Reflection #10

In the role of the teacher inclusion in the classroom has evolved, from a classroom of students’ that were “regular students” to regular and special education students; however, during the earlier 90’s, this was apparent in the classrooms across America. The atmosphere of diversity involved in the classroom, which included races, gender, and religion as a major aspect of the common classroom involved in the inclusion. In the 2oth century the teacher was exposed to diversity as an entity of the students’ in his or her classroom, but shortly after the inclusion process raised questions for many parents. Therefore, inclusion ceased in the classroom, and many teachers had to shift their teaching into the regular students in their classrooms. In the 21st century the process of inclusion in the classroom has resurfaced; placing students with language barriers, learning and physical disabilities returning to the classroom. As the teacher we are faced with diversity by religion, gender, and race. In most recent years, sexual orientation has also become apart of the diversity pool. In the teacher’s role it is best to be student-centured, and inclusion focuses on the aspect of the students; moreover, in the inclusion environment teacher consciously be sensitive to different discrepancies within the classroom of inclusion, such as some students have lack of confidence, or personal issues at home. In the classroom the lessons being taught through the students learning styles, and accommodate the students who are in special education. Although there are ways the teacher can direct the lesson back into a divers teaching mode; visual aids, cultural experiences, and role playing can better the lesson for the students. For the teacher who is a first-year teacher is can be something getting used to; however, it is the teacher’s job to set ground roles, and what is tolerated in the classroom related to the teachers’ expectations for their students.