Importance of Diversity and Inclusion in Educational Settings

Running head: INCLUSIVE CLASSROOM PRACTICE
INCLUSIVE CLASSROOM PRACTICE
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INCLUSIVE CLASSROOM PRACTICE1
Introduction
Equality, diversity and inclusion are regarded as vital concepts for all organisations
and workplaces in order to comprehend and include into their practices. Nonetheless,
diversity is specifically imperative in K-12 education. Wide range of educational institutions
in developed nations such as U.K, U.S.A and Australian has become more diverse in a
multitude of ways. Anderson and Boyle (2015) have noted that education institutions’ climate
and their culture tend to directly impact achievement level of students. Thus, it is particularly
vital for culture of educational institutions along with the organizational classroom culture to
exhibit, embrace and celebrate diversity and inclusion. As the student body undergo changes,
current educational institutions and their leaders must take into account diversity and
inclusion as they assign learners to classrooms, recruit teachers or strategize the curriculum
(Shahaeian, 2014). The aim of the following essay is to understand the importance of
diversity and inclusion in educational setting and importance of shedding light on the notion
of celebration rather than acceptance of difference.
Discussion
As per the 2001 Census, around 45% of the Australian populace is born overseas or
have at least one parent born in a foreign country. According to Cologon (2014), Australia is
identified as one of the most culturally varied nations comprising around 16% of over 23
million Australians who do not speak English. Such an extensive cultural, racial and
linguistic diversity within the Australian population in recent times have been exhibiting
diversity in its current educational system and their communities. The idea of diversity can be
conceptualized in diverse ways depending on the perspective. According to Forlin et al.
(2013), considering the underlying factors of classrooms, diversity can be explained as
understanding each student with distinctive familiarities, fortes and ideas bringing to the
classroom. These areas of divergences can further be incorporated as dimensions of race,

INCLUSIVE CLASSROOM PRACTICE2
customs, sexual orientation, sexual characteristics, and socio-economic status, age, and
competence, spiritual or political beliefs in addition to other different ideologies. Diversity
thus is understood as the consideration and incorporation of these dissimilarities to enhance
learning and in the classrooms. Reports of Anderson and Boyle (2015) have revealed that
racial diversity in educational setting tend to improve critical thinking ability of learners
along with their problem solving skills and communication. Thus, racial diversity is regarded
as the key to prepare students for progressively global economy. Drawing contradictions to
idea of diversity, inclusion on the other hand sheds light on establishing an environment
where diverse individuals are recognized and respected. However, in order to embrace
students from diverse ethnic backgrounds, inclusive current educational climate must
accomplish the requirements and demands of all learners. Forlin Anderson and Boyle (2015)
have noted that inclusive classrooms chiefly teach learners the numerous ways that all
Australians have contributed to nation’s history, antiquity and achievements. Efficiently
inclusive teachers interconnect with parents in culturally sensitive ways. Furthermore,
inclusive educational institutions often surpass legal requirements in order to ensure that
learners experiencing learning challenges are provided with classrooms which accomplish
their needs and demands.
Meanwhile, in the view of Bodkin-Andrews and Carlson (2016), the most
differentiated education systems endow with increased degree of specialisation of provisions
comprehensively modified to the needs of individuals and groups. Accountability for
curriculum preparation and delivery are typically decentralized to local schools or provinces.
Additionally, there can be seen a high degree of individualisation in scheduling and choice
amongst educational programs as well as support services. Comprehensive studies of Hyde
(2014) have noted that highly differentiated educational systems typically encompass an
increase in the degree of centralisation especially by means of legislation, program, national