Diversity in the Primary Classroom Essay

Exclusively available on Available only on IvyPanda® Made by Human No AI

Diversity in a classroom is a complex issue that needs a thorough examination. In particular, ability, special needs, and cultural backgrounds would be considered in this paper. Diversity refers to a variety of differences that are inherited to every learner. Moreover, each of the students possesses certain expectations, predispositions, and interactions that compose their identity. In order to understand the learners’ experience, it is essential to take into account classroom diversity.

The first factor under discussion is the cultural background. It goes without saying that plenty of ethnicities and nations might live together in the same community. As a result, learners from different origins study in the same class. Newly moved ethnicities might also experience several difficulties with language and adjustment to a new area. Groundwater-Smith, Ewing, and Le Cornu (2003) state that “Australian-born children of immigrant parents are also likely to have been raised in a culturally different environment and this might affect their ability to learn at school” (p. 57).

Family peculiarities affect students’ performance on the level of their expectations. In other words, some parents are strict and require excellent marks, while others prefer to help their children with studying. Finally, a teacher should be sensitive to the gender peculiarities of every learner avoiding generalizations.

The second factor consists of the special needs of learners. For instance, gifted and talented children have more inherited potential. However, this issue is rather controversial as some people argue that every student is talented in his or her own way. Howbeit, such students might need more psychological support to use their advanced skills and knowledge. Some of the talented learners tend to downplay their abilities or conceal them.

Students with disabilities present another group that requires a specific approach and programs. At the same time, the above issues might lead to the decreased isolation of children and the decline of their self-esteem. As a rule, children with disabilities do not have problems with mastering school material, yet the problem of communication with peers appears at the forefront of these students. Children at risk include those with temper tantrums or chronic illnesses and also compose diversity.

Abilities or learning styles are the third factors defining classroom diversity. Every student learns differently. According to Gardner’s multiple bits of intelligence, there are eight types of learning including linguistic, spatial, interpersonal, and others (Groundwater-Smith, Ewing, and Le Cornu, 2003). Consequently, learners might understand and remember information in a variety of ways that also should be considered by a teacher.

Seeing the above diversity issues, it seems appropriate to discuss a set of strategies aimed at providing equal learning outcomes for diversity classroom. McInerney and McInerney (2006) note that multicultural education is the best solution for the identified problem. In particular, bilingual education would suit to the learners’ expectations. Teachers might engage parents to contribute to the equal education as well. It might be performed by means of different meetings, conferences, and other mutual control measures.

Inclusive learning is another way to achieve the stated goal. Gargiulo and Metcalf (2013) consider that inclusive learning involves the formation of a joint education of children with disabilities or other peculiarities and their peers. As a result, all the children with special educational needs would be able to develop and learn together attending regular schools and having friends. The idea is that in order to get an equal education and psychological adaptation, children with special needs would actively interact with other children (Cheminais, 2013).

It should also be stressed that there is a need to provide indigenous children and children belonging to minorities with equal access to quality education on the same basis as other children. Efforts should be made to make sure that education is ensured with respect to their heritage (Petrovic, 2010). It is also necessary to make efforts to create opportunities for learning so that indigenous children and children belonging to minorities may be more aware of and maintain their cultural identity including significant aspects such as language and values (Skutnabb-Kangas & Heugh, 2012).

Being aware that some children are often insufficiently prepared for school, have learning difficulties, or do not get family support, the teachers should make maximum efforts to develop their learning motivation, to orient to the highest possible academic results, and support the interest and activity in the study (Shernoff, 2013). To this end, it is of great importance to actively involve diverse classroom members in project activities and academic studies starting with their primary class and associating with themes close to the students: the history of their family, local environment, or global issues.

Rapidly developing information and communication technologies should support education processes while reducing inequality in access to education (Ashman & Elkins, 2011). In particular, technology allows improving some functional tools such as glossary or thesaurus. Also, technology-based learning promotes children integration. For example, it is possible to design a digital storybook to share with others.

References

Ashman, A. F., & Elkins, J. (2011). Education for inclusion and diversity. Frenchs Forest, N.S.W.: Pearson Australia.

Cheminais, R. (2013). How to create the inclusive classroom: Removing barriers to learning. London, UK: David Fulton.

Gargiulo, R. M., & Metcalf, D. J. (2013). Teaching in today’s inclusive classrooms: A universal design for learning approach. Belmont, CA: Wadsworth Cengage Learning.

Groundwater-Smith, S., Ewing, R. & Le Cornu, R. (2003). Teaching: Challenges and dilemmas (2nd ed.). Southbank, Victoria: Thomson.

McInerney, D. & McInerney, V. (2006). Educational psychology: constructing learning (4th ed.). Frenchs Forest, N.S.W.: Pearson Education.

Petrovic, J. E. (2010). International perspectives on bilingual education: Policy, practice, and controversy. Charlotte, NC: IAP.

Shernoff, D. J. (2013). Optimal learning environments to promote student engagement. New York, NY: Springer.

Skutnabb-Kangas, T., & Heugh, K. (2012). Multilingual education and sustainable diversity work: From periphery to center. New York, NY: Routledge.

More related papers Related Essay Examples
Cite This paper
You're welcome to use this sample in your assignment. Be sure to cite it correctly

Reference

IvyPanda. (2020, October 16). Diversity in the Primary Classroom. https://ivypanda.com/essays/diversity-in-the-primary-classroom/

Work Cited

"Diversity in the Primary Classroom." IvyPanda, 16 Oct. 2020, ivypanda.com/essays/diversity-in-the-primary-classroom/.

References

IvyPanda. (2020) 'Diversity in the Primary Classroom'. 16 October.

References

IvyPanda. 2020. "Diversity in the Primary Classroom." October 16, 2020. https://ivypanda.com/essays/diversity-in-the-primary-classroom/.

1. IvyPanda. "Diversity in the Primary Classroom." October 16, 2020. https://ivypanda.com/essays/diversity-in-the-primary-classroom/.


Bibliography


IvyPanda. "Diversity in the Primary Classroom." October 16, 2020. https://ivypanda.com/essays/diversity-in-the-primary-classroom/.

If, for any reason, you believe that this content should not be published on our website, please request its removal.
Updated:
This academic paper example has been carefully picked, checked and refined by our editorial team.
No AI was involved: only quilified experts contributed.
You are free to use it for the following purposes:
  • To find inspiration for your paper and overcome writer’s block
  • As a source of information (ensure proper referencing)
  • As a template for you assignment
Privacy Settings

IvyPanda uses cookies and similar technologies to enhance your experience, enabling functionalities such as:

  • Basic site functions
  • Ensuring secure, safe transactions
  • Secure account login
  • Remembering account, browser, and regional preferences
  • Remembering privacy and security settings
  • Analyzing site traffic and usage
  • Personalized search, content, and recommendations
  • Displaying relevant, targeted ads on and off IvyPanda

Please refer to IvyPanda's Cookies Policy and Privacy Policy for detailed information.

Required Cookies & Technologies
Always active

Certain technologies we use are essential for critical functions such as security and site integrity, account authentication, security and privacy preferences, internal site usage and maintenance data, and ensuring the site operates correctly for browsing and transactions.

Site Customization

Cookies and similar technologies are used to enhance your experience by:

  • Remembering general and regional preferences
  • Personalizing content, search, recommendations, and offers

Some functions, such as personalized recommendations, account preferences, or localization, may not work correctly without these technologies. For more details, please refer to IvyPanda's Cookies Policy.

Personalized Advertising

To enable personalized advertising (such as interest-based ads), we may share your data with our marketing and advertising partners using cookies and other technologies. These partners may have their own information collected about you. Turning off the personalized advertising setting won't stop you from seeing IvyPanda ads, but it may make the ads you see less relevant or more repetitive.

Personalized advertising may be considered a "sale" or "sharing" of the information under California and other state privacy laws, and you may have the right to opt out. Turning off personalized advertising allows you to exercise your right to opt out. Learn more in IvyPanda's Cookies Policy and Privacy Policy.

1 / 1