This paper describes the implementation and outcomes of a teacher-directed professional development program designed to increase teachers' awareness of culturally influenced learning and behavior differences in the classroom. The impact of the project on teachers' conceptualization of teaching with a multicultural perspective and the resulting implications for instruction and referral practices was assessed.
Structuring learning environments to promote the inclusion of learners with disabilities is an important responsibility that educators in general and special education share. The physical placement of students with disabilities in general education classes is often overemphasized, while other aspects of developing inclusive environments are neglected. This article describes defining principles of inclusive education and provides important questions to ask in determining whether inclusive environments demonstrate these principles. This article also includes practical strategies for assisting educators in creating educational environments that manifest the defining principles of inclusion.
Popular literature can serve many purposes in the inclusive classroom. Magazines written for culturally and linguistically diverse groups can increase the knowledge base of teachers and serve as a resource for lesson planning. These publications may also provide students with an opportunity to learn about high-achieving individuals who come from backgrounds similar to their own. The purpose of this article is to show how teachers can use such magazines in the classroom.
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