Can Inclusion Really Work in Diverse, Standards-Based Classrooms?
Despite the fact that it is not always possible to get all students to exactly the same point in the curriculum at exactly the same time, it is feasible to move most students through the curriculum toward established standards. Although the concepts of inclusion and teaching for cultural and linguistic diversity often seem to conflict with standards-based reform, these ideas actually work together. As is shown in Figure I.1, the overarching goals of standards-based reform, inclusion, and teaching for cultural and linguistic diversity are the same—to enhance the educational outcomes for all students. For example, standards-based reform emphasizes the need to support all students in reaching rigorous standards. Students with disabilities and students with culturally and linguistically diverse backgrounds have historically been among the most vulnerable to diminished educational outcomes as a result of low expectations. The reality is that the vast majority of students with disabilities a
Related Questions
- Are There Universal Forms of Teaching That Will Equally and Adequately Address Classrooms of Students of Diverse Cultures?
- What should a principal know about and look for in classrooms as best practice in teaching diverse populations?
- How prepared are teachers in college to teach culturally diverse students in early childhood classrooms?
