Teaching Strategies for Diverse Learners

Running head: TEACHING STRATEGIES FOR DIVERSE LEARNERS
Teaching Strategies for Diverse Learners
Name of the student
Name of the University
Author note

1TEACHING STRATEGIES FOR DIVERSE LEARNERS
Teaching strategies comprise of the methods and techniques that a teacher makes use
of at the time of instruction. The teaching strategies can help in assisting the learning of the
students and it can facilitate the process of effective learning of the students. Diverse student
learner refers to the students belonging from racial, cultural and linguistically diverse families
(Slee, 2018). The educational planners should be able to understand the differences of the
students in relation to cognitive characteristics can help them in adopting a standard for
inclusive school that helps in the promotion of social equity for the inclusive societies. The
learning challenges that a teacher has to deal with in a diverse classroom pertains to
impairment in relation to physical, cognitive and the behavioural development that can affect
the ability of the students of learning (Huijser, West & Heath, 2016). This essay throws light
on the learning characteristics of the students and the barriers in relation to their learning. It
will discuss about the teaching methods, materials and the resources that can help in fostering
academic along with social inclusion of learners. It shall put forward the strategies that can
successfully help in teaching the students suffering from the specific disabilities.
The students in the classroom have learning disabilities that has an impact on the
process of their learning. There is a girl named Margaret who has hearing impairment and
there are other two students called David and Tara suffer from specific learning disability.
There is another students named Josh who is suffering from Attention Deficit Hyperactivity
Disorder. The sensorineural loss that Margaret suffers acts like a hindrance pertaining to her
learning and she makes use of speech reading that can help in maximising the communication
abilities. She cannot understand the teachers along with the classmates that obstructs the
process of learning in the classroom. David and Tara on the other hand cannot organize
verbal information that obstructs their process of learning in the classroom (Armstrong,
Armstrong & Barton, 2016). They cannot perform well in the case of a timed written exam.
Josh is attentive in the class but in the event of interacting with the peers he has a tendency of

2TEACHING STRATEGIES FOR DIVERSE LEARNERS
constantly changing the topics. Josh has the tendency of leaving an activity or game in the
middle that impairs the process of his learning within the ambit of the classroom.
There are certain teaching procedures along with techniques that can be integrated
into the classroom teaching that can help in enhancing access of students to learning
experiences. The students should form small groups and the grouping should be formed on
the basis of their level that can help in personalizing the aspect of teaching. The students who
have the similar skill level should be grouped together that can help them in making progress
pertaining to their learning (Carrington et al., 2015). The students in the classroom can also
be taught by the creation of classroom centers. The students of a particular center can focus
on a particular area or the level. The centers should be made self-contained on the basis of
instruction along with lesson materials (Duke et al., 2016). The classroom centers being self-
guided can help the teacher in rotating among various centers that can help in providing
appropriate guidance. The teacher can instruct multiple level of the students by the teaching
of general concepts to that of the whole group and it can be paired with that of individual
instruction by the teacher (Deppeler et al., 2015).
Providing the tape-recorded material can help in meeting the diverse needs of the
students within the classroom. The teacher should teach phonemic awareness skills to the
students that can help the students like Margaret, David and Tara in the classroom. The
teacher can make use of videotape or a movie that can help in conveying information to the
diverse students in the classroom. The teacher can teach word reading strategies that can help
Margaret when she faces difficulties in relation to articulation of vowels along with the
consonants. The teacher within the ambit of the diverse classroom can make use of assistive
technology that can help in the process of transference of printed words to that of speech
(Anderson & Boyle, 2015). The students in the classroom who are intellectually disabled can
be provided with a reading buddy who will read aloud the printed material to the learner. The