Inclusive Pedagogical Approach

As an educator I can model for students the social and emotional acceptable cues within the school setting. For example, in a role-playing exercise, students have the chance to imitate and reproduce the social and emotional factors that express by human beings. On the other side of the spectrum, homogenous groups in inclusion classroom setting impede the progress of establishing an inclusive learning community. Academic leaders and administrators also understand that learning is impoverished when it occurs among homogenous groups of like-minded people (Tienda, 2013). For this reason the homogenous group classical teaching practice is out of the table to avoid segregating student based on their ethnic background and cultural identity. As an effective educator I will focus on showing the cultures similarities and rich differences that each individual posses to foster equality and solidarity.
Accordingly, the sociocultural theory, which is about the relationship and culture had in the learning development of the individual, will assist me with this objective. The culture of students will be an important component to embrace diversity in the classroom. Within the inclusive pedagogical approach, human diversity is seen as strength, rather than a problem, as children work together, sharing ideas and learning from their interactions with each other (Florian & Spratt, 2013). This statement aligns with my personal philosophy of inclusion reminding me that I have to see the students diversity as an asset that has great potential to enforce the social and emotional attributes displayed by