• QUESTION

   ASSESSMENT   

   

   Assessment 2: Part 2

  Due for submission to Grade Centre – Sunday, Week 11

  Value – 45%

  Length – 3,500 words

  Learning Outcomes – 3, 5

  Overview

  • Critically examine the measurement of cultural inclusivity in the classroom.
  • Critique the processes researched for assumptions embedded in the acknowledgement and measurement of inclusivity.
  • Reexamine the literature, edit the devised tool for measurement of culturally inclusive teaching/classroom practices.

   

  Analyse and critique someone else’s against the Assessment 1, Part 1 criteria. Research and respond to the approach taken as opposed to that chosen and used by yourself.

  Preparation

  Read and discuss the approach taken with Part 1 by one of your fellow students accessed through the Discussion Board when you upload your own. Provide your Analysis and Critique comments, you will also need to provide a response to the approach taken. Read through thoroughly and make a judgement on the validity of the approach taken. Provide justification and substantiate any statements you make with references. Finally, take the time to consider valid points made by your colleague that may improve your own measurement tool.

  Presentation

  3500-word critique & analysis

  Take critical and analytical look at the reports of your fellow students on the Discussion Board and choose one for detailed analysis. Provide structure to your response, by identifying the strengths, the assumptions underlying the application of the tool and ways it could be notionally improved. Compare the tool with your own and then readdress the literature to consider how you may take valid points from the alternative approach to improve your own tool. Show these changes.

   

   

   

   

  Critical Analysis of Cultural Inclusivity in the Classroom

  Assignment 2A

                                                     

   

   

   

   

   

   

  SUBJECT:  EST-503

  SUBMITTED BY:  MUHAMMAD BILAL FAROOQ

  STUDENT ID:  S318550

  DATED:  24/09/2020

   

   

   

   

  Executive Summary

  Culturally inclusive practice entails content and pedagogy related to curriculum at level of classroom. Materials and instances challenge stereotypes to avoid unfairness and discrimination. However, it is essential for all pre-service teachers and educators to develop a cultural inclusion in schools or educational institutions since it helps to enhance critical thinking and cognitive competences. The following report is based on early years and primary teaching practices in the Australian Educational setting. It has critically analysed the processes wherein a teacher can logically assess cultural inclusivity in the Australian education setting. It has assessed the processes studied for suppositions implanted in the acknowledgement and measurement of inclusivity. In addition, it has reflected a development of a tool for assessment of culturally inclusive teaching or classroom practices.

   

  Table of Contents

  Executive Summary. 2

  Introduction. 4

  Beginning of Inclusive Education (IE) 4

  Inclusive Education in context to Australia. 5

  Recent Practice in Inclusive Education in Australia. 6

  Methods to Measure Cultural Inclusivity in Classroom.. 8

  Tool for Measurement of Culturally Inclusive Teaching/classroom Practices. 10

  Conclusion. 12

  Reference List 13

   

   

   

  Introduction

  A culturally inclusive curriculum shows the cultural, religious and linguistic diversity of society. Learners learn in a supportive environment free from unfairness and discrimination. Opportunities are accessible for learners to recognise as Australian and discover cultures and beliefs that may be distinctive from their personal culture and beliefs. Culturally inclusive practice entails content and pedagogy related to curriculum at level of classroom. Materials and instances challenge stereotypes to avoid unfairness and discrimination. The activities of teaching and learning give students with similar opportunities to learn, exchange experiences and succeed at school (NSW, 2020). Cultural inclusion in school develops cognitive skills and critical thinking ability. In this context, the following report is based on culturally primary teaching practices in the Australian Educational setting. It will critically analyse the processes wherein one can logically assess cultural inclusivity in the Australian education setting. It will evaluate the processes studied for suppositions implanted in the acknowledgement and measurement of inclusivity. Finally, it will reflect a development of a tool for assessment of culturally inclusive teaching or classroom practices.

  Beginning of Inclusive Education (IE)

  According to Hyde (2014) the term inclusion if utilised in an educational environment, persists to be somewhat paradoxical for several observers. It is in its most general sense denotes to the right to active participation and acquiring equity by means of its engagement in all facets of normal life. The idea is introduced in the principles of human rights and is evident in several of the global contracts that we have lawfully dedicated to. 

  Inclusive Education (IE) was accepted initially in Australia for educational proviso to learners with a disability. In return, the Government of Australia released the Disability Standards for Education 2005, a clear understanding of the Disability Discrimination Act 1992 for education systems. The Melbourne Declaration on Educational Goals for Young Australians was issued in the year 2008 (Anderson, Boyle and Deppeler, 2014). This document drawn two educational objectives and that are Australian schooling encourages equity and excellence; and all youth in the nation turn into successful students, positive and innovative people, and vigorous and well-versed citizens. From this period, IE in Australia became the effective education of all learners.

  IE has diverse significance in distinctive countries. The word itself has yet to be finally defined, thus it is not unforeseen that in AU, there is no overarching explanation to direct the schedule of IE. A wide-ranging literature review made by Berlach and Chambers (2011) discovered that three consistent elements of Inclusive Education are all learners, irrespective of condition, must be effectively contributing, gaining and being appreciated within general class room in their local school. Dixon (2018) argued that to realise Inclusion Education, exclusion as well as exclusionary practices requires be recognising and realising.

  To realise the present position of Australia with respect to Inclusive Education, it is essential to search at overall creation. It requires consideration in terms of results in support of the students or school culture and within wider settings wherein it functionalises. The education system of Australia is a complicated one. It includes 3 different segments- catholic, independent and public along with accountability for backing being distributed between Commonwealth and state or territory governments (Berlach and Chambers, 2011). Funding amount got by the self-governing and to some level the Catholic segments, is a debatable issue.

  In the year 2011, a re-assessment of the financial support system for schools in Australia was published. It suggested a funding model that would use and share resources in more similar way, since all the learners of Australia should be permitted to gain their best irrespective of their circumstances. Regrettably, since a transformation of Commonwealth government in the year 2012, the suggestions in this report are still to be performed on. Perhaps Cologon (2013) observed pessimistically that it is an indication of a wide-ranging opinion towards education in Australia where it had been found inequality is a long standing, apparently intractable issue.

  Inclusive Education in context to Australia

  The schools in Australia (AU) are dealing with confront of performing within a situation where there are gradual progressive of deprived learners who are producing and stopping in upsetting numbers. For several purposes, learners (for example Indigenous students) come to institution with a distinctive scope of experiences as well as learning necessities. However, a longitudinal research about children of AU explored that an assessed 12.3 percent of learners in the schools of AU have supplementary needs of education (Dempsey and Davies, 2013). It is the education of these learners with people from minority classes who may be deemed at threat that is the aim of Inclusion Education.

  Whilst there are rules directing mandatory presence at AU schools between age group of six and sixteen, there is no authorised or legal right to an edification. Naturally, there is no legal policy that consents IE proviso or that specifies a right for learners to get their education within general classroom (Dixon and Verenikina, 2007). However, education has to be provided according to the legislative acts given below:

  • Australian Human Rights Commission Act of 1986
  • Disability Discrimination Act of 1992
  • Racial Discrimination Act of 1975
  • Sex Discrimination Act of 1984

  Regardless of deficient of any precise laws holding up the rights to an IE, it has been criticised that the nation, AU has significant legislation and policies at hand to make sure it is an inclusive society acquiring all-encompassing systems and educational institutions although these acts of legislation seem to have had few effects on the IE provision, specifically with respect to the learners’ education with a disability (Graham and Slee, 2008). Most people denied admittance to an IE form. There are many facts to recommend that superior policy does not ensure high-quality practice, further there is a specific practice segregates in AU. It could be counter argued that this is owed partly to the liability for education proviso being conducted by every 8 person educational jurisdictions whilst all have certain type of policy on the practices of IE, there are remarkable distinguishes between them.

  Recent Practice in Inclusive Education in Australia

  In suggestion to the range of environments for learners with disability in Australia (AU), which comprise primary and secondary as well as senior secondary educational institutions, mainstream schools, specialist segments in mainstream schools and special schools, there are major similarities in the proviso of assistance services for learners with disability all over the states and territories. Every jurisdiction must obey with Disability Standards for Education of 2005 that clarify to education givers their accountabilities under the Disability Discrimination Act (Commonwealth of Australia, 2006). Every system of education has its own progress to giving services and diverse classification utilised to explain these services. Since every state or territory system of government have diverse descriptions of their support services (Dempsey and Davies, 2013), it is helpful to independently analyse these services, besides regional policies of inclusive education, before outlining conclusions regarding generic recent practice for learners with disability in AU.

  Major policy and proviso documents in association to learners with disability were chosen from several websites of government to give a wide overview of placement provisos and in school supports that are proffered by individual jurisdictions.

  Table shows placement proviso for all states and territories

  (Source- Aracy, 2020)

  From the above table, full inclusion denotes placement whole-time in a mainstream classroom environment, with complete contribution in the set of courses and performances of that classroom as per the opinion of (Underwood, Valeo and Wood, 2012). Alternatively, Reddington and Price (2018) explains partial inclusion refers the learner has the placement option in a particular section or class that presents within the tangible mainstream school grounds. The learners may expense some school time in a mainstream classroom and or break times with the students of mainstream. On the other hand, separate special school specifies the learners are kept in an environment that is divided to frequently physically and educationally, the local mainstream school of the student. Special schools basically cater learners who have moderate to cater disability and acquire particular entry criteria. 

  Methods to Measure Cultural Inclusivity in Classroom

  USC (2020) explains that culture is considered to be a foundation of what people assumed or what they observed regarding others however is majority imperceptible to them. The cultural invisibility in educational environment can have unintended results. Regardless of the best intentions, educators and learners might be unconscious that what they express, perform or teach in the classroom could appear odd or unpleasant to people. Occasionally, performing what appears normal signifies involuntarily not including others from contributing completely. According to USC (2020), there are certain tips and tactics for making a culturally inclusive environment of teaching and learning that have been discussed below:

  • Establish a system of introduction thus all learners can receive a chance to acknowledge something regarding the teacher, their co-learners in the class and diversity in the classroom
  • Utilising Blackboard to express of teacher’s approach to educating and learning; comprise certain information of teacher’s own cultural derivation and any cross cultural teaching or learning experience that he or she may have had.
  • Give chances for learners to introduce themselves to their teacher and other learners
  • When the teacher communicate one to one students, he or she should ask what kind of address they like
  • Utilise inclusive language that does not suppose Western name forms
  • Learners from more formal cultures of education, where status differences associated to age or educational qualifications are essential, might be rough in speaking to teaching staff by their given names. A negotiation can be in support of learners to utilise their title and provided name such as Professor, Marie.
  • The teacher should make an environment where students without any hesitation ask their questions to their teacher. 

   Alternatively Singal (2009) argued that successful application of inclusive education takes place at the school and the classroom level. There are 3 domains of application such as structure of school and its culture, teachers and leadership in school.

  All primary sources of literature on applying inclusive education propose that the initial phase in inclusive education application is to support schools realise their own issues, resources as well as assets, stakeholders, value frameworks and where to spot data and facts. For instance, the Index for Inclusion gives a Planning Framework for facilitating school assessment for inclusion; similarly the UNESCO-BE (2016) resource pack gives a structure for school review. A chief development centre for inclusive school wide transformation is the SWIFT Centre (2018) which has tools to support school level performances for example, Design Planning, Data Practices, Setting Priorities, Resource Mapping and Forming Teams.

  Furthermore teachers usually experience that inclusive education is something they are asked to perform generally without assistance and resources and it develops a top down burden irrespective of a collaborative procedure. Thus, it is essential for educators to have the acquaintance and competences to make inclusive classrooms and for leadership in school to give an inclusive as well as innovative setting for teachers for prospering. Conventionally, training in inclusive education methods was proffered as progressing professional development and unique workshops (Rose and Doveston, 2015). However, there is growing evidence that these sorts of short run, parachute training act little in contexts of effect and systematic transformation. More sustainable IE application would keep more highlight on all-encompassing pedagogy in pre service training for each teacher trainee and as sustained and consistent in-service growth. In addition, this positively influences attitudes of teacher towards inclusion by stressing that it is inside their professional function to comprise each child in their classroom and is not only the specialists and special curriculum domain. Furthermore, teacher can be enthused to be more wide-ranging by giving more prepared and assisted anticipations as in which they teach and with regard to what IE resembles in the classroom.  

  It has been proven from the existing literature which strongly recommends that inclusive teaching practices builds up the attainment of every child in the classroom. In this process, inclusive teaching can be indistinguishable with quality teaching. While various definitions of quality teaching exist, there are few general toolkits for instance The Foundations of Teaching and the UNESCO-BE (2016) Resource Pack for Supporting Inclusive Education which can be useful for each teacher. Better practices in support of inclusive and quality teaching comprise learner centred pedagogy as well as universal design meant for learning.

  Along with these, school leadership is important for effective application of inclusive education. Generally, the most inclusive and high quality schools are those that have school leaders who direct with values of inclusion, vision, autonomy, trust and motivation in school staff. A useful scope of indicators is given by UNESCO-BE for leaders of the school to re-assess their schools such as:

  • Everybody is made to experience welcome
  • Learners are similarly valued
  • There are great expectations for each student
  • Teachers and learners treat each other with regard
  • There is relationship between teachers and families
  • School is made for all learners
  • Higher staff support teachers in ensuring that students take part and learn
  • School observes the attendance, contribution and success of each student

  Tool for Measurement of Culturally Inclusive Teaching/classroom Practices

  One of the fundamental means wherein being a teacher has previously realised success of inclusive education is by means of quantitative tools that assess ways. It is uncomplicated, though basic to simply calculate the number of children with disabilities in educational setting and classrooms as the outcome of inclusive education. However, in the previous decade or thus there have been more modern or inventive tools built up to detain admittance to education and also quality of educations its results and inclusion experiences for children with disabilities. Briefly, the present thinking is to move beyond assessing and accounting for uncomplicatedly just hindrances to admittance, and proffer beyond to systems thinking approach.

  Well-recognised measurement tools for instance Index for Inclusion, proffer both a scope of evaluative tools and a developmental relevance to support developed inclusion in the systems of school. Loreman, et al., (2014) has proposed that measuring effective inclusive education can be differentiated through Inputs, Processes and Outputs, along with conceptualised from the macro level (nation), to the meso (signifies district) and to the micro level (refer school).

  Table shows relationship between Micro-Meso-Macro Levels and Inputs-Processes-Outcomes Model

  (Source- Schuelka, 2018)

  The assessment of all the items in the above table needs several collective techniques and notions. Arguably the key aspect is education systems allowing inclusive education to occur structurally and culturally although teachers act a vital function in the actual application of inclusive education, thus understanding and assessing practices of teaching is of the greatest significance.

  There have been various remarkable assignments that have required recognising and assessing successful inclusive education practices by the teachers. Booth and Ainscow (2011) have made a thorough toolkit for teachers, leaders of school and policy makers. Equal materials have come from agencies for example EASNIE 2011, the Commonwealth and Save the Children (Jordan and McGhie-Richmond, 2014). SET or the Supporting Effective Teaching longitudinal project is a specifically excellent instance in recognising, assessing and improving inclusive practices of teaching. By means of an exact Classroom Observation Scale, the project members of SET recognised and measured successful classroom practices in support of inclusion for examples management of classroom and time, presentation of lesson, instruction of large group and whole class, instruction of small group and individual, predominant style of teaching and classroom tone.

  Conclusion

  Thus from the above discussion, it is clear it importance for the teachers to develop a culturally inclusivity within school for that they should follow certain strategies and also need to measures them frequently by means of quantitative tool which can simply calculate the number of children with disabilities in educational setting and classrooms as the outcome of inclusive education.

   

  Reference List

  Anderson, J., Boyle, C. and Deppeler, J., 2014. The ecology of inclusive education: Reconceptualising Bronfenbrenner. In Equality in education (pp. 23-34). Brill Sense.

  Aracy, 2020. [online] Aracy.org.au. Available at: <https://www.aracy.org.au/publications-resources/command/download_file/id/246/filename/Inclusive_education_for_students_with_disability_-_A_review_of_the_best_evidence_in_relation_to_theory_and_practice.pdf> [Accessed 8 September 2020].

  Berlach, R.G. and Chambers, D.J., 2011. Interpreting inclusivity: An endeavour of great proportions. International Journal of Inclusive Education, 15(5), pp.529-539.

  Booth, T. and Ainscow, M., 2011. Index for inclusion: developing learning and participation in schools (2nd edn)(Bristol, Centre for Studies on Inclusive Education). Also available online at http://www. eenet. org. uk/resources/docs/Index% 20EY% 20English. pdf (accessed 8 February 2016).

  Cologon, K., 2013. Inclusion in education. Issues Paper.

  Commonwealth of Australia. (2006). Disability standards for education 2005. Retrieved from: http://foi.deewr.gov.au/documents/disability-standards-education-2005.

  Dempsey, I. and Davies, M., 2013. National test performance of young Australian children with additional educational needs. Australian Journal of Education, 57(1), pp.5-18.

  Dempsey, I. and Davies, M., 2013. National test performance of young Australian children with additional educational needs. Australian Journal of Education, 57(1), pp.5-18.

  Dixon, R., 2018. Towards inclusive schools: The impact of the DDA and DSE on inclusion participation and exclusion in Australia. In The Palgrave Handbook of Education Law for Schools (pp. 283-295). Palgrave Macmillan, Cham.

  Dixon, R.M. and Verenikina, I., 2007. Towards inclusive schools: An examination of socio-cultural theory and inclusive practices and policy in New South Wales DET schools. In Learning and socio-cultural theory: Exploring modern Vygotskian perspectives international workshop 2007 (Vol. 1, No. 1, p. 13).

  Graham, L.J. and Slee, R., 2008. An illusory interiority: Interrogating the discourse/s of inclusion. Educational philosophy and theory, 40(2), pp.277-293.

  Hyde, M., 2014. Understanding diversity, inclusion and engagement. Diversity, inclusion and engagement, pp.3-38.

  Jordan, A. and McGhie-Richmond, D., 2014. Identifying effective teaching practices in inclusive classrooms. In Measuring inclusive education. Emerald Group Publishing Limited.

  Loreman, T., Forlin, C., Chambers, D., Sharma, U. and Deppeler, J., 2014. Conceptualising and measuring inclusive education. Measuring inclusive education, pp.3-17.

  NSW, 2020. Cultural Inclusion. [online] Education.nsw.gov.au. Available at: <https://education.nsw.gov.au/teaching-and-learning/curriculum/multicultural-education/culture-and-diversity/cultural-inclusion#:~:text=A%20culturally%20inclusive%20curriculum%20reflects,free%20from%20prejudice%20and%20discrimination.&text=Culturally%20inclusive%20practice%20encompasses%20curriculum%20content%20and%20pedagogy%20at%20classroom%20level> [Accessed 8 September 2020].

  Reddington, S. and Price, D., 2018. Pedagogy of New Materialism: Advancing the Educational Inclusion Agenda for Children and Youth with Disabilities. International Journal of Special Education, 33(2), pp.465-481.

  Rose, R. and Doveston, M., 2015. Collaboration across cultures: planning and delivering professional development for inclusive education in I ndia. Support for Learning, 30(3), pp.177-191.

  Schuelka, M.J., 2018. Implementing inclusive education.

  Singal, N.I.D.H.I., 2009. Inclusion in the real world: Practitioners making sense of inclusive education in Indian classrooms. Inclusive education across cultures: Crossing boundaries, sharing ideas. SAGE Publications India, New Delhi, India, pp.210-219.

  SWIFT, 2018. SWIFT Schools | SWIFT Schools. [online] Swiftschools.org. Available at: <https://swiftschools.org/> [Accessed 8 September 2020].

  Underwood, K., Valeo, A. and Wood, R., 2012. Understanding inclusive early childhood education: A capability approach. Contemporary Issues in Early Childhood, 13(4), pp.290-299.

  UNESCO-BE, 2016. [online] Unesdoc.unesco.org. Available at: <https://unesdoc.unesco.org/ark:/48223/pf0000243279> [Accessed 8 September 2020].

  USC, 2020. Designing Culturally Inclusive Classrooms. [online] Usc.edu.au. Available at: <https://www.usc.edu.au/community/work-at-usc/staff/cultural-diversity/cultural-diversity-and-inclusive-practice-toolkit/designing-culturally-inclusive-classrooms> [Accessed 8 September 2020].

   

   

   

   

   

   

  Teaching Indigenous Learners

                             EST-503

                Assignment -2 PART -1

  Culturally Inclusive Teaching Measurement Tool

   

                      Student Name – Ajay Kumar

         Student ID- S316825

  Executive Summary

  The aim of this report was to conduct a brief critical examination of literature on culturally inclusive teaching, especially the various practices that reflect cultural inclusivity in a classroom. Also, the report sought to provide a measurement tool that could be applied in a classroom to assess the effectiveness of cultural inclusiveness of teaching practices. A brief review of literature conducted indicated that a culturally inclusive classroom is where the teachers and learners recognize and appreciate their diverse cultural practices and backgrounds and maximize them to get a positive overall learning experience. Additionally, the literature review has demonstrated that culturally inclusive classrooms are vital in the improvement of the academic, social, and cognitive development of the learners. Various principles were found to be key in ensuring cultural inclusivity in teaching practices. Some of these include affirming the cultural connection of the learners, having personally inviting teachers, and adopting instructional methods that accommodate the diversities of the learners. The measurement tool created assesses different thematic areas such as educational programming, communication, school policy, and teachers’ cultural awareness and competence among others. This tool can be applied in the classroom to evaluate the effectiveness of the culturally inclusive practices adopted and provide areas where improvement is needed.

   

  Table of Contents

  Executive Summary. 2

  Brief Review of Literature. 4

  Definition of Cultural Inclusive Teaching. 4

  Importance of Culturally Inclusive Teaching. 5

  Principles of Culturally Responsive Teaching. 6

  Culturally Inclusive Teaching Practices. 7

  Validating Culturally Inclusive Teaching Practices. 7

  Tool for Measurement of Culturally Inclusive Teaching/Classroom Practices. 8

  Discussion and Description of The Tool 8

  Presentation of The Tool 9

  Application in The Classroom.. 12

  References. 15

   

   

   

  Culturally Inclusive Teaching Measurement Tool

  Cultural, religious, and linguistic diversities in schools requires the adoption of culturally inclusive practices in the classroom to accommodate all learners. Students requires a supportive environment that is free from any type of discrimination and prejudice (Waitoller & Kozleski, 2013). Teachers and the wider community should explore available opportunities for students to be comfortable in the classroom, despite their indifferent cultures and beliefs (Gay, 2018). Notably, culturally inclusive practices consist of different content and pedagogical approaches at classroom level that encourage greater cohesion and integration into an inclusive classroom. It includes materials and examples that challenge stereotypes and discourage prejudice and bias. The purpose of learning and teaching should be to allow students to share their experiences and become successful in school (Kumar, Zusho, & Bondie, 2018). However, to ensure that teaching is culturally inclusive, it is vital to have a way in which such inclusivity can me measured. As such, the adoption of an appropriate measurement tool for cultural inclusivity in teaching can be instrumental in ensuring even increased inclusion. This paper provides a brief review of literature on cultural inclusion in teaching practice and a measurement tool that can be used to measure cultural inclusivity in teaching/classroom practices.

  Brief Review of Literature

  Definition of Cultural Inclusive Teaching

  Culturally inclusive teaching is defined as a practice whereby both the staff and students recognize, appreciate, and capitalize on the diversity in the classroom and take measures to enrich the overall learning experience (Kumar, Zusho, & Bondie, 2018; Ford, Stuart, & Vakil, 2014). It includes developing personal contact and effective intercultural skills, which foster a learning environment that does not discriminate against any students despite their gender, relationships, affiliation, age, sexual orientation or ethnicity (Waitoller & Kozleski, 2013). According to Gay (2018) teachers are majorly cultural translators and bridge makers with a responsibility to ensure the appreciation of diversity in their classroom. Some of the qualities that teachers in an inclusive classroom should possess include cultural competence and ability to provide culturally responsive teaching. Ford, Stuart, & Vakil (2014) note that cultural competence is the ability of the teachers to form authentic and effective relationships with the learners despite their differences. Culturally response teaching, on the other hand, involves engaging the learners at a deeper level and making sure that students are affirmed in their cultural connections (Aronson & Laughter, 2016; Schmeichel, 2012). The classroom should both physically and culturally be inviting and institutional changes should be made to accommodate diversity in the classroom.

  Importance of Culturally Inclusive Teaching

              Various scholars have agreed that culturally inclusive teaching provides learners with a wide range of both cognitive and social benefits. According to Kumar, Zusho, & Bondie (2018), drawing from the cultural norms and knowledge of the learners results in better reading comprehension and mathematical thinking. The reasoning for this finding is that individuals learn new information if teachers link their teaching to what the students already know (Waitoller & Kozleski, 2013). As such, deploying materials, texts, and examinations from the cultural practices and background knowledge of the learners can make learning easier because it will leverage the neural pathways of the learners. Also, Aronson and Laughter (2016) opine that culture drives the manner in which the brain processes information. As such, learners who are allowed to share their oral traditions in the classroom might be primed to learn new information better and faster (Ford, Stuart, & Vakil, 2014). The other importance of culturally inclusive teaching is that it motivates and engages students to make learning experiences to be more personally and interesting. Also, inclusive practices in teaching cultivates critical thinking and problem-solving skills. Moreover, Douglas et al. (2018) contend that inclusive classroom teaching strengthens the racial and ethnic identities of the learners while also promoting a sense of identity and belonging. Different principles guide culturally inclusive teaching.

  Principles of Culturally Responsive Teaching

  Gay (2018) provides different principles which underscore culturally inclusive teaching practices. One of the key principles is that a teaching practice that is culturally responsive would affirm the students in their cultural connection as opposed to changing them to conform to a foreign culture. Kumar, Zusho, & Bondie (2018) add that teachers who want to have a culturally inclusive classroom should be personally inviting and provide an environment whereby the learners are free and happy to engage in different social activities without being ashamed of their cultural processes. Also, the classroom itself should be culturally and physically inviting. For instance, the teacher should have different pictures and images of different cultures, which implies that he/she appreciates cultural diversity (Gay, 2018). Also, teachers should make instructional changes based on the different learners to accommodate the cultural differences. Moreover, although instructors in the classrooms should always maintain control, the classroom should be managed in a fair, consistent and loving manner to ensure that all learners are confident in expressing their cultures without fear of discrimination or abuse (Coady, Harper, & De Jong, 2016). Finally, according to Gay (2018), culturally responsive classrooms should allow interactions that stress the importance of collectivity and individuality.

  Culturally Inclusive Teaching Practices

              In the classroom, culturally inclusive teaching practices are the pedagogical techniques that observe mutual respect, clear communication, effective relationships, and explicit understandings (Sleeter, 2011; Aronson & Laughter, 2016). Teachers should provide an opportunity for the learners to freely express their opinions including how they are and sentiments from their culture. Also, teaching practices that allow the students to fully participate in learning and social activities are vital in the inclusive classroom. Moreover, Kumar, Zusho, & Bondie (2018) propose that teachers should adopt policies and practices that enable learners to feel safe from any form of discrimination, abuse, unfair criticism, and harassment. Sleeter (2011) adds that a culturally inclusive classroom means that the learners can fully participate in the classes and experience less stress while also feeling comfortable in their surroundings. Also, all such teachers interact fully with the leaners and develop their own cultural awareness (Ford, Stuart, & Vakil, 2014). Likewise, a classroom is culturally inclusive if students are exposed to alternate perspectives and experiences. Cultural diversity should not be an impediment to student’s learning.

  Validating Culturally Inclusive Teaching Practices

  In the past, the measurement of cultural inclusivity of teaching practices was based on the academic success of the learners though standardized test scores. However, in the contemporary times, the measurement of the classroom practice is done in a holistic manner where the students’ social development, ethical development, physical development, identity development and development of lifelong learning and thinking skills is done (Waitoller & Kozleski, 2013). The validation of culturally inclusive teaching practices was based on various assumptions and misconceptions that people had on the concept. According to Hammond (2015) one of the misconceptions was that culturally responsive teaching was the same as multicultural education. Additionally, in the past educators assumed that culturally inclusive teaching should start with addressing any implicit bias. Also, it was expected that culturally responsive teaching was all about building relationships and self-esteem. As such, the measurement of the effectiveness of teaching strategies was based on the wrong metrics such as the self-esteem of the learners, whether the teachers were teaching about different cultures, and the presence of any implicit bias. However, contemporary measurements now focus on how diversity in the classroom is recognized and appreciated through the material used for teaching instructional strategies among other aspects. Creating and adopting an appropriate tool can lead to the determination of how much more efforts are required to ensure that the teaching practice is culturally inclusive.

  Tool for Measurement of Culturally Inclusive Teaching/Classroom Practices

  Discussion and Description of The Tool

  The purpose of a tool for the measurement of the level of culturally inclusive teaching and classroom practice is to evaluate the inclusivity of the classroom and determine areas where improvements are required. By using a culturally inclusive measuring tool, teachers and school administrators can assess whether the actions they have taken are making any impact. Additionally, the results of the tool allows schools to plan what they might do next and how they can get to complete cultural inclusivity in their classroom. The tool is majorly designed to help teachers in understanding the challenges that their learners go through and hence, enable them to become more inclusive and welcoming (Sleeter, 2011). In addition to measuring the level of inclusivity, the tool can also serve as both a discussion and education tool. For instance, by closely examining the real-life indicator of the tool, the staff and other stakeholders in school can gain an in-depth understanding of what inclusion entails. Notably, in ensuring inclusivity in teaching practices, teachers should often be aware of the different kinds of diversity and differences. The proposed tool for the measurement of culturally inclusive teaching/classroom practices is the Culturally Inclusive Teaching Assessment Tool.

  The Culturally Inclusive Teaching Assessment Tool is a framework designed to help teachers understand how inclusive their practices are to the diverse learners they have in their classrooms. The primary aim of using the tool is to assess the level of preparedness of the teachers and also encourage greater awareness of some the learner’s needs and issues that children form minority group’s may face (Kumar, Zusho, & Bondie, 2018). Also, a proper usage of the tool can help in the identification of the gaps and barriers that minority children face in the classroom. Also, a periodic use of the tool can lead to the identification of the various areas in the classroom practices that require improvement. As such, using the results of the measurement can lead to the adoption of proper strategies, which can result in more culturally inclusive and appropriate teaching services to children from diverse cultural backgrounds (Cuseo, 2015). The tool covers a wide range of areas including the educational programming in the classroom, the nature of communication between teachers and the learners, the physical environment, staff development, and policy management in the classroom.

  Presentation of The Tool

  The tool for the measurement of cultural inclusion in teaching practice is divided into several parts, which all seek to gauge the effectiveness of the efforts in place and the areas that need improvement. The tool is a quantitative one because it seeks to collect quantitative data from the learners and the teaches about the effectiveness of the mechanisms in place to ensure adoption of inclusive teaching practices. The responses obtained form the measurement tool will then be use by the teaches and the school administration to better their inclusive classroom teaching practices.

  1.Communication	Strongly Agree	Agree	Disagree	Strongly Disagree
  The school and teachers gather information on the cultural practices, background, and language of the learners
  Bilingual learners are given appropriate linguistic support during the teaching process
  Multilingual learners are given opportunities to communicate their needs in different ways
  Access to an interpreter is available to children in the classroom
  Access to translated materials is available to all students
  Teachers use the cultural names of the students and pronounce them correctly
  Teaching content and materials uses plain language and simple terms while avoiding jargons
  Please provide any Additional comments
  2. Educational Programming	Strongly Agree	Agree	Disagree	Strongly Disagree
  The teacher has access to current data and information on cultural diversity in the classroom and in the entire school
  The curriculum used reflects the cultural diversity of the learners and of the wider school community
  Teachers use a wide range of techniques/strategies to support and promote the cultural learning of the students
  Learning materials, resources, and activities reflect cultural diversity
  Instructors have opportunities to promote the use of the learners’ local dialectic in the classroom and in school
  Teaching supports ongoing engagement of the children’s parents/guardians
  The teaching practices create opportunities for the learners to fully participate in cultural activities and share/exchange their culture
  Please provide any additional comments
  3. Physical Environment and Practice	Strongly Agree	Agree	Disagree	Strongly Disagree
  The classroom and school compound incorporates resources and symbols relevant to the cultural diversity of children in the school. (For example, images on the walls, publications and pictures)
  Culturally inclusive practices are part of everyday practices and routines
  Learners can identify and appreciate their culture in the teaching classroom and the wider school community
  Learners are proud of their culture and are happy to say their home names and speak their local language
  Teachers promote in the students a strong sense of identity and awareness of their own cultures and those of others
  Instructors acknowledge, appreciate, and respect diversity in cultural practices specific to the students
  Teachers allow for the celebration of culturally diverse special events regularly
  Please provide any Additional comments
  4.Teachers’ Development	Strongly Agree	Agree	Disagree	Strongly Disagree
  The school has an ongoing commitment to professional training and development that promote culturally inclusive practices
  Teachers are regularly trained on cultural communication and support for the mainstream and minority students
  Teachers regularly reflect individuals and as a team on their teaching practices and styles to ensure the delivery of culturally appropriate and inclusive education
  Teachers are confident and conformable when deploying and working with interpreters
  Teachers have intercultural communication skills and support bilingual and multilingual students
  Teachers are equipped with the necessary resources that can ensure effective implementation of culturally inclusive teaching practices
  Please provide any additional comments
  5.Policy Management	Strongly Agree	Agree	Disagree	Strongly Disagree
  The school has a written and publicly available policy that addresses cultural diversity in teaching practice
  The schools’ policy includes mechanisms to promote and monitor the issue of access to and equity in teaching practice
  The school policy is reviewed regularly (yearly) with input from students and their parents/guardians.
  The school prevents, loathes, and challenges all forms of discrimination within the staff members and among the learners
  Teachers have access to different support systems on how to implement culturally inclusive classroom practices
  Teachers have permission to report and reprimand students found to have discriminated others based on their cultural beliefs and practices
  There are opportunities for learners and their families to be involved in the creation of frameworks and policies on ensuring cultural inclusion in teaching and learning
  Please provide any additional comments

  Figure 1: A measurement tool for culturally inclusive teaching practices in a classroom. Source: Own creation.

  Application in The Classroom

  The measurement tool for cultural inclusivity on the classroom will be applied by surveying both the learners and the teachers. A randomly sampled number of the learners will be issued with the tool and be required to honestly provide their responses to the different aspects addressed therein. The aim will be to get the feelings and views of the learners as to whether the teaching practices and materials in the classroom are culturally diverse. Additionally, the tool will be applied to enable teachers to assess the various efforts that they have in place to ensure that the classroom practices deployed are culturally inclusive. Also, it will be vital in ensuring the areas for improvement are identified. The quantitative data obtained from the measurement tool will then be analyzed to determine the areas of weaknesses, especially for the different thematic areas. For instance, after evaluating the educational programming aspect, teachers will understand ways in which they can structure their educational programs to make them more inclusive (Soukakou, 2012). Also, an assessment of the communication aspect will lead to better communication and hence, improved strategies for cultural inclusivity. Effective use of the tool described in Figure 1 above will be vital in ensuring better educational and life outcomes for the diverse learners.

  In sum, culturally inclusive classrooms provide learners with a wide range of academic, social, and cognitive advantages. The aim of this paper was to review literature on the various ways in which classroom practices can be culturally inclusive and to develop a measurement tool that could be applied in the classroom to measure cultural inclusivity of the teaching practices. A review of literature established that fostering a culturally inclusive classroom environment is a key motivating aspect for the learners because they develop a sense of identity and are free to share their cultural practices and beliefs. Also, the literature reviewed demonstrated that a culturally inclusive environment is one where there is an acknowledgment and appreciation of the cultural diversities of the learners and the adoption of pedagogical techniques suitable for the different cultural backgrounds and practices of the learners. A classroom that is culturally inclusive should allow learners to freely express their views and opinions and also fully participate in the learning process. Also, teachers should ensure that their classrooms are free from abuse, discrimination, and unfair criticism. The measurement tool development is intended to measure the cultural inclusivity of the classroom and contains different questions, which evaluate different aspects of cultural inclusion. The tool can be applied in a classroom by being issued out to the learners to provide their views and use the responses to improve on the inclusiveness of the classroom.

   

  References

  Aronson, B., & Laughter, J. (2016). The theory and practice of culturally relevant education: A synthesis of research across content areas. Review of Educational Research, 86(1), 163-206.

  Coady, M. R., Harper, C., & De Jong, E. J. (2016). Aiming for equity: Preparing mainstream teachers for inclusion or inclusive classrooms?. Tesol Quarterly, 50(2), 340-368.

  Cuseo, J. (2015). Effective Culturally-Inclusive Assessment of Student Learning & Academic Performance. AVID for Higher Education.

  Douglas, D. M., Alvara, R., Basham, J., Benally, C., Bowen, A., Clary, C., … & Groenig, N. (2018). Culturally inclusive practices: Implementation guidance for local educational agencies. Phoenix, AZ: Arizona Department of Education. Retrieved, 21.

  Ford, B. A., Stuart, D. H., & Vakil, S. (2014). Culturally Responsive Teaching in the 21 st Century Inclusive Classroom. Journal of the International Association of Special Education, 15(2).

  Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.

  Hammond, Z. (2014). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press.

  Kumar, R., Zusho, A., & Bondie, R. (2018). Weaving cultural relevance and achievement motivation into inclusive classroom cultures. Educational Psychologist, 53(2), 78-96.

  Schmeichel, M. (2012). Good teaching? An examination of culturally relevant pedagogy as an equity practice. Journal of Curriculum Studies, 44(2), 211-231.

  Sleeter, C. E. (2011). An agenda to strengthen culturally responsive pedagogy. English teaching: Practice and critique, 10(2), 7-23.

  Soukakou, E. P. (2012). Measuring quality in inclusive preschool classrooms: Development and validation of the Inclusive Classroom Profile (ICP). Early Childhood Research Quarterly, 27(3), 478-488.

  Waitoller, F. R., & Kozleski, E. B. (2013). Working in boundary practices: Identity development and learning in partnerships for inclusive education. Teaching and Teacher Education, 31, 35-45.

   

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