Diversity, Inclusion and Special Education

Running head: DIVERSITY, INCLUSION AND SPECIAL EDUCATION
Diversity, Inclusion and Special Education
Name of the Student:
Name of University:
Author Note

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DIVERSITY, INCLUSION AND SPECIAL EDUCATION
1. Media and Aspects of Inclusion
Area of Education: Primary School
Issue of Inclusion: Poverty
Name of
Media Item Description of Media Item
Inclusion Issue Addressed (name the issue
and say how the media item addresses the
issue)
1. Film
Dangerous
Minds by
John N.
Smith
Movies which portray the horror and
suffering of a child as they die of
starvation in Africa helps them
understand the value of commodities
which they have access to, easily.
Dangerous Minds provide a very
emotional and sensitive perspective of the
ultimate impact of poverty and harshness
on children. They get moulded into people
who take help of violation to cope with
the world.
2. Piece of
Literature
Dust by
Colin
Thompson
The story put forward by Colin
Thompson paints a heartbreaking image
for the kids and help them realise how
cruel and unfair the world is, in real and
in all its guises.
The story addresses and depicts the actual
condition of the people in Africa who die
because of starvation. The narration puts
across the real scenario without use of
sentimentality, mostly what we all tend to
look away from.
3.
Multimedia
Item
SimCity for
Multimedia
SimCity is a game which allows kids to
build cities with their own understanding,
virtually. The aim of the game is to
promote thoughts of sustainability and
enable them with the knowledge of
Engineering, Technology, science and
mathematics.
The game provides an understanding of
the environment, socio-economic factors
which play roles and affect the larger
framework of a society. The game in
unlike many other. It helps to develop a
holistic view of the world which provides
opportunity to everyone and is inclusive in
nature.

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DIVERSITY, INCLUSION AND SPECIAL EDUCATION
2. Theories which help Promote Inclusion in Society
Deficit Theory
The deficit theory explains the disadvantages faced by students coming from families
which belong to socio-economically backward classes. These children are often unable to
express themselves or adapt to situations, as they grow up in environment where they do not get
well equipped to cope with the situations. When these children face authority or people
belonging to higher or privileged social classes, they tend to shy away or get intimidated. These
children lack the foundation which enable them to belong and perform like others (Battiste,
2017). Thus, we notice that these children often do not perform as well as the others or how they
are expected to perform like. However, they may also be unable to express their potential and
capabilities because of the attitudes and approaches with which they get dealt with by the
teachers. Teachers often tend to judge and isolate the kids who perform poorly rather than
assessing their weaknesses and help them to overcome those (McCoy et al., 2016). This leave
negative impact on the mind of the children who already exhibit traits of deficiency and
withdrawal. Sense of defeat get generated in the children due to the apathetic behaviour of
teachers and other students alike. Thus, teachers must pay attention to such traits of children and
aim to help them overcome the weaknesses rather than setting standards of expectations and
judging them on those parameters, as others.
Normalization
Normalization can be referred to as the theory which regards the social norms and
behaviours which fall outside the normal, but with extensive practice and over time, it is socially
normalized. Through normalization, ideal or standard codes of conduct ar1e set by exercising
disciplinary power. Deviating from these may lead to punishments and penalties. One might also

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DIVERSITY, INCLUSION AND SPECIAL EDUCATION
be regarded as a person lacking moral and social sensitivity, if they exhibit any behaviour of
deviance from the normal. However, normalization can also operate as a tool to improve
condition of the poor, unprivileged and disabled, in order to develop practices of inclusion.
Normalization can also help in undoing the stigmas and prejudices of the society (Fedorov&
Levitskaya, 2015). Normalization of treating everyone as precious and special, lead to better
results rather than other service approaches. Devaluing people for their social, linguistic,
economic or physical capabilities are sheer manifestation of superiority. Normalization is deeply
linked to culture, history and values and thus, must be perceived with sensibility. In order to be
inclusive about the less and underprivileged people of the society, it is required to normalize
beliefs and treat them as human beings first. It is perhaps, necessary to consider them as equal
citizens who can adapt and develop like responsive organisms (Hodge, Lieberman & Murata,
2017). These rationales and beliefs can ascertain normalization of people who are not treated
normally or has been, with time normalized to treat them scornfully and hence, isolating them.
Social and Cultural Capital
Social and Cultural Capital tend to dictate and lay standards for social and cultural
practices within the society. This creates division in the society as the upper class tend to devalue
and condescend the taste of the people belong to the lower or lesser privileged classes (Haug,
2017). Therefore, it also leads to social exclusion because of social and cultural differences.
People tend to look down at people who lack access and ability to have lifestyle same as the
people who constitute the privileged class. These practices creates social inequality and barriers
and therefore, discrimination too. Social and cultural capital operate as a force which dominate
and dictate people who are fortunate to access their rights, when the others are not (Costa et al.,
2018). The proletariat pick up behavioural traits of the bourgeois in order to belong and be