EDU 537: Foundations of Special and Inclusive Education Module 3 PDF

EDU 537: Foundations of Special and Inclusive Education Student’s Module #3 Name:______________________________________________________ Class number: _______ Section: _______________ Schedu...

EDU 537: Foundations of Special and Inclusive Education Student’s Module #3 Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ Lesson title: Understanding Diversity Materials: Lesson Objectives: Activity Sheets At the end of this module, I should be able to: 1. Discuss the meaning and significance of diversity References: 2. Demonstrate the use of Loden’s Wheel of Diversity Aligada-Hala, et.al (2020) 3. Support diversity as a positive component of relationship, Foundations of Special and education and organization Inclusive Education (1st Edition) Rex Bookstore, Manila, Philippines Productivity Tip: You are going somewhere. I know you need a break – have one. But remember where you are going so you don’t get lost in the process. A. LESSON PREVIEW 1) Introduction (2 mins) It is a fine day to learn something new. In this chapter we will be discussing diversity and frameworks to better understand the course. You will be required to open your mind and eliminate prejudice. To start with, internalize the statement “are you different from other people?” when you begin to acknowledge this, then you can move forward with our topic for today. Let’s begin! 2) Activity 1: What I Know Chart, part 1 (3 mins) Let us determine if what do you know about our topic. Write your ideas in the first column. What I Know Questions: What I Learned (Activity 4) 1 What is diversity? 2 What is the importance of recognizing and accepting diversity? This document is the property of PHINMA EDUCATION 1  EDU 537: Foundations of Special and Inclusive Education Student’s Module #3 Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ B.MAIN LESSON 1) Activity 2: Content Notes (13 mins) Read carefully the content notes and try to highlight or underline the key terms for greater level of understanding. Understanding Diversity What is Diversity? The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique, and recognizing our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. It is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual. Diversity is an issue we have to face and conquer. Presently, people recognize and consider the differences of each other as important. We all live in a global village that brings out changing demographics both in the work force and education. As our communities began diverse, it is imperative that we make an effort to understand the different dimensions of diversity, which is not all about accepting, tolerating, or understanding one’s uniqueness or differences. LODEN’S DIVERSITY WHEEL The Diversity wheel pointed to the significance of our social characters and the ways in which people developed their identity when they are able to establish connection with a specific group or people. The wheel is composed of primary or core and secondary dimensions of diversity. The dimensions are the components that comprise the whole person. The inner circle now includes nine primary dimensions of diversity. The three additions to the original six are income, spiritual beliefs and class. In our experience, these nine primary dimensions are particularly important in shaping an individual’s values, self-image and identity, opportunities and perceptions of others. We think of these primary dimensions as the core of an individual’s diverse identity. Secondary dimensions in the outer circle have been expanded to include political beliefs - a significant differentiator in many societies today - as well as cognitive style. While there are also other “differences that make a difference,” each of those depicted above represents an essential dimension of an individual’s social identity. As such, these primary and secondary dimensions are the differences more likely to lead to culture clash and conflict when they are ignored, devalued or misunderstood by others. This document is the property of PHINMA EDUCATION 2  EDU 537: Foundations of Special and Inclusive Education Student’s Module #3 Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ How to use the diversity wheel? The function of the wheel is to encourage people to talk and discuss with each other and generate new points of view among each one in the group. In the two dimensions of the wheel, each individual is made aware of his/her differences. The Ability (and Disability) as a dimension of diversity A person’s disability makes them a unique individual who is, at times, shunned from places and activities. They are to be acknowledge as part of the spectrum of diversity. They have to be recognized as human beings who should not be discriminated against, but rather understood, accepted, and tolerated. They have to be accorded their rights. Disabilities have to be seen as a natural part of life and natural part of diversity. People with disabilities have to be perceived and accepted as people with distinct abilities. They have to identify themselves as having disabilities so that the world can accept them and create avenues for them to live in. The Dilemma of Diversity In this age of face paced development where diversity plays a unique role, there are still challenges that confront a lot of people who have been identified different. We have been accustomed to our tradition. While this is not alarming, the actions of other people towards differences, of people who are not part of their upbringing, tends to be destructive. The conflict in ideology place a hard part in acceptance. Different sectors experience this; in work, in society, in education, in business, in religion, in government, and other else. However, even as seen to be a hard to solve we have legislations that can moderate this dilemma. It is through constant communication that we can level the curve of differences. This document is the property of PHINMA EDUCATION 3  EDU 537: Foundations of Special and Inclusive Education Student’s Module #3 Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ 2) Activity 3: Skill-building Activities Let’s check what you have learned. This activity highlights the multiple dimensions of our identities. It addresses the importance of individuals self-defining their identities and challenging stereotypes. Place your name in the center circle of the structure below. Write an important aspect of your identity in each of the satellite circles -- an identifier or descriptor that you feel is important in defining you. This can include anything: Asian American, female, mother, athlete, educator, Taoist, scientist, or any descriptor with which you identify. 1. Share a story about a time you were especially proud to identify yourself with one of the descriptors you used above. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 2. Share a story about a time it was especially painful to be identified with one of your identifiers or descriptors. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 3. Name a stereotype associated with one of the groups with which you identify that is not consistent with who you are. Fill in the following sentence: I am (a/an) ___________________________________________ but I am NOT (a/an)___________________________________. This document is the property of PHINMA EDUCATION 4  EDU 537: Foundations of Special and Inclusive Education Student’s Module #3 Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ 3) Activity 4: What I Know Chart, part 2 (2 mins) Now let us assess if you have learned something new, let’s go back to the What I Know Chart from Activity 1 and write your answers to the questions based on what you know now in the third column of the chart. 4) Activity 5: Check for Understanding (5 mins) Read each paragraph and explain what would you do and why? 1. A parent asks to see you. He demands that you take out the crucifix inside your classroom because the religion they belong to does not believe in the crucifix. He insists that his child is being taught wrong values. How will you respond to the parent? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 2. You plan a relay game for your class. While you are explaining the mechanics of the game, one student raises her hand and says she can’t do a particular task in the game because she has a prosthetic leg. How will you respond to the situation? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ C. LESSON WRAP-UP 1) Activity 6: Thinking about Learning (5 mins) Congratulations for finishing this module! Shade the number of the module that you finished. Great Job! Did you finish all parts of the module? Do you have any questions you may want to ask to clarify the topic? You may write any question to further help you learn and your teacher will get to you on the answers. This document is the property of PHINMA EDUCATION 5  EDU 537: Foundations of Special and Inclusive Education Student’s Module #3 Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ FAQs Food for Thought! If you have questions that you cannot ask to your teacher, this may help you clarify things out. 1. What is diversity? → the state of being diverse; variety KEY TO CORRECTIONS Answers on Skill-building Activity (Act.3) (Answers may vary) Answer on Check for Understanding Activity (Act. 5) Answers may vary depending on the context. Here are some suggestions tackling diversity wheel. 1. It will all be depending on the type of school that the teacher is teaching. For sectarian schools, belief system has always been the guiding principle. It is written in each handbook to honor religion at all times. It shall be followed. However, for nonsectarian schools, as the teacher, I will acknowledge what ever the belief system the child has. I will take out the cross and assure the parent that we take all sides of the story in terms of faith. 2. I will try multiple accommodations that are possible to the child. In this way no one gets left behind in any activity. Equity factor will be considered in the level of performances each child can do. This document is the property of PHINMA EDUCATION 6