CLASSROOM INCLUSION VS EXCLUSION AND

POLICIES ASSOCIATED

#1- BRIDGING THE CULTURAL GAP

There are many facets of exclusion within the dynasty of education. These forms of
segregation, although detected decades ago are still rooted deeply within the daily
grind of a classroom (Freire et al. 2009). A teachers role within their educational
environment is not only to equip students with the knowledge required it is also to
create an inclusive and hospitable atmosphere for their students (Bucholz and
Sheffler, 2009). In order to correctly do this they need to be aware of the diversity
that their classroom holds and some of the possible exclusion risks. A more modern
giant faced in our society is the chasm of multiculturalism in the classroom through
the introduction of English as Second Language ( ESL) Students (Garcia, 1994).

The world is a much smaller place and with that acceptance the modern day
classroom is introduced to: The ESL Student. A student not familiar with cultural
norms, a student for all intense a purposes considers themselves an alien in a new
world (Miller, Yeh, Alexander & Klein, 1971). ESL students are often not acquainted
with the social norms and educational structures that most students in a westernized
classroom take for granted daily (Human Rights Watch, 2016). In most cases these
students are a minority which brings forth a variety of challenges for the student,
teacher and classroom. More so the transition into the classroom for such a student
can quickly lead to them being considered by their teacher and school to have an
education deficit (Weiner, 2006). This occurs when a students inability or their lack in
any area is magnified and eclipses any of the skill or benefit they have. This is a
mindset in schools that needs to be challenged. My classifying an individual by their
weakness and not strengths leads the child to having their own deficit knowledge
about themselves.
Many cross-cultural students with ESL are stereotyped into possessing educational
deficits. This factor greatly caused exclusion as bridging the gap of language and
culture is a feat at the best of times. A teachers role in such a predicament is not
isolating that student but to build upon the capabilities they possess to achieve
various forms of accomplishment (Erwin, 2004). As a teacher it is vital to oppose the
deficit mindset. By intentionally building on students strengths and allowing them to
be used in a classroom environment this destructive theory can be abolished.
Instead of having a mindset of They have a problem and we need to fix it the
approach must be one of inclusion that does not view a young person as a problem
but instead focuses on their capabilities to formulate their educational journey
(Patterson, Connolly and Ritter, 2009).

Although there have been several methods mentioned to better include ESL
students, teachers cannot be expected to know how to handle such complex
classroom dynamics on their own. Ways to equip them would be to orchestrate
Workshops whose primary goals provide teachers with the knowledge and
fundamentals of teaching and building inclusion around ESL students. Workshops
provide a social and comfortable environment for teachers to discuss with other
teachers of their challenges in such areas and also be taught ways to handle these
challenges (Brown, Meuti. 1999).

Another method of assisting these teachers would be providing them with a possible
mentor teacher that has the hindsight and knowledge either through personal
experience or being taught. This provides for a more flexible interaction rather than
once a month workshops. These mentor relationships can assist a new and
unexperienced teacher in becoming acquainted with various policies associated to
ESL and cross cultural students such as:

English as Second Language Policy (NT)

Multicultural Education Policy (NT)
Personalized Learning Strategy Policy (NT)

(Department of Education. 2016)

With these foundations, teachers coming into contact with ESL students have a
better chance in employing non-educational deficit opinions about their students and
provide for them an including and welcoming learning atmosphere.

Reference Page

Garcia, E. (1994). Understanding and meeting the challenge of student cultural

diversity.

Bucholz, J. L., & Sheffler, J. L. (2009). Creating a warm and inclusive classroom
environment: Planning for all children to feel welcome. Electronic Journal for
Inclusive Education, 2 (4). Sourced from:
http://corescholar.libraries.wright.edu/cgi/viewcontent.cgi?
article=1102&context=ejie

Human Rights Watch. (2016)The educational deficit: Failures and fulfil the rights of
education in global development agendas. ISBN: 978-1-6231-33641 Sourced
from: https://www.hrw.org/sites/default/files/
report_pdf/educationdeficit0616web_0.pdf

Weiner, L. (2006) Educational leadership: Teaching to student strengths. Association

for Supervision and Curriculum Development.

Patterson, J. L., Connolly, M. C., & Ritter, S. A. (2009). Restructuring the Inclusion
Classroom to Facilitate Differentiated Instruction. Middle School Journal,
41(1), 46-52.

Erwin, J.C. (2004) The classroom of choice: giving students what they need and
getting what you want. Association for Supervision and Curiculium
Development. ISBN: 0871208296

Browne, M.N., Meuti, D.M. (1999) Teaching how to teach critical thinking. Colledge
Student Journal. Project innovations Alabama. 33.2:162. Sourced from:
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Freire, S., Carvalo, C., Freire, A., Azevedo, M., Oliveira, T. (2009) Identity
construction through schooling: listening to students voices. European
Educational Research Journal. 8. Sourced from:
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Miller, H.M., Yen, E., Alexander, A.A., Klein, H.M. (1971) The cross-cultural student:
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