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Diversity in Education We are not all the same …

Diversity in Education We are not all the same …. Anna Šafránková, MA Vladimíra Kocourková, Ph.D. Palacký University in Olomouc Faculty of Education The Czech Republic Email: annsafrankova@gmail.com. Content of the Lecture. Diversity in Education Inclusion in Education

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Diversity in Education We are not all the same …

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  1. Diversity in EducationWe are not all the same…

    Anna Šafránková, MA Vladimíra Kocourková, Ph.D. Palacký University in Olomouc Faculty of Education The Czech Republic Email: annsafrankova@gmail.com
  2. Content of the Lecture Diversity in Education Inclusion in Education Education of SociallyDisadvantagedPupils in The Czech Republic
  3. Whatdoes diversity mean in education? Figure 1 Diversity in Education(Takenfrom egale.ca)
  4. Diversity in Education One of the features, values, and challenges of a democratic, pluralistic and future-oriented society. Diversityis “when many different types of things or people are included in something (CALD, 2005). Diversityis defined as “the quality of being made of many different elements, forms, kinds, or individuals”. (Robert, 1995) Diversity canbedescribedas: The quality or state of being composed of many different elements or types. The quality or state of being different.

  5. Whatkinds of human diversity wecanfindatschool?

  6. Diversity in Education Figure2: Dimension of Diversity (Takenfromhttp://www.uscg.mil/diversity/Diversity101.asp)
  7. The role of dialoguewithin diversity in education Concern Trust Respect Appreciation Affection Hope (Rocena In Pol et. al., 2006)
  8. Inclusion in Education Valuing all students and staff equally. Increasing the participation of students in, and reducing their exclusion from, the cultures, curricula and communities of local schools. Restructuring the cultures, policies and practices in school so that they respond to the diversity of students in the locality. Reducing barriers to learning and participation for all students, not only those with impairments or those who categorised as “having special educational needs”. Learning from attempts to overcome barriers to the acces and participation of particular students to make change for the benefits of students more widely.
  9. Viewing the difference between students as resources to support learning, rather than problems to be overcome. Acknowledging the right of students to an education in their locality. Improving schools for staff as well as for students. Emphasising the role of schools in building community and developing values, as well as in increasing achievement. Fostering mutually sustaining relations between schools and communities. Recognising that inclusion in education in one aspect of inclusion in society(Index of Inclusion, 2002).
  10. Figure 3 The CulturallyInclusiveSchool (Takenfrom Index of Inclusion)
  11. Cubing
  12. Figure 4Inclusion – Exclusion – Segregation – Integration (Takenfrom http://www.michiganallianceforfamilies.org/education/inclusion/)
  13. Sociallydisadvantagedpupils Social disadvantage can be understood in three views: in terms of certain family characteristics relating directly to the child in terms of their personal characteristics in terms of social group characteristics of their family. Robert J. Havighurst (1964, p. 41)
  14. Socially disadvantaged pupils in the Czech educational environment Socialdisadvantage shall mean: a family environment with a low social and cultural status, threat of pathological social phenomena; institutional education ordered or protective education imposed, the status of asylum seeker, a person enjoying supplementary protection, or a party to proceedings for granting international protection in the Czech Republic. (Art. 16 section 4 of Law No. 561/2004 Coll., the Education Act)

  15. How would you characterize the socially disadvantaged pupils in your country?

  16. „Children, who learn together, learn to live together“ Figure 5 Diversity (Takenfrom www.marjon.ac.uk)
  17. Resources Act No. 561/2004 collection of law, on Pre-school, Basic, Secondary, Tertiary Professional and OtherEducation (the EducationAct), as amended. BEVERIDGE, S. Children, Families and Schools. DevelopingPartnershipsforInclusiveEducation. Routledge; New editionedition, 2005. ISBN 978-0-415-27934-5. CLEGG, Judy a Jane GINSBORG. Language and socialdisadvantage. TheoryintoPractice. England: John Wiley & Sons Ltd., 2006. ISBN-13: 978-0-470-01975-7. HAVIGHURST, R., James.. Who are the socially disadvantaged? In The Journal of Negro Education, Vol. 34, No. 1, p. 39-46.1965. JEŘÁBEK, J., et. al. Framework EducationProgrammeforBasic Education. Praha: Výzkumnýústavpedagogický.ISBN 80-86956-01-6. POL, Milan. ed. Dealingwith Diversity. A KeyIssueforEducational Management. Brno: Masaryk University, 2006. ISBN 80-210-4090-4. BOTH, T. AINSCOW, M. Index forInclusion: developinglearning and participation in schools. [online]. Centre forStudies on InclusionEducation, 2002. [cit. 2012-05-07]. Dostupné z: <http://www.eenet.org.uk/resources/docs/Index%20English.pdf>.
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