows you to understand and learn about people whose
cultural background is not the same as your own.
Stages of Cultural Sensitivity Milton Bennett developed a solid framework to understand the
various stages of cultural sensitivity (or as he calls it “intercultural sensitivity” that a person may
experience.
▪ Denial: At this stage of cultural sensitivity, people don’t recognize cultural differences and
experiences. They believe their culture is the only “real” one and they tend to interact in homogenous
groups and to stereotype everyone else.
▪ Defense: At the defense stage of cultural sensitivity, people recognize some differences, but see them
as negative because they assume their culture is the most evolved, the best one.
▪ Acceptance: At this stage of cultural sensitivity people are able to shift perspectives to understand that
the same “ordinary” behavior can have different meanings in different cultures. They may not agree or
even like the differences they observe but they are interested in finding out and learning about another
culture.
▪ Adaptation: Individuals who are at this stage of cultural sensitivity become more competent in their
ability to communicate with other cultures. They can evaluate other people’s behavior from these
people’s frame of reference and can adapt behavior to fit the norms of a different culture.
▪ Integration: People who are at this stage of cultural sensitivity are able to shift easily from one cultural
frame of reference to another.
3: DEVELOP AND IMPLEMENT WORK TO SUPPORT INCLUSIVITY
Support Persons
A support person is someone that an employee can nominate to attend a meeting with them to
provide emotional support and reassurance. They are not an advocate. A support person could be a
work colleague, friend, family member, industrial representative or lawyer.
Role of the Support Person The role of a support person is to provide emotional support and
reassurance to an employee. They:
• DO provide emotional support and reassurance for employee
• DO observe the proceedings, assist with clarifying the process and take notes
• DO quietly prompt or give advice to the employee, including requesting a break if needed
• DO respect and maintain confidentiality at all times
• DO NOT answer on behalf of the employee
• DO NOT advocate for the employee.
Managing overly enthusiastic or obstructive support persons in meetings or interviews is crucial. It's
important to clarify their role and emphasize confidentiality. Tips include reminding them they're there for
support and not an advocate. If a support person is an employee's union officer, they should support their
member's interests. Offer a brief break for conferring, and if they become too obstructive, warn them to
leave. If the support person refuses, consider their request for a fair and reasonable alternative.
 Physical Environment Support Needs
Physical Environment refers to the design and layout of a classroom, focusing on organizing
spaces, furnishings, and materials to maximize learning opportunities and engagement. Teachers can
apply Universal Design for Learning (UDL) to ensure accessibility, such as providing books at different
reading levels, placing materials easily accessible, or creating ample space for wheelchair users to
maneuver around the classroom.
• Including Families teachers can foster a sense of belonging and importance by collaborating with
families to create a physical environment that reflects their unique needs. They can do this by:
➢ Creating a parent communication board and welcome area in the room to share information
➢ Requesting family pictures to be displayed throughout the classroom and the early childhood center
➢ Asking families to provide resources that are representative of materials and objects their children use
at home
➢ Ensuring the diversity of families within the program, as well as other families throughout the world,
through such things as artifacts, artwork, posters, toys, puzzles, and toy people sets

• Including Children with Disabilities - teachers need to ensure that young children with disabilities are
able to fully access and participate in learning experiences. They can do this by making minor changes to
the physical environment
Learning Objectives:

1. understand individual differences of students;

2. comprehend what diversity in the classroom means; and
3. determine the ways to creating a classroom setting that
respects diversity.