7.2: Role of Educators in an Inclusive Classroom

What is Role of Educators in an Inclusive Classroom?

As educators, we go into the field to help children meet their goals; this is just as important in Early Childhood Education as it is in traditional schooling. Our role as the educators in the room is to make sure that we are arranging our room and completing lesson plans that are inclusive of every child in the classroom. This could look like low shelving and having the correct materials out for all children of typical or atypical development to use.

Even if children with disabilities are not currently enrolled in an early childhood education program, educators can still promote inclusive practices. One way is to

• have pictures, books, and materials that present children with disabilities in a general setting.
• talk about how people are BOTH alike and different
• use “person-first” language when one is talking about young children with disabilities

The process of exploring inclusion with families, colleagues, and children will suggest other ways to expand inclusive practices.

• plan staff discussions on specific changes in philosophy, attitudes, and practices
• invite adults with disabilities in the community to contribute their knowledge of issues related to inclusion and to disabilities

Key Elements as Educators in an Inclusive Classroom

Image Source: 4 Inclusive Practices to Welcome All Students to Your Classroom. Teach for America.

Fig 7.2. Teacher and young students of mixed races playing with animal puppets in a preschool classroom.

1. Personal commitment

Educators need to have a sincere and wholehearted commitment to dealing with a variety of issues in multicultural classrooms and in meeting the challenge of diverse groups of children.

2. Knowledge of what makes a difference

Education provides opportunities to improve yourself, gain knowledge knowledge and competency, and construct meaning.

We learn through the experiences we have, the interactions with others, observing other teachers in action, and applying what we have observed and learned in our courses studies.

This learning includes:

• knowledge which derives from academic learning and research (formal knowledge) and the basis from which teachers structure their practice
  • the application of formal knowledge to practical teaching situations

• knowledge gained by practice and practical teaching situations
• Knowledge comes from action or experience
  • the understanding, reflections, and decisions that teachers make every day in school
• knowledge built inside local communities
  • school development, education, or collaborative questioning projects

It is from this gaining of knowledge and engagement in learning experiences (action) that it becomes possible to articulate theory and practice. The teacher learns how to learn and learns how to teach.

Recent research has redefined the nature of our culturally diverse students’ educational vulnerabilities. It has destroyed both stereotypes and myths and laid a foundation upon which to reconceptualize present educational practices and launch new initiatives. The study findings for early childhood contribute important knowledge to general instructional organization, literacy development, academic achievement in content areas and the perspectives of children, families, and educators.

Educators should recognize that academic development has its roots in sharing knowledge and experiences through communication. Within the knowledge-driven curriculum, skills are tools for acquiring knowledge, not an essential goal of teaching events.

3. Educational leadership

Educational leadership is needed to

• spread new knowledge
• apply new knowledge to skill development
• engage in childhood development

We need to understand our teaching philosophies and our role in promoting equitable learning environments. The journey is one of progress not perfection. As we interact with the children and families we serve, we become more aware of our role.

The professional identity of teachers includes the following:

• their personal values and beliefs
• their professional values and belief
• their own cultural experiences
  • learned in their childhood
  • have accepted into their daily lives.

This personal reflection affords teachers opportunities to gain deeper understanding of themselves which helps them to understand others. It provides them opportunities to gain empathy and understanding of others that can only be accomplished when we understand ourselves.

Becoming Equity Minded

The journey of gaining knowledge and experience continues after you've graduated and are working in the classroom.. This journey includes taking the path towards social equity. You must continually reflect on the underlying reasons for the way you educate and care for children so that they, to can grow to become equity-minded.

Teaching is an important responsibility. As a teachers you use what you to create a developmentally appropriate curriculum and build strong mutual relationships with children and families based on their cultural and social contexts. This culturally responsive approach, supports children to become participants in a democratic society and work towards equity themselves.

Source

• Hale, Alice. The Role of the Early Childhood Educator. Teaching in a Diverse Society. LibreTexts, Social Sciences Library. Shared under a not declared license and was authored, remixed, and/or curated by Alice Hale.