In education, teachers encounter students from an array of backgrounds. It's our job to make sure each student feels welcome, represented, and supported in the classroom. If you are curious about evaluating the inclusivity of your classroom, feel free to take the classroom climate survey by clicking the link below.
One element to consider that I did not mention in the survey is a student's home situation. "Home environment is the most significant factor affecting student’s academic achievement...[and] family members' interactions at home are great source of development for children (Nawaz Khan, Begum, Imad, 2019)." The ideal home environment is one where children feel safe and like valued members of the family. They benefit from a serene and educative environment. Unfortunately, not all children may be privy to this situation. Students that come from an unstable home environment benefit from a calm, predictable environment at school. This can be accomplished by establishing a clear daily schedule and following it as often as possible. Whenever there is a change in the schedule, be sure to alert students to the change in advance.
Additionally, be mindful about comments you make about "typical" home life. I'd argue that in today's society, there's hardly a cookie-cutter example of "typical" home life. In order to teach children that a variety of home environments are still loving and supportive, be sure to present situations that mirror students' situations. For example, during a unit about families, teachers can discuss single-parent families, same-sex parents, multi-racial families, and adoptive families. All of these homes have just as much love as the stereotypical American family and should be celebrated.
(Note: Remember, educators are mandated reporters. While all families deserve to enter the classroom with a clean slate, no matter our own biases, teachers do need to be aware of indicators of an unsavory home situation. If you ever suspect a child has experienced abuse or has been exposed to a dangerous situation, you need to report it to designated officials. Be sure you and your staff know who to contact in such instances.)
Below I have compiled a list of various types of students we can expect to encounter in the classroom and supportive strategies to assist these learners.
Students with Significant Support Needs (SSN)
- defer to IEP to determine required accommodations for student
- provide various seating options during group time
-wiggle seats
- t-chairs
- weighted blankets
- preferential seating for visually/hearing impaired
- hammock chairs
- be mindful of classroom organization
- minimize overstimulation by keeping shelves clean and organized
- keep floor clear to avoid tripping hazards
- provide space between shelves to accommodate mobility devices
- include materials that support a variety of developmental levels
- cause-and-effect toys
- open-ended materials
- space to observe play in others
- materials that allow for solo play
- materials that encourage collaborative play
- provide assistive communication devices
- tablets
- talkers
- pictures for Picture Exchange Communication
- choice board
- teach ASL or baby signs to allow nonverbal students to communicate
- allow modifications to messy play
- offer paint brushes during finger painting play
- provide gloves, smocks, spare clothing
- provide low sensory spaces to calm down
- include books, toys, and images showcasing individuals with differing abilities
- normalize SSN students by being open and honest about differences
- if student uses mobility device, explain that's how the child moves
- if student has cognitive impairment, tell students that we're all working
hard and learning, but we're all learning different things
- if a student labels an impaired student as "weird" explain that the child
is not "weird," their brains and bodies just might work a bit different
than theirs, but everyone deserves to be treated with kindness.
Emphasize that all people need love, friendship, and respect.
- Encourage students to play with students of differing abilities.
Multi-lingual Learners
- provide ample visuals around classroom, during instruction
- add books in various languages to learning centers
- partner with family members/staff members who are bilingual;
label shelves and items in multiple languages
- include ways to communicate with families who do not speak English
-bilingual community liaison
- utilize translator services provided by district
- use technology to translate messages
-i.e. TalkingPoints app
- incorporate movement when teaching new vocabulary
- minimze sentence length, speak slowly and clearly
- provide ample wait time for processing (at least 10 seconds)
- sing songs in student's home language
- partner with families to learn how to count in home languages
-teach students to count in different languages
Respecting Diverse Cultures
- include books celebrating different cultures
- include books written by BIPOC authors
- attend diversity, equity, and inclusivity trainings
- learn to identify own implicit biases and how to unlearn them
- add books, toys that depict people with a variety of skin tones
- partner with families if you have a question about their culture/customs
- display photos of students and their families around the classroom (scrapbooks, family tree)
- add multicultural paint/markers to art
- read stories that feature various home lives
- same-sex couples
- adoptive families
- single-parent families
- multi-generational families
- various types of housing
References
Nawaz Khan, F., M. Begum, M. Imad (2019). Relationship between Students’ Home Environment and their Academic Achievement at Secondary School Level. Pakistan Journal of Distance & Online Learning. https://files.eric.ed.gov/fulltext/EJ1266643.pdf
Comments