Teaching diversity in a primary school: examining teachers classroom strategies for inclusion

• Published in: Procedia, social and behavioral sciences Vol. 5; pp. 1585 - 1591
• Main Author: Kurawa, Gwadabe
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 2010
• Subjects: classroom practice; effective teaching strategies; Inclusion; teaching diversity; classroom practice; Inclusion; effective teaching strategies; teaching diversity
• ISSN: 1877-0428; 1877-0428
• DOI: 10.1016/j.sbspro.2010.07.329

The aim of the research is to get a feel of the way diverse children can be included in the same classroom and share the same learning agenda. Again, there is a process of, and there are many strategies for creating an inclusive classroom that the author was not familiar with and he had to learn about because this deficit could potentially handicap him in achieving his aim. Thus, the paper focuses on effective inclusive teaching strategies. The first part of the paper considers the notion of effective inclusive pedagogic strategies and the research that has investigated this notion. The second part of the paper considers some of the examples of practice of attending to diversity highlighted by a study of the strategies used by some teachers in English primary school classrooms. The evidence provided here proved useful in helping the author, on the one hand, to understand better ways for responding to pupil diversity in classrooms, and on the other hand, it would potentially help practitioners to learn more about their own classroom practice and think about possible changes.