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The Inclusive Classroom
I do agree that the Inclusive Classroom Model is indeed workable. It is now noted that school, are increasingly and notably acknowledging their students population heterogeneity and also the need of responding responsibly and thoughtfully to the differences presented or existing in the classroom. As much as we may be drawn to understand the fact that, educators are time by time feeling overwhelmed by the growing demands of multicultural education, inclusion, multiple intelligences, and also differential instructions I order to help in dealing with the prevailing growing diversity.
However, it should be noted that, inclusion all the students and attending critically and thoughtfully to the diversity, can be part of the quested solution. Other viable option presented by an article points that, the community building and the prevailing emotional climate experienced in the classroom to be put back to be the core organizing values. Something else identified is that, in a multicultural classroom, there prevails a full support of the goals implemented to create critical and thoughtful involvement of the citizens in the prevailing democracy society. It is viable to state that, in the inclusive classroom, student’s can actually manage to live and experience a curriculum of social-justice rather than, just having to only study it.
Lastly, an inclusive classroom, acts as a benchmark on how individuals should treat another. This can help us achieve living together within a democratic society. In the educational systems of other countries, the victimization of the exceptional is what influences my opinion.
Noll, J. (2012). Taking Sides: Clashing Views on Educational Issues. New York: McGraw-Hill Education.
Sapon-Shevin, M. (2008 ). Learning in an Inclusive Community. The Positive Classroom, Volume 66 , Number 1, 49-53.
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