FOUNDATION

OF SPECIAL
AND INCLUSIVE
EDUCATION
 CHAPTER 1:
UNDERSTANDING DIVERSITY
I- DEFINITON
If a group of people were asked to list down their characteristics and
compare them, the chances of having a good number with exactly
the same characteristics will be zero. Even twins will have different
personalities and characteristics. There are many factors that make
one person different from the other person.
There are marked differences that are visible. These are physical
characteristics like the color of skin, color of hair, shape of eyes,
nose, height, weight, gender, age, socio-economic class, occupation,
and many others. These characteristics are quite obvious and
noticeable. As you walk through a mall, you will easily notice the
differences of people you meet. There are other differences brought
about by one's beliefs, mind-sets, values, sexual identity,
intelligence, personality, and others that are not easily evident or are
invisible.
These characteristics are not seen but are manifested through
behavior, decisions made, and words spoken. You will need to get
to know a person closer to be able to observe that he/she is
different from you or other people. Visible and invisible
characteristics of diversity are not necessarily connected because
there are times when a visible characteristic like skin color will
easily be related to a disposition or trait. For example, people
from Africa who have a dark skin color are believed to be poor and
unschooled. This is not necessarily true, but biases play a role in
these assumptions (Mor Barak 2005).
It is the uniqueness of each one that is the root of diversity. The
English noun that captures the essence of difference is the word
diversity. Diversity is from the Latin word divertere, which means
to turn away, separate, oppose (Latin Dictionary n.d.). The Collins
dictionary defines diversity as "the state or quality of being
different or varied; a variety or assortment; a point of difference;
the inclusion of people of different races, genders, religions, etc.
in a group; the relation that holds between two entities when and
only when they are not identical; the property of being
In the United Nations Educational, Scientific and Cultural Organization's
(UNESCO) Guide on Ensuring Inclusion and Equity in Education (2017),
diversity is defined as "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).
Diversity is an issue we have to face and conquer. Presently, people
recognize and consider the differences of each person as important. We all
live in a global village that brings about changing demographics both in
the work force and education. As our communities become more diverse,
it is imperative that we make an effort to understand the different
dimensions of diversity, which is not just all about accepting,
understanding, and tolerating one's uniqueness or differences. Confronted
with the need to live in one global village, it is valuable that we discover
and explore areas that could connect us and allow us to do collaborative
works. Accepting and celebrating the uniqueness of each individual will
allow for respecting different experiences and qualities of individuals that
will open up more avenues to solve problems and innovate. Collaboration
and communication are skills that are needed to develop and succeed. It
is, therefore, important that we understand our differences and master
how these could be used to harness tolerance, cooperation, and unity that
will lead to productivity.
II- LODEN’S DIVERSITY WHEEL

In 1990, Marilyn Loden and Judy Rosener developed the Diversity

Wheel model to address the growing diversity in America's labor
force. The model aimed to help people understand how group-
based differences influence their social identities and how they can
be managed as assets to develop productive working relationships.
The model was revised in 1996 to include additional aspects of
group differences and recognize the experiences of those who
identified these aspects as most important to their personhood. The
Diversity Wheel consists of primary and secondary dimensions of
diversity, which impact a person's beliefs, expectations, and life
experiences.
The primary dimensions are the stronger ones, which are influenced
by significant experiences or interactions with others. These core
dimensions are considered persuasive in establishing who we are,
our principles, sense of self, image, perceptions, and how we think
about others. The model aims to help people make their voices
heard and integrate into society without feeling excluded or one
FIGURE 1.1. LONDEN AND ROSENER’S DIVERSITY WHEEL (LODEN
1991)
 How to use the Diversity Wheel (Loden 1991)

A. How to use the Diversity Wheel Loden (1991) states that, "The Diversity Wheel
is useful in explaining how group-based differences contribute to individual
identities." The function of the wheel is to encourage people to talk and discuss
with each other and generate new points of view among each one in the group.
In the two dimensions of the wheel, each individual is made aware of his/her
differences.

What Does Your School Look Like Activity: (adapted from https://
nieonline.com/sentinel/downloads/curricula/diversity_poster.pdf)

B. The Diversity Wheel (Loden Model) Before the start of this activity, define
each factor in the two dimensions of the Diversity Wheel. A clear understanding
of what each factor means allows each individual to explain what this is for
him/her.
Title of Activity: How Diverse is
Your Class?
Materials:

A blank piece of paper with two columns: one that is headed Primary,
the other Secondary
A poster of the Diversity Wheel

Directions:

1. Under each heading, write down the dimensions as shown on the

wheel.
2. Next to each dimension, write in your personal information.
3. Choose a volunteer in the class to organize the information into a
graph or spreadsheet that describes each dimension (i.e., how
many in your class are catholic, female, etc.).
4. Discuss your findings.
Understanding and interacting with people globally is
challenging due to our differences in culture, people, and
spiritual beliefs. Loden's four principles for managing behavior
in a global context are respect, inclusion, cooperation, and
responsibility (RICR). Respect involves treating others the way
they want to be treated, inclusion ensures everyone is part of
the decision-making process, cooperation helps others
succeed, and responsibility manages personal behavior to
maintain a diversity-positive environment. The Diversity
Wheel helps consider how spiritual beliefs and cultural
differences shape others' identities and perspectives.
Understanding these principles can lead to an open and
accepting stance on opinions and differences in behavior. The
kind of world we live in will be determined by our efforts to
bridge diversity and contribute to the betterment of the world.
III: ABILITY (AND DISABILITY) AS A DIMENSION OF
DIVERSITY
Diversity and Disability:
• Diversity includes an individual's unique characteristics, experiences, and capabilities.
• It involves respect and tolerance of differences, allowing for the celebration of uniqueness.

Definitions of Ability and Disability:

• Ability: Defined as possessing the qualities, skills, or competence required to do something
(Collins English Dictionary).
• Disability: Defined by WHO as impairments, activity limitations, and participation
restrictions, influenced by health conditions and contextual factors.

Impact of Disability:
• Disability is not just a health issue but affects life circumstances and environmental
interactions.
• It influences self-identity and perspectives of the world.
• Legal Definition of Disability (ADA 1990): A person with a disability has a physical or
mental impairment that substantially limits major life activities.
• It includes those with a history of impairment and those perceived as having a disability.
Types of Disabilities:
• Disabilities can affect senses or mobility.
• They can be static or progressive, congenital or acquired, formal
(physical) or functional, visible or invisible.

Recognition and Inclusion:

• People with disabilities are unique individuals who may face social
exclusion.
• They should be acknowledged as part of diversity and not discriminated
against.
• They have the right to be understood, accepted, and given equal
opportunities.

Perspective on Disabilities:
• Disabilities should be viewed as a natural part of life and diversity.
Society should create avenues for inclusion and accessibility.
• Individuals with disabilities must identify themselves to foster societal
acceptance and accommodation.
IV: THE DILEMMA OF DIVERSITY
Challenges in Embracing Diversity:
-Despite laws and policies, discrimination persists based on race, gender, age, and
intellect.
-Women and people of color face barriers to management roles in some
workplaces.
-Racial stereotyping remains prevalent, leading to biases and profiling.
-Muslims often experience targeted scrutiny in immigration processes.
-Non-married and same-sex couples face social rejection in certain regions.
-Children with special needs are sometimes excluded from schools.
-Indigenous children face educational systems that overlook their cultural
background and needs.

Progress in Diversity Acceptance:

-More workplaces now implement systems to promote diversity and inclusion.
-Diverse perspectives enhance creativity, innovation, and productivity.
-Schools play a crucial role in teaching tolerance and respect for differences.
-Governments recognize diversity as vital, leading to inclusive policies and laws.

Conclusion:
-Diversity is an essential aspect of life and community.
Agenda
Introduction
Building confidence
Engaging the audience
Visual aids
Final tips & takeaways
The power
of
communicat
ion
Overcomin
g
nervousne
ss
Confidence-building
strategies
Engaging the audience

• Make eye contact with your audience to create a sense of intimacy and
involvement
• Weave relatable stories into your presentation using narratives
that make your message memorable and impactful
• Encourage questions and provide thoughtful responses to enhance
audience participation
• Use live polls or surveys to gather audience opinions, promoting
engagement and making sure the audience feel involved
Selecting
visual aids
Enhancing your presentation
Effective delivery techniques
This is a powerful tool in public Effective body language enhances
speaking. It involves varying pitch, your message, making it more
tone, and volume to convey impactful and memorable:
emotion, emphasize points, and • Meaningful eye contact
maintain interest:
• Purposeful gestures
• Pitch variation
• Maintain good posture
• Tone inflection
• Control your expressions
• Volume control
Navigating Q&A sessions
1. Know your material in Maintaining composure during the
advance Q&A session is essential for
2. Anticipate common questions projecting confidence and
authority. Consider the following
3. Rehearse your responses tips for staying composed:
• Stay calm
• Actively listen
• Pause and reflect
• Maintain eye contact
Speaking impact

Your ability to communicate effectively

will leave a lasting impact on your
audience
Effectively communicating involves not
only delivering a message but also
resonating with the experiences, values,
and emotions of those listening
Dynamic delivery
Learn to infuse Metric
Measuremen
Target Actual
energy into your t
delivery to leave a Audience # of
lasting impression 150 120
attendance attendees
One of the goals of Engagement
Minutes 60 75
effective duration
communication is Q&A # of
to motivate your 10 15
interaction questions
audience
Positive Percentage
90 95
feedback (%)
Rate of
Percentage
information 80 85
(%)
retention
 Final tips &
Seek feedback
Reflect on performance
takeaways
Explore new techniques • Consistent rehearsal
Set personal goals • Strengthen your familiarity
Iterate and adapt • Refine delivery style
• Pacing, tone, and emphasis
• Timing and transitions
• Aim for seamless, professional delivery
• Practice audience
• Enlist colleagues to listen & provide
feedback
Speaking engagement metrics
Impact factor Measurement Target Achieved

Audience
Percentage (%) 85 88
interaction
Knowledge
Percentage (%) 75 80
retention
Post-presentation
Average rating 4.2 4.5
surveys

Referral rate Percentage (%) 10 12

Collaboration
# of opportunities 8 10
opportunities
Thank you
Brita Tamm
502-555-0152
[email protected]
www.firstupconsultants.com