Inclusive Classroom Practice Discussion 2022

Running head: INCLUSIVE CLASSROOM PRACTICE
INCLUSIVE CLASSROOM PRACTICE
Name of the Student:
Name of the University:
Author’s Note:

1INCLUSIVE CLASSROOM PRACTICE
As stated by Irvin (2016), the transformation that the societal framework of the different
nations of the world had undergone in the present times becomes perceptible when the diversity
of people coexisting side-by-side is being taken into account. Cooke and Jacobs (2018) are of the
viewpoint that the process of diversity even becomes perceptible within the classroom
environment of the diverse educational institutions as well wherein unlike the earlier times the
students are from different backgrounds, be it in terms of social, cultural, economic and others.
More importantly, it had been seen that the teachers or the educators are required to play an ever-
important role since they not only need to impart the required education education to the students
but also create the kind of classroom climate wherein the students would respect and appreciate
each others’ differences. This essay intends to discuss the importance of the usage of diversity
and inclusion within the classroom environment of the diverse educational institutions.
Garvey and Rankin (2015) are of the viewpoint that the change which had undergone in
the educational framework becomes apparent when the fact that unlike the earlier times when
education was restricted to only a handful of children presently children from all strata of society
have the opportunity to study is being taken into account. Adding to this, Schwarzenthal et al.
(2018) have noted that this transformation had been made possible through the effective usage of
the concepts of Diversity and inclusion by the different educational institutions for imparting the
required education to the children. As discussed by Booker, Merriweather and Campbell-
Whatley (2016), the primary reason behind the usage of the concepts of diversity and inclusion
within the classroom setting is to ensure the fact that equal educational or for that matter learning
opportunities are being available to all the students regardless of the social, cultural, economic
backgrounds or the other differences in their backgrounds. More importantly, the educators or
for that matter the teachers are also required to ensure the fact that the students do not

2INCLUSIVE CLASSROOM PRACTICE
discriminate each other on the basis of the differences in their backgrounds or the strata of the
society from which they hail from (Geske, 2018). Thus, it becomes imperative for the educators
and the teachers to create the kind of environment within the classroom wherein the social or the
cultural differences would not only be acknowledged but respected as well. This in would greatly
facilitate the process of knowledge transfer or knowledge sharing between the teacher and the
students and also among the students themselves as well.
As discussed by Vaz et al. (2015), an important reason which had influenced the various
educational institutions and also the teachers who are associated with the same to undertake the
arduous task of fostering diversity within the classroom environment can be ascribed to the
benefits which the usage of the concerned process offers. Gómez-Zepeda et al. (2017) are of the
viewpoint that the effective usage of the process of diversity within the classroom environment
greatly improves the quality of the education that is imparted to the students by the teachers. For
instance, the students from different cultural or social background hold different perspectives
about society, life and other important things which are unique to their culture. Thus, if diversity
is being promoted the classmates would be able to share this knowledge and thereby improve
their outlook on life, society and others which in turn is going to positively affect their cognitive
development. Furthermore, if the classroom is divers, the teachers or for that matter the
educational institutions have the opportunity to devise or formulate the kind of curriculum which
will integrate topics from all major cultures or backgrounds (Kaur, Noman & Awang-Hashim,
2016). This would greatly improve the quality of things which are being taught to the students
and thereby facilitate their cognitive development.
Vommi and LaVergne (2016) are of the viewpoint that the teachers as well as the
educational institutions by fostering diversity and inclusion within the classroom environment