ACCOMOMDATING HUMAN

DIVERSITY IN THE
CLASSROOM
Prof. Dr. Abdul Hameed, Dean
School of Social Sciences and Humanities, UMT,
LAHORE
Understanding Diversity
Intellectual Differences
Physical Differences
Sensory Differences
Communication Differences
Ethnic differences
Social and Cultural Differences
Economical differences
Religious and value differences
Differences in family capital

Diversity in Learning Context
Segregated special classroom (single disability)
Segregated special classroom (Multiple disabilities)
Classroom for elite children
Classroom for the poor
Classroom for religious teaching
No classroom for children of aid affected, gifted
and ADHD
Inclusive classroom for all

Accommodating Diversity
Physical Changes
Changes in Classroom Climate (social, psychological and
environmental)
Normative changes (perceptions about human diversity)
Changes in the selection of content (the question of valid
knowledge)
Changes in content presentation and delivery
Changes in assessment procedures
Changes in performance standards
Changes in class management
Redefining Curriculum
Curriculum is an ensemble of all type of learning
opportunities made available to the learners in an
educational setting.

Course outline, syllabus, list of content etc are not
curriculum but some incomplete documents/listing of
curriculum content.

Curriculum can be broken down into curricular and
instructional learning activities
Curricular Learning Activities
Curricular learning activities are based on curriculum
objectives and text books which translates course outline
into the content for teaching

The focus of these activities is to create optimal learning
opportunities relevant to a subject area keeping in view the
diversity of students in terms of learning styles, level of
ability, ethnic background, family capital etc.
Instructional learning activities
These activities are based on various teaching strategies
planned and implemented by the teacher to create a rich
environment for learning
Teacher can organize passive as well as active learning
Learning can only takes place when learner is active
The focus of these activities is to adapt instructional
strategies according to the diversified needs of the learners
Forms of Curriculum

Standardized Inflexible curriculum
Standardized curriculum is a national curriculum with no
flexibility for local changes in any circumstances. The role of
the teacher is to implement it in letter and spirit as an
efficient functionary. School head and teacher are
accountable for any deviation

Flexible curriculum
This curriculum provides flexibility for the teachers to make
changes according to the individual needs of the learners.
This is a child centered curriculum.


Adaptation for inclusion: Major issues
What part of curriculum needs to be adapted?
Who should adapt it?
How it should be adapted?
Who will ensure that the curriculum is adapted not
reduced?
What are the implications of such adaptation for standards
and quality of education?
At what cost these adaptations will be made?
What are the implications of such adaptations for
certification and quality control?
What type of competencies are required of teachers for
this purpose?

Challenges of Adaptation
Lack of vision
Impact of industrial model of schooling
Insensitivity towards individual needs
Focus on uniformity rather than diversity
Inflexibility in performance criteria
Job market trends
Public examination
Threats to standards of education
Policy constrains
Low profiles of children with special needs
What needs to be adapted?
Educational objectives for children with mental retardation
Presentation and response modes for children with sensory
impairment
Response mode and physical environment for children with
orthopedic impairment
Physical and psychological environment for children with
autism and ADHD
Cultural environment for street children
Social and psychological environment for all children with
special needs
Teachers Attitudes to Accommodate
Human Diversity-1
The teacher believes that all children can learn at high levels
and persists in helping all children achieve success.
The teacher appreciates and values human diversity, shows
respect for student's varied talents and perspectives, and is
committed to the pursuit of "individually configured
excellence.
The teacher respects students as individuals with differing
personal and family backgrounds and various skills, talents,
and interests.
The teacher is sensitive to community and cultural norms.
Teachers Attitudes to Accommodate
Human Diversity-1
The teacher makes students feel valued for the potential as
people, and helps them learn to value each other.

The teacher values the use of educational technology in the
teaching and learning process.

The teacher takes responsibility for establishing a positive
climate in the classroom and participates in maintaining such a
climate in the school as a whole.

Teachers Attitudes to Accommodate
Human Diversity
The teacher believes that plans must always be open to
adjustment and revision based on student needs and changing
circumstances.
The teacher values ongoing assessment as essential to the
instructional process and recognizes that many different
assessment strategies, accurately and systematically used, are
necessary for monitoring and promoting student learning.
The teacher is committed to reflection, assessment, and
learning as an ongoing process.
The teacher is willing to work with other professionals to
improve the overall learning environment for students.

Thank you