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COMPONENTS OF INCLUSIVE AND DIVERSE SCHOOL

Components of Inclusive and Diverse School

Joshua Cachin Agpaoa

Editor: Asami Segundo

June 24, 2020

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COMPONENTS OF INCLUSIVE AND DIVERSE SCHOOL

Abstract

This paper discusses the essential components of diverse and inclusive education. It provided

some examples of the possible application of each component. The components are as

follows: curriculum; quality and diverse teachers; respectful and accepting community; school

policies; safe spaces or environment; accessibility; and assessment and reform. The author

concluded that to achieve acknowledgment of differences and uniqueness as strengths and that

education should be made equally available for all individuals’ intellectual and personal

development, all the components mentioned should be considered and applied holistically.

Keywords: diverse and inclusive education

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COMPONENTS OF INCLUSIVE AND DIVERSE SCHOOL

Components of Inclusive and Diverse School

Mind Map

The Black Lives Matter movement has highlighted the realities of racial injustice and

inequality not just in the United States but in the world and is currently the center of many

protests today. Diversity and inclusivity are some of the pressing issues in the field of education.

Many conservatives have opposed multiculturalist education citing that it opposes the “true

purpose of education” (Seltzer, et al., 1995, p. 124). However, in recent years, it was found that

students from a critical multiculturalism and anti-racism education setup have greater academic

achievement as compared to the other schools which are not using multiculturalist (Wiggan &

Watson-Vandiver, 2017). The following are identified components of an inclusive and diverse

learning environment.

Curriculum

Diverse and inclusive education should encompass sensitive and well-designed

curriculum as it is the backbone for learners and teachers. Haar & Robicheau (2007 as cited by

Anderson, 2018) says that it should include teaching methodologies and materials that “discuss

concepts such as privilege, oppression, global power structures, and racism as first steps in

addressing inequality”. Additionally, topics about diversity, materials, and other sources from
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authors of diverse backgrounds (UA, n.d.) allow students to observe, be aware, and celebrate

diversity in their schools. Visual aids for example should show a proper representation of

people from different “race, ethnicity, gender, sexual orientation, language, culture, religion,

mental and physical ability, class and immigration status” (NEA, n.d.) as these are the

dimensions of diversity.

Quality & Diverse Teachers

Teachers who are highly trained and understand the importance of inclusion in

providing quality education (Anderson, 2018) and imparts day-to-day lessons in diverse and

inclusive teaching methods (UA, n.d.) are the most essential part of curriculum implementation.

Teachers must also be from a diverse background (Wiggan & Watson-Vandiver, 2017, p. 1).

This would ensure a more inclusive and diverse learning experience for the whole school

community.

Respectful and Accepting Community

A respecting and accepting community is a thriving community, so does learning in the

school community. The school community should include

all the stakeholders which include the teachers, students,

parents, and administration. Fostering inclusivity in the

(Support Civil Rights, 2018) school is to accept students from diverse background and

to hire staff that “reflects the diversity of the students” who demonstrates respect to all people

from different races and economic background (Anderson, 2018). There is also a need for the

parents to learn concepts such as racial inequality, oppression, and privilege to reinforce the

students’ learning in school when they go back to their own homes. This will also encourage
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COMPONENTS OF INCLUSIVE AND DIVERSE SCHOOL

parents to talk about such concepts to their children which will help them be more respectful

and accepting towards others.

School Policies

No-tolerance-for-racism policy, for example, can help make advance racial justice

(Kramer, 2020). Policies such as student body rules and regulation, classroom policies, and

discussion ground rules help mold the culture of a school community. Policies that protect

students and teachers from forms of discrimination from anyone within the community should

also be in place as well as proper sanctions to anyone guilty of not upholding respect and

diversity.

Safe spaces/environment

Students need safe spaces where they can talk about their ideas, their struggles, and their

opinions. Inclusivity is promoted when environments where

discussion of different thoughts, feelings, and experiences

about privilege and structural oppression are welcomed

(Becker &Corbin)
(Anderson, 2018). Students also need to have avenues to speak and be

heard, to be able to express themselves in creative ways where their safety is not endangered.

Spaces in school where diverse art forms such as graffiti, painting, dance, installation arts

among others are accepted promote and reinforces diversity to the student body.

Accessibility

Accessibility encompasses many aspects such as physical accessibility of the school,

accessibility of information, sources, and school facilities.

Since diversity also includes people from different

physical ability, physical accessibility of workstations,

(Ministry of Education NZ, 2016)

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COMPONENTS OF INCLUSIVE AND DIVERSE SCHOOL

materials, equipment, and school facilities is essential (UA, n.d.). Ensuring that every student

can access resources and school facilities also promote inclusivity and diversity in schools.

Access to quality teachers and academic support services support guarantees opportunities for

students to thrive (Anderson, 2018).

Assessment and Reform

In the Diversity Toolkit Introduction of the NEA (n. d.), one of the suggested strategies

in exploring diversity is to examine attitudes and beliefs about people who are different.

Another suggestion is to “assess the diversity in the school and how students of different

backgrounds are faring.” Since inclusion is a continuing process (“Inclusion Classroom,” n. d.),

schools must regularly examine and assess their community’s attitude and beliefs towards

others. Identifying hindrances to inclusion will also help the school to better improve their

inclusivity. After the assessment, reforms in policies or curriculum can be made to better foster

inclusivity.

Conclusion

To achieve a thriving community of a diverse and inclusive education it is essential that

all components should be considered holistically in a learning environment. All stakeholders

should be informed and must strongly uphold and commit to the ethos that diverse and inclusive

education is the right of all individual to have equal access to intellectual and personal

development.

While diversity would mean uniqueness and therefore it should stand alone as an

essential contribution in a learning environment. Education should be available to all walks of

life, embrace racial justice, equality, respect, and appreciation.

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COMPONENTS OF INCLUSIVE AND DIVERSE SCHOOL

References
Anderson, A. (2018). 7 Ways to Create an Inclusive Classroom Environment. Association for
Supervision and Curriculum Development (ASCD). Retrieved from
http://inservice.ascd.org/7-ways-to-create-an-inclusive-classroom-environment/

K12 Academics. (n.d.) Inclusion Classroom. Retrieved from

https://www.k12academics.com/educational-philosophy/inclusion-classroom

Kramer, M. R. (2020). The 10 Commitments Companies Must Make to Advance Racial Justice.
Harvard Business Review. Retrieved from https://hbr.org/2020/06/the-10-
commitments-companies-must-make-to-advance-racial-justice

National Education Association (NEA). (n.d.). Diversity Toolkit Introduction. National

Education Center (NEA). Retrieved from http://www.nea.org/tools/diversity-toolkit-
introduction.html

Seltzer, R., Frazier, M., & Ricks, I. (1995). Multiculturalism, Race, and Education. The Journal
of Negro Education, 64(2), 124-140. Retrieved from JSTOR.
https://www.jstor.org/stable/i349104

University of Arizona (UA). (n.d.). Creating Inclusive Learning Environments. Retrieved from
http://live-uarizona-
diversity.pantheon.arizona.edu/sites/default/files/creating_inclusive_learning_environ
ments._a_project_of_sap_di_and_oie.pdf

Wiggan, G., & Watson-Vandiver, M.J. (2017). Pedagogy of Empowerment: student

perspectives on critical multicultural education at a high-performing African American
school. Race Ethnicity and Education,
https://www.tandfonline.com/doi/abs/10.1080/13613324.2017.1395328?journalCode=
cree20

Photographs

Becker, M., & Corbin. (n.d.). Students learn and play together in an inclusive classroom in
Germany [Photograph].

Ministry of Education, N. (2016, November 07). Curriculum accessibility. Retrieved June 24,
2020, from https://www.inclusive.tki.org.nz/guides/curriculum-accessibility/

Support of Civil Rights. (2018). Retrieved June 24, 2020, from

https://ici.umn.edu/products/briefs/inclusive-school-communities-10-reasons/Reason-1/