Designing Classrooms for Diversity: Fostering Social Inclusion
Designing Classrooms for Diversity: Fostering Social Inclusion
复制标题
设计多元化的教室：促进社会包容
DOI：
10.1080/00461520.2019.1652098
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发表时间：
2019
影响因子：
8.8
通讯作者：
Jennifer Katz
中科院分区：
文献类型：
--
作者：
S. Hymel;Jennifer Katz
为了应对当今北美学校学生的日益多样化，教育工作者已经认识到社会包容的价值是一个重要目标，支持所有学生的社会情感和学业成功。这期特刊探讨了教师如何通过理解教育环境中的社会动态，在促进包容性班级方面发挥重要作用。这些条款涉及多样性可能采取的一些不同形式（性别、种族、身体和/或精神上的特殊性），正确地将注意力集中在促进包容而不是排斥的群体进程及其影响上，并强调需要在这方面对教师进行培训。支持和扩展这一讨论，我们提出了一个概述，最近的努力，以促进“通用设计学习”的教育，重点是学术和社会包容性，希望教育工作者考虑更广泛的方法来庆祝多样性和教育学生与他人的接受和尊重。
Responding to the growing diversity of students within North American schools today, educators have recognized the value of social inclusion as an important goal, supporting both social-emotional and academic success for all students. This special issue explores how teachers play a significant role in promoting inclusive classes by understanding the social dynamics that operate in educational contexts. Addressing a number of different forms that diversity can take (gender, ethnicity, physical and/or mental exceptionalities), these articles rightfully focus attention on group processes that promote inclusion versus exclusion and their impact, and underscore the need for teacher training in such efforts. Supporting and extending this discussion, we present an overview of recent efforts to promote “universal design for learning” in education, which focuses on academic as well as social inclusion, in hopes that educators consider even broader approaches to celebrating diversity and teaching students to relate to others with acceptance and respect.