This is prepared for Ph.D Students of Ambo University, Ambo, Ethiopia.

1. AMBO UNIVERSITY
INSTITUTE OF EDUCATION AND BEHAVIORAL SCIENCE
DEPARTMENT OF SPECIAL NEEDS AND INCLUSIVE EDUCATION
Name of the Program :Doctor of Philosophy (Ph. D) in Special Needs Education
Module Category : Foundations Courses
Couse Title : INCLUSIVENESS IN EDUCATION
Course Code : SNED8012
Academic Year: 2021 Semester: I Cr. Hrs: 3 ECTS: 9
Name of the Facilitator : Dr. Pavan Kumar Yadavalli (Ph. D)
(Associate Professor)

2. Course Title: Inclusiveness in Education
At the end of this course students will be able to
• Understand the meaning of “Education” and “Inclusiveness”
• Know the different diversities in education
• Describes how to address diversities in education
• to inculcate mutual respect and tolerance in education system
• incorporate Inclusive Pedagogy and differentiated curriculum and Instruction
• enhance their perception on Universal Design for Learning; multicultural
education
• modify and adapt curriculum content, materials, teaching and assessment
strategies
• resolve the problems faced minorities in education system
• address the educational needs of people with various types of disabilities
• to build inclusive society
• implement implications of inclusion for all stakeholders

3. Unit-1
Meaning and definition of Education
Etymological meaning of Education:
The term ‘education’ is derived from the following three latin words
Educare: this means to bring up, to nourish, to rear and to train.
Educere: This implies to draw out and to lead out.
Educo: The letter ‘E’ means “out of” and ‘duco’ means “to lead”.
This denotes to extract out and to lead forth.

4. Definitions of Education
According to Aristotle “Education is the creation of sound mind in a sound
body”.
According to Froebel “Education is unfoldment of what is already enfolded in the
germ”.
According to John Dewey “Education is the process of continuous reconstruction
of experience”.
Education means the process of teaching and learning, usually at school, college,
or University.
Thus, we can say that education is the process of facilitating learning, or the
acquisition of knowledge, skills, values, beliefs and habits which teaches us to be
a true human being.

5. Meaning of Inclusiveness
The practice or policy of providing equal access to
opportunities and resources for people who might
otherwise be excluded or marginalized, such as those
having physical or mental disabilities or belonging to
other minority groups.

6. Diversities in Classroom
“Diversity: the art of thinking independently together”.
– Malcolm Forbes.
Diversity is everything that makes people different
from each other. This includes many different factors:
race, ethnicity, gender, sexual orientation, socio-
economic status, ability, age, religious belief, or political
conviction.
"Diversity" means more than just acknowledging
and/or tolerating difference. Diversity is a set of
conscious practices that involve:

7. Diversities……… Cont’d….
• Understanding and appreciating interdependence of humanity, cultures,
and the natural environment.
• Practicing mutual respect for qualities and experiences that are different
from our own.
• Understanding that diversity includes not only ways of being but also ways
of knowing;
• Recognizing that personal, cultural and institutionalized discrimination
creates and sustains privileges for some while creating and sustaining
disadvantages for others;
• Building alliances across differences so that we can work together to
eradicate all forms of discrimination.

8. Types of diversities
Based on the standard diversity definition, the
types of diversity in a social context are
theoretically infinite: they encompass every
characteristic that appears with variations
among a group of people (such as hair or eye
color). But usually, when it comes to workplaces,
there are seven types of diversity we pay
attention to:

9. Types of Diversities…. Cont’d
i. Cultural diversity (Ethnic)
ii. Racial diversity
iii. Religious diversity
iv. Age diversity
v. Sex / Gender diversity
vi. Linguistic
vii. Disability
 Important Day
• 21st Day of May is World
Day for Cultural Diversity
for Dialogue and
Development.

10. Types of Diversities…. Cont’d
Race and ethnicity are used to categorize certain
sections of the population. In basic terms, race
describes Physical traits, and
ethnicity refers to Cultural identification.
Race may also be identified as something you
inherit while ethnicity is something you learn.

11. Race & Ethnicity
Race
 Narrow
 Based on similar physical
and biological attributes
Ethnicity
 Broad
 Based on cultural
expression and place of
origin

12. Race & Ethnicity Cont’d……..
Race: The dictionary by Merriam-Webster defines race as “a category of
humankind that shares certain distinctive physical traits.”
Race is usually associated with biology and linked with physical
characteristics, such as hair texture or skin color and covers a relatively
narrow range of options.
Ethnicity:
Ethnicity is a broader term than race. The term is used to categorize
groups of people according to their cultural expression and
identification.
Commonalities such as racial, national, tribal, religious, linguistic, or
cultural origin may be used to describe someone’s ethnicity.

13. How to Address Cultural diversity in the classroom
 A multicultural society is best served by a culturally
responsive curriculum. Schools that acknowledge the diversity
of their student population understand the importance of
promoting cultural awareness.
 Teachers who are interested in fostering a cultural awareness
in their classroom should actively demonstrate to their
students that they genuinely care about their cultural,
emotional, and intellectual needs.
 To this end, there are several strategies that you can use to build
trusting relationships with diverse students. To incorporate cultural
awareness into your classroom curriculum, you should:

14. How to Address Cultural diversity in the classroom Cont’d……..
1. Express interest in the ethnic background of your students:-
 Encourage your students to research and share information about their
ethnic background as a means of fostering a trusting relationship with
fellow classmates.
 Analyze and celebrate differences in traditions, beliefs, and social
behaviors.
 It is of note that this task helps Italian-Ethiopian/ Amharic-Oromiyan
students realize that their beliefs and traditions constitute a culture as
well, which is a necessary breakthrough in the development of a truly
culturally responsive classroom.
 Also, take the time to learn the proper pronunciation of student names
and express interest in the etymology of interesting and diverse names.

15. How to Address Cultural diversity in the classroom Cont’d……..
2. Redirect your role in the classroom from instructor to facilitator:-
 Another important requirement for creating a nurturing
environment for students is reducing the power differential
between the instructor and students.
 In the culturally diverse classroom, the teacher thus acts more
like a facilitator than an instructor.
 Allowing students to bring in their own reading material and
present it to the class provides them with an opportunity to
both interact with and share stories, thoughts, and ideas that
are important to their cultural and social perspective.

16. How to Address Cultural diversity in the classroom Cont’d……..
3. Maintain a strict level of sensitivity to language concerns:-
 In traditional classrooms, students who are not
native English speakers often feel marginalized, lost,
and pressured into discarding their original language
in favor of English.
 In a culturally responsive classroom, diversity of
language is celebrated and the level of instructional
materials provided to non-native speakers are
tailored to their level of English fluency.

17. How to Address Cultural diversity in the classroom Cont’d……..
4. Maintain high expectations for student performance:-
 Given that culturally responsive instruction is a student-
centered philosophy, it should come as no surprise that
expectations for achievement are determined and
assigned individually for each student.
 If a student is not completing her work, then one should
engage the student positively and help guide the
student toward explaining how to complete the initial
steps that need to be done to complete a given
assignment or task.

18. How to Address Cultural diversity in the classroom Cont’d……..
5. Incorporate methods for self-testing:-
 Another potent method for helping students become active
participants in learning is to reframe the concept of testing.
 While testing is usually associated with grades (and therefore
stress) in traditional classrooms, in a culturally responsive
classroom frequent non-graded tests can be used to provide
progress checks and ensure that students don't fall behind on
required material.
 Teaching students to self-test while learning new information will
help them better remember and use what they've learned in class
and will help them realize on their own when they need to study a
topic in greater depth.

19. How to Address Cultural diversity in the classroom Cont’d……..
6. Maintain an "inclusive" curriculum that remains respectful of differences
 A culturally responsive curriculum is both inclusive in
that it ensures that all students are included within all
aspects of the school and it acknowledges the unique
differences students may possess.
 A culturally responsive curriculum also encourages
teachers' understanding and recognition of each
student's non-school cultural life and background, and
provides a means for them to incorporate this
information into the curriculum, thus promoting
inclusion.

20. How to Address Cultural diversity in the classroom Cont’d……..
Conclusion:
 Schools have the responsibility to teach all students how to
synthesize cultural differences into their knowledge base, in order
to facilitate students' personal and professional success in a
diverse world.
 A culturally responsive curriculum helps students from a minority
ethnic/racial background develop a sense of identity as
individuals, as well as proudly identify with their particular culture
group.
 Teachers can play a big role in helping these students succeed
through the establishment of culturally responsive classrooms.

21. How to address Racism in Classroom
 Racism is a pervasive issue in the developed
countries like United States and it affects schools
throughout the country.
 Racism in schools can be found in ways teachers
interact with students; in the ways students interact
with each other; in educational access and funding;
teacher preparedness; and school discipline. Racism
is a learned behavior and with effort, education,
and action we can prevent and address racism in
schools.

22. How to address Racism in Classroom Cont’d…….
 Self Awareness:-
 The first step to preventing racism in schools is self awareness
and self reflection. Educators must recognize how the
intersections of race, ethnicity, gender, sexual orientation,
religion, socio-economic status, and being able-bodied impact
us individually.
 We must understand how our identification within a
particular group gives us privilege in certain spaces and we
must be open to actively listen to marginalized groups who
experience life differently because of their social groupings.

23. How to address Racism in Classroom Cont’d…….
Professional Development:
 In addition to self awareness, educators must invest in professional
development opportunities that increase their cultural competence.
 During the school year look for that focus on culturally relevant teaching,
cultural competence, diversity, and multiculturalism.
Culturally Relevant Teaching:
 Teachers can create learning opportunities that acknowledge race and
ethnicity, and prioritize preventing racism through social justice with
culturally relevant teaching.
 Culturally relevant teaching emphasizes academic excellence, cultural
competence, and social and political analysis.

24. How to address Racism in Classroom Cont’d…….
 Through culturally relevant teaching, students are engaged in
rigorous learning experiences that use text and resources to
explore issues within diverse communities. Additionally, there
is an emphasis on social justice and social activism.
 Culturally relevant teaching exposes students to a variety of
people and environments. It is about depth of knowledge and
goes far beyond a cultural party where students taste foods
and hear music from another culture.
 Most importantly, culturally relevant teaching promotes social
justice and highlights historical movements that have worked
to promote tolerance and equity around the world.

25. How to address Racism in Classroom Cont’d…….
Explicit Lessons On Race And Conflict Resolution:
 To prevent racism educators must talk to students explicitly
about racism. Discussions about race can be uncomfortable,
but with proper planning, active listening, and a recognition
of everyone’s shared vulnerability, an initially uncomfortable
conversation can become a transformative learning
experience. When we learn about cultures but do not talk
about the difficult aspects of our history, we do a disservice
to our students and our society.
 We must take time to discuss cultural misunderstandings and
the struggles our country has faced when addressing racism.

26. How to address Racism in Classroom Cont’d…….
Awareness Of How Racial Bias Impacts Discipline:
 Schools must be aware of the racial bias that can affect how
students are disciplined. Leaders and teachers must use data
to analyze trends in student behavior and uncover
disproportionality.
 Schools can also implement Restorative Practices to provide
a restorative, rather than a punitive, approach to school
discipline.

27. How to address Racism in Classroom Cont’d…….
Community Partnerships:
 The effects of racism are systemic and far reaching. Once
students have learned about racism they must go out into
the world and interact with these issues in real time. Schools
must partner with community organizations who are
combating issues of racism and equity in their community.
 Social justice is an important of component of preventing
racism. Inviting community organizations into schools is an
excellent way to get students involved in social justice work.

28. How to address Gender diversity in classroom
Gender is the range of characteristics pertaining to, and differentiating
between, masculinity and femininity. Depending on the context, these
characteristics may include biological sex, sex-based social
structures (i.e., gender roles), or gender identity. Most cultures use
a gender binary, having two genders
(boys/men and girls/women); those who exist outside these groups
fall under the umbrella term non-binary or genderqueer. Some
societies have specific genders besides "man" and "woman", such as
the hijras of South Asia; these are often referred to as third genders.
Gender diversity is equitable or fair representation of people of
different genders. It most commonly refers to an equitable ratio of
men and women, but may also include people of non-binary genders.

29. How to address Gender diversity in classroom cont’d……
 Gender refers to the attitudes, feelings, and behaviors that a given culture
associates with a person’s biological sex. Behavior that is compatible with
cultural expectations is referred to as gender-normative; behaviors that are
viewed as incompatible with these expectations constitute gender non-
conformity. (APA guidelines).
 Gender Identity refers to one’s sense of oneself as male, female, or
something else (American Psychological Association, 2006). When one’s
gender identity and biological sex are not congruent, the individual may
identify along the transgender spectrum (cf. Gainor, 2000; APA guidelines).
 Gender Dysphoria refers to discomfort or distress that is associated with a
discrepancy between a person’s gender identity and that person’s sex
assigned at birth (and the associated gender role and/or primary and
secondary sex characteristics) (Fisk, 1974; Knudson, De Cuypere, & Bockting,
2010b). Only some gender-nonconforming people experience gender
dysphoria at some point in their lives. (Coleman, et al. 2011).

30. How to address Gender diversity in classroom cont’d……
Sexual orientation A component of identity that includes a
person’s sexual and emotional attraction to another person and
the behavior that may result from this attraction.
An individual’s sexual orientation may be lesbian, gay,
heterosexual, bisexual, queer, pansexual, or asexual. A person
may be attracted to men, women, both, neither, genderqueer,
androgynous or have other gender identities. Sexual orientation
is distinct from sex, gender identity, gender role and gender
expression.

31. How to address Gender diversity in classroom Cont’d……
Gender Diversity can help your school provide a supportive, non-
discriminatory environment for all students, including gender diverse
and transgender children.
 Understand, adhere and fully implement a school’s anti-
discrimination and inclusion policies.
 Increase the school community’s understanding of gender identity
and expression as it relates to all students.
 Seek specific guidance relating to gender-segregated spaces such
as bathrooms, locker rooms, sports and other team activities
 Support a transgender student through a gender transition