Why is it Important to Create an Inclusive Learning Environment
Creating an inclusive learning environment is an extremely important aspect of modern education, which, according to Gravells (2008: p18), ensures that “[…] all learners are entitled to be treated with respect and dignity. Everyone is an individual, with different experiences, abilities and needs.” She also offers a brief explanation of inclusivity (2008: p18), which is “[…] involving all learners in relevant activities rather than excluding them for any reason directly or indirectly.” Inclusion has also been defined by John Tomlinson (1996: p26) as “the greatest degree of match or fit between individual learning requirements and provision”. In the other words, inclusive learning environment nurtures individual potential of all learners, ensuring they can all benefit from the teaching session.
To truly embrace and understand inclusion, we have to take into consideration two factors: equality and diversity. Francis and Gould (2013: p71) describe equality as an expectation of fair treatment and an opportunity to participate on equal terms. Wilson (2009: p26) adds, that “[…] whilst equality generally means everyone is treated equally and fairly, it is linked to legislation and guidelines, which together drive the initiative”. Diversity, however, is in general a way to embrace and respect the differences between individuals. Gravells (2008: p18) defines diversity as “[…] valuing the differences in people, whether that relates to gender, race, age, disability or any other individual characteristics they may have.” The essence of inclusion is that the learners must not only be treated with respect guaranteed by the equality legislations, but they need to see their individuality is valued and they’re treated with respect and dignity.
One of the key elements of inclusive learning environment is differentiation. Petty (2004: p541) explains differentiation as “[…] adopting strategies that ensure success in learning for all, by accommodating individual differences of any
To truly embrace and understand inclusion, we have to take into consideration two factors: equality and diversity. Francis and Gould (2013: p71) describe equality as an expectation of fair treatment and an opportunity to participate on equal terms. Wilson (2009: p26) adds, that “[…] whilst equality generally means everyone is treated equally and fairly, it is linked to legislation and guidelines, which together drive the initiative”. Diversity, however, is in general a way to embrace and respect the differences between individuals. Gravells (2008: p18) defines diversity as “[…] valuing the differences in people, whether that relates to gender, race, age, disability or any other individual characteristics they may have.” The essence of inclusion is that the learners must not only be treated with respect guaranteed by the equality legislations, but they need to see their individuality is valued and they’re treated with respect and dignity.
One of the key elements of inclusive learning environment is differentiation. Petty (2004: p541) explains differentiation as “[…] adopting strategies that ensure success in learning for all, by accommodating individual differences of any