By Chuck Whitecotton
Recognizing student diversity in the classroom is essential to creating inclusive education for all students (Nieto, 1994). However, acknowledging differences in background, culture or experiences can be seen as promoting a disparity in skills and achievement levels, which education is trying so hard to eliminate.
Ironically, in their effort to provide equal educational access, many schools inadvertently miss the very strategy needed to create inclusive learning. That strategy is the collaboration with students which is needed to create meaningful and inclusive learning (Nieto, 1994).
Although well intentioned, treating everyone “the same” could actually exclude rather than include many students. In many cases, schools reflect the current culture of standardization and frown upon any customization or deviation from the expected norms. Pressure from outside entities on schools has contributed to a content-oriented rather than a student-oriented educational culture (McLesky & Waldron, 2000). The view that everyone needs to pursue the same learning objectives at the same time is often carried down to the student level. According to Nieto (1994), establishing homogenous expectations can mean a delivery of a top-down, external approach, with little input from parents or students.
Instead of seeing learners’ differences as strengths, providing a rich and fresh set of ideas for learning, most effort is placed on students’ acquisition of the skills needed to increase performance and demonstrate testing success. As a result, diversity may be seen as a detriment that must be controlled.
External control over students
According to Kohn (2006), rather than partnering with students, education still resorts to external means of control to increase performance. For instance, learning objectives are often pre-set and activities are put in place without input from teachers, students or parents. Although well meaning, if the objective or activity is not seen as important by the learner, he/she is less likely to complete the task or develop the desired skill that will be measured later on.
Furthermore, if learners do not see the relationship between themselves and the purpose for the lesson, then they are less likely to become intrinsically motivated to learn. Marzano (1992) writes that “learners are most motivated when they believe the tasks they are involved in are relevant to their personal goals.” Thus, the use of external control rather than collaboration usually results in the use of punishments and rewards in order to coerce normative learning.
Students who do not move along at a pre-set pace are often grouped together and placed in intervention. Even in intervention programs, focus is placed mainly on skill development. Little consideration is given to creating a connection between academics and background experience as a means to greater learner success.
However, connecting background knowledge with learning is precisely the intervention needed to increase skills. According to Marzano (2004), this may be the single most important factor in raising academic achievement.
Moving toward a collaborative relationship
In order to inspire learning effectively, schools must first move away from an external approach of coercion to a more collaborative relationship. This means continually seeking input from learners, parents and staff by creating a safe and accepting environment that allows for diversity of opinion without fear of retribution or control.
This can only happen when all stakeholders move away from external constraints to honor one another regardless of cultural background or status. In order to embrace this approach, people must recognize that given their set of experiences and background, everyone is trying his/her best in each situation. As a result, educators can develop the reciprocal trust and communication necessary to facilitate meaningful inclusion of all students.
According to Udvari-Solner & Thousand (1995), there are multiple reasons for including students in collaborative educational roles with schools. First, collaboration involves all students. It compels each learner to actively participate and construct meaning that relates to them. Students do not simply take in information but are relating their own experiences to each objective and are creating new information or ideas that relate specifically to them.
According to Hannaford (1995), learning occurs in the context of experiences and relationships, which requires an emotional commitment by the learner. This does not mean to lessen standards or develop alternative educational outcomes. Rather, all students must be allowed to begin at their level in order to determine the steps and background experiences needed to move them forward.
Second, collaboration involves cooperation and teamwork with others. It helps students recognize that they must look beyond themselves and see their contribution to social and civic responsibilities. Through this process, teachers and students encounter differences and must learn to utilize strengths of one another as they work together. Students learn to build tolerance and resolve differences as part of a greater learning community.
According to McLeskey & Waldron (2000), one of the most important benefits of inclusive classrooms is developing learners who assist one another with both academic and social skills.
With the help of adults, students also learn the skills necessary to successfully transition from the classroom into the workforce. With the rise of technology and the access to information, working collaboratively has become an essential skill for an ever-increasing global workforce.
Thus, creating inclusive, collaborative schools is necessary for successful career preparation through educational access. Diverse learners in a collaborative community are not motivated by standardization and assimilation but rather are active participants in preparing for their future (Udvari-Solner & Thousand, 1995).
Connecting all students in learning
At my school, inclusive learning is accomplished by combining standards-based learning with students’ interests. By thoroughly knowing the expected standards in their subject area, our staff establishes a common understanding of what students are expected to master. Staff also utilizes elements of instruction, such as establishing multiple learning objectives, congruence, active participation and assessment in order to connect students with learning. These standards-based expectations are communicated clearly to students and parents as they enter the school.
However, rather than simply focus on curricular content, staff use the principles found in the Quality School philosophy to connect and include all students in learning. According to Glasser (1998), founder of Quality School, all people have a view of a Quality World that is made up of people, possessions and experiences that are important to them. Behaviors and pursuits are usually made based on this Quality World and these meaningful background experiences. If learning activities match these values, students are better able to make the decisions necessary to become successful at school.
Thus, our teachers try to connect with a student’s Quality World so that the student sees the importance of letting education into his/her Quality World. This connection is, in part, accomplished by helping guide students through a process of determining what it is that they actually want. Once they determine what they value, they are better able to see education’s role in achieving their ideal world.
Specifically, one student’s pursuit of his Quality World was recently changed from gang involvement and a low priority on school to a sense of belonging at school. This inspired him to raise his grades enough to graduate and enter a military career. Our collaborative relationship with his parents was evidenced when his dad stopped by to let the school know about his son’s success after graduation.
Administrators have the responsibility to model this type of inclusive collaboration in order to move beyond external control. Furthermore, administrators must be diligent about establishing an academic culture that seeks to understand the norms, values and mores of the entire student community.
Moreover, educators should strive to be a learning community while nurturing a profession that inspires collaboration and recognizes diversity of opinion among peers. This understanding must then be transferred into daily instruction through school/student collaboration. Recognizing diversity – not minimizing it – is critical to inclusive success.
References
Glasser, W. (1998). The quality school: Managing students without coercion. New York, NY: HarperCollins Publishers, Inc.
Hannaford, C. (1995). Smart moves: Why learning is not all in your head. Atlanta, GA: Great Ocean Publishers.
Kohn, A. (2006). “The tougher standards fad hits home.” Rethinking Schools, 21, 32-37.
Marzano, R.J. (1992). A different kind of classroom: Teaching with dimensions of learning. Alexandria, VA: ASCD.
Marzano, R.J. (2004). Building background knowledge for academic achievement. Alexandria, VA: ASCD.
McLeskey, J. & Waldron, N.L. (2000). Inclusive schools in action: Making differences ordinary. Alexandria, VA: ASCD.
Nieto, S. (1994). “Lessons from students on creating a chance to dream.” Harvard Educational Review, 64(4), 392-426.
Udvari-Solner, A. & Thousand, J. S. (1995). “Promising practices that foster inclusive education.” In Creating an inclusive school, edited by Richard A. Villa. Alexandria, VA: ASCD.
Chuck Whitecotton is principal of Albert Powell Continuation School in Yuba City.