Inclusive diversity

1. Otherness and diversity in education

The principle of an inclusive approach is respect for diversity and the right of each individual to equal membership in the community and society. Inclusion presupposes the heterogeneity of pupils, which is a basic characteristic and one of the unchangeable conditions of a truly inclusive school. Pupils can be different in terms of gender, temperament, mother tongue, religion, nationality, performance, age and a number of other factors that are of different importance with regard to upbringing and education. Pupils' diversity can be seen as a natural matter and a benefit, but it can also become a problem if the school cannot handle it properly. Inclusive friendliness to differences has a number of good reasons - especially:

Even the different abilities of pupils are not considered disruptive in inclusive education, as the criterion for inclusive assessment is the individual potential as well as optimal development of each pupil. Any difference is considered essentially a cultural determinant which can be perceived either negatively (strangeness), or positively (natural form of diversity).

We can even see inclusive school as a form of intercultural education, where the differences are also a catalyst for good inclusive practice. It was found, that schools, which have to cope with a greater range of differences between the pupils, are able to implement inclusive values and meet the criteria of inclusive education in a better way.

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2. Heterogeneity in inclusive school

What is a heterogoeneous classroom?

Heterogeneous group in educational settings include students with different abilities and other characteristics. The heterogenaity in school practice stems from the education precept that positive interdependence develops when students of varying achievement work together and help each other reach educational goals. Rather than putting gifted students, average students, and students with special needs in separate classrooms, school administrators can divide students into classes with a relatively even distribution of skills and needs.

Heterogeneous groups contrast directly with homogeneous groups, in which all students perform at roughly the same instructional level. In fact, every school class is naturally heterogeneous, because even students of the same age and similar abilities are never exactly the same. However, in an inclusive classroom, the differences between students can be quite large and the way of working with such a group must be adapted to this situation.

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