Discussion Assignment

The reading in this unit introduced multiple means and methods that could be incorporated into a classroom that
would create a truly inclusive learning atmosphere where all students have equitable access to the learning material.

● Select two ways to make sure all students in a classroom could interact with and understand the curriculum.
● Explain how you would implement these methods into a classroom setting.

In my class, each student has a right to a fair chance. Eliminating obstacles in the classroom by
actively supporting diversity allows all of my students to succeed. In an inclusive classroom, open discussion is
crucial. However, a key component of fostering equity is the removal of offensive statements so that each kid feels
free to be themselves in class. The curriculum is an essential tool for promoting an expanded understanding of
inclusive education and for long-term policy implementation in the field of education (Devlin & McKay, 2014).In order
to make sure all students in a classroom could interact with and understand the curriculum, I would use the following
methods.

Establish a welcoming environment

I'll organize a lesson where everyone in the class can pick up a few words or phrases in another native language from
their classmates.Some bilingual students will actively instruct the teacher and other classmates. Students will likely
be excited to participate, and the brief role switch might improve the teacher-student relationship (Samuel, 2019).
Students may also exchange ideas and knowledge about their tradition and culture with one another. I can
incorporate this lesson within the "Who We Are" unit of inquiry. In an inclusive educational environment, student
diversity and individualism should be valued without discrimination. To implement inclusive education in the
classroom, it is a great idea to present assignments and activities in a way that encourages cooperative learning.
Therefore, inclusive curriculum development should be viewed as an ongoing process that is strongly related to
social inclusion (Devlin & McKay, 2014).

Combining equity-minded instruction and student choice

When it comes to knowing the unique needs of each student, teachers are the experts. All of the students in the
classroom may not always have their needs met by well-intentioned curricula. To promote group learning or to
evaluate students' progress and decide how quickly to deliver the curriculum, teachers may put students in groups
based on their interests.Teachers think about how to include student choice in classroom learning as they develop
curricula. Teachers can assist students in relating learning content to a unique plan that reflects their interests in
particular areas. To promote collaborative learning and success, teachers may also form groups with students who
have achieved at different levels. The curricular process depends on teachers to change content delivery as
necessary (Meier, 2018).

All students have access to effective approaches for achieving educational objectives in settings where they feel a
sense of belonging because of inclusive learning. It is based on the idea that every child and family deserves equal
access to the same opportunities and is valued equally. Teachers create lessons with a global impact using a specific
curriculum during the curriculum-building process.

Reference

Devlin, M., & McKay, J. (2014). Reframing ‘the problem’: Students from low socio-economic status backgrounds
transitioning to university. In Brook H., Fergie D., Maeorg M., & Michell D. (Eds.), Universities in Transition:
Foregrounding Social Contexts of Knowledge in the First Year Experience, pp. 97-126. South Australia: University of
Adelaide Press.

Samuel, A. (2019). 8 ways teachers can make a curriculum equitable. NWEA.

Meier, K.S. (2018). Role of Teachers in the Curriculum Process. CHRON.