Managing Diversity in Classrooms

Managing Diversity in Classrooms

Introduction

The main purpose of this paper is to explore the teaching strategies to deal with diversity within the classroom and the effective teaching strategies which could be adopted for the students of learning disorders. The diversity is increasing in the classrooms. Therefore, there is a great need that the educational institutes should take care of the diversity management within the classroom and should work to adopt the best strategies which could be helpful in the prevention of diversity in the classroom.

Part A: Promotion of Inclusion in Classrooms

The main aim of this part is to promote the ways through which the inclusion can be promoted in a learning site where the learners belong to different groups. The different group of learners is the learners with ADHD and the learners affected with the autism. In recent years it has given priority to eliminate educational exclusion in the classroom through teaching strategies that promote inclusion of students with and without disabilities. That is, it is the promotion of the right to learning regardless of their individual characteristics (physical or social) to give specific attention to their needs. In education, one of the most controversial issues is the inclusion of students with disabilities in regular schools, both primary and secondary. (Allard, 2004, p. 23) direct their issues and reach conclusions about the effectiveness of models of inclusion in physical education. LaMaster believes that inclusion is an issue that should be resolved based on the paradigm of comparison, but the reality is that they seek to answer the question of "how" physical education teachers can include children with disabilities, however Wilhite starts assuming that all students have the right to physical activity in a context of inclusion and exposes a certain way to deliver effective programming for different students.

Researchers perform an important point when they suggest that a combination of teacher preparation programs in physical education and adapted physical education is a step in the right direction. This increases the possibility of studies for research teams in physical education, adapted physical education specialists and teachers (Colgan, 2002, p. 12). With a total commitment of teachers, researchers and coaches, including children with disabilities, disinterested or less skilled students will have little chance for success, and many opportunities for discussion.

For a long time, there is a need of an urgent response to the situation of care for student diversity found in classrooms and cannot be kept within the traditional approach. There has been an improvement in the inclusion in the primary stage because teachers are more prepared and more aware in relation to the attention to diversity and the students observed and as "normal" to share their classrooms with students with disabilities (Chemers, 1995, p. 41). The ordinary school sees education as intended for the average student; so many students are carelessly by the rigidity of the organization of space and time. In this view, individual differences are considered developmental delay, learning gaps, changes in personality development and problems of ...