Ed 4

FSIE

UNDERSTANDING
DIVERSITY
JOHANNE SJ. ATERRADO
Subject Facilitator

Reference: Foundations of Special and Inclusive Education,

Aligada-Hala, Cristina Nieves et.al, Rex Book Store

MODULE 1
Objectives

At the end of the chapter you will be able to:

1. Discuss the meaning and significance of
diversity
2. Demonstrate the use of Loden’s Wheel of
Diversity and
3. Support diversity as a positive component of
relationships, education and organizations
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DEFINITION OF DIVERSITY

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Definition
➢Latin word “divertere”
➢To turn away, separate, oppose (Latin Dictionary)
➢The state or quality of being different or varied; a
variety or assortment; appoint of difference; the
inclusion of people of different races, genders,
religions, etc. (Collins Dictionary)
➢People’s differences which may relate to their race,
ethnicity, gender, sexual orientation, language,
culture, religion, mental and physical ability, class,
and immigration status. (UNESCO 2017)
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➢Diversity is an issue we have to face and
conquer.
➢People recognize and consider the differences
of each person as important.
➢As our communities become more diverse, it
is imperative that we make an effort to
understand the different dimensions of one’s
uniqueness or differences.
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➢Accepting and celebrating the uniqueness of each
individual that will open more avenues to solve
problems and innovate.
➢Collaboration and communication are skills that are
needed to develop and succeed.
➢It is important that we understand our differences
and master how these could be used to harness
tolerance, cooperation, and unity that will lead to
productivity.
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LODEN’S DIVERSITY WHEEL

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➢Marilyn Loden, an American writer, and Judy
Rosener, a professor at the graduate school in the
University of California, Irvine developed a
framework to respond to the flourishing divergence
in America’s labor force.
Goal
➢To capacitate people to make their voices heard by
pointing to their diversity and its impact on their
person, their rights, and their freedom. (Loud and Dean
1991)
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➢Loden recognized the demand for an instrument that
would help people better understand how group-based
differences influence people’s social identities.
➢Dissatisfaction, distrust, competition would ensue when
the different dimension of diversity are not given
recognition.
➢Loden and Rosener’s extensive research led them to
maximizing the workforce of diverse group of people,
managing diversities as assets to develop productive
working relations.

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➢The model was revised in 1996 to cover additional
aspects of group difference that were implied in the
first model.
➢The changes were to recognize the experiences of
people who identified these aspects as most
important to their personhood.
➢The different components in the Diversity Wheel
played significant roles in building character and
possibly forming stereotypes.
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Diversity Wheel

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Diversity Wheel
➢The Diversity Wheel pointed to the significance of
our social characters and the ways in which people
develop their identity when they are able to establish
a connection with a specific group of people.
➢The Wheel consists of primary or core and
secondary dimensions of diversity.
➢The categories put forward the effects of these
difference on a person’s beliefs, expectations, and
life experiences. The dimensions are the
components that comprise the whole person.
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Diversity Wheel
➢The primary or core dimensions are in the inner circle.
➢These are the stronger one.
➢The characteristics we were born with or established by
significant experiences we had or people we interacted
with.
➢These are considered to be distinctly persuasive in
establishing who we are- our principles, our sense of
self, our image, our perceptions, and how to think about
others.
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Diversity Wheel

➢The core dimension or

attributes are in place or
established and the least
likely to change.
➢The core elements are age,
ethnicity, gender, physical
abilities/qualities, race,
income, sexual orientation,
class and spiritual beliefs.

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Diversity Wheel
➢The secondary dimensions
are in the outer circle.
➢These characteristics are also
part of our social identity, but
they can change or be
discarded as our life
experiences impact us.
➢They influenced by people we
encounter, places we go to or
live in, and experiences we go
through.
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Diversity Wheel

➢The second dimension is

composed of geographical
locations, marital status,
religious beliefs, parental
status, income, education,
work experience, military
experience, first language,
family status, and work and
communication styles.

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Diversity Wheel

➢Together, the core or

primary dimensions and the
secondary dimensions
notably affect our prior
experiences, viewpoints, and
principles, giving us an
exclusive mind-set of the
world around us, making
each one of use distinct
individuals
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ABILITY (AND DISABILITY) AS
ADIMENSION OF DIVERSITY

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➢Diversity covers the limitless domains of
an individual unique characteristics,
experiences, and capabilities. Diversity
encompasses respect and tolerance of
differences that enables a celebration of
uniqueness.

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➢Ability refers to the possession of the qualities
required to do something; necessary skill or
competence, or power. (Collins English Dictionary)
➢Disability refers to the umbrella term for
impairments, activity limitations, and
participation restrictions , referring to the
negative aspects of the interaction between an
individual (with health condition) and that
individual’s contextual factors (environmental
and personal factors) (World Health Organization)
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➢Disability is not only a health issue,
but also an issue that affects a person’s
state in life and the environment he/she
is in.

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➢The person’s self-identity and his/her perspectives of
the world around him/her are affected by both ability
and disability.
➢Peron with a disability as a person who has a physical
or mental impairment that substantially limits one or
more major life activity. (American Disability Act of 1990 (ADA)
➢This includes people who have a record of such an
impairment even if they do not currently have a
disability. It is also includes individual who do not
have a disability but are regarded as a having
disability.
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➢“Disabilities may affect one’s senses or one’s mobility’
they may be static or progressive, congenital or
acquired, formal (affecting the shape of the body) or
functional, visible or invisible” (Couser 2005)
➢A person’s disability makes him/her a unique
individual who is at times, sunned from places and
activities.
➢They have to be acknowledged as part of the
spectrum of diversity.
➢They have to be recognized as human beings who
should not be discriminated against, but rather
understood, accepted, and tolerated.
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➢They have to be accorded their rights.
➢People with disabilities have to be
perceived and accepted as people with
distinct abilities.
➢They have to identify themselves as
having disabilities so that the world can
accept them and create avenues for
them to live in.
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THE DILEMMA OF DIVERSITY

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➢Discrimination issues around race, gender,
age, and intellect still abound inspite of
charters, laws, and policies that uphold
diversity.
➢Women and people of color are still
discriminated against and not given
positions in management or administration.
➢People of a certain race are stereotyped to
be of a specific character.
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➢Non-married and same-sex couples are still
not accepted in some parts of the world.
➢In some schools, children with special needs
are shunned with the reason that they are
not ready for school yet or are not suited for
the school.
➢Children from indigenous groups have to go
through an educational system that does not
consider their ethnic background, needs and
values.
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➢Diverse ways of thinking and doing things bring in
creativity and productivity.
➢Innovative thinking and collaboration are
encouraged when different people work to come
up with solutions to problems or challenges.
➢In schools, diversity is the best way to teach what
it means to be tolerant and respectful of each
other’s differences.
➢Diversity, is an integral component of life and of
living.
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 Ed 4
FSIE

UNDERSTANDING
DIVERSITY
ACTIVITY NO. 1
Reference: Foundations of Special and Inclusive Education,
Aligada-Hala, Cristina Nieves et.al, Rex Book Store
YOU CAN TYPE YOUR ANSWER IN ANY WORD APPLICATION OR
WRITE YOUR ANSWER IN A WHITE BOND PAPER (PLEASE WRITE
LEGIBLY) TAKE A CLEAR PICTURE AND SUBMIT/UPLOAD IT ON OUR
GC CLASSWORK. AFTER UPLOADING YOUR ACTIVITY, CLICK OR TAP
“DONE” “TURN IN” OR “HAND IN” ON YOUR GADGET. PLEASE BE
DEFINITE WITH YOUR ANSWER.

PLEASE ACKNOWLEDGE YOUR REFERENCES.

 Activity no. 1
1. What is the definition of diversity?
2. Why is diversity important in the present times?
3. What are the two dimensions in Loden’s Wheel of Diversity?
How can this model be used?
4. Why are ability and disability considered another dimension
of diversity?
5. How does diversity encourage innovation and problem
solving?
6. What can non-acceptance of diversity do in an organization?
Module 1 (FSIE) JSJA
Assessment
Rubrics for each answer.

Criteria Points
Answer/Argumentation/Ex 2 pts
planation
Personal Insights 2 pts
Completeness of the 1 pt
answer
TOTAL 5 pts x 6 = 30 pts

Module 1 (FSIE) JSJA