Creating a Supportive Learning Environment

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As teachers we should focus on the importance of creating supportive learning environments which instil the notion of inclusivity of all students, with or without disabilities. As students enter the classroom they bring a mixture of cultural, academic and behavioural diversity with them (Watkins, 2005). As teachers we need to embrace the unique qualities that each student holds and make the most of this diversity to enhance the learning outcomes of all students. This critical reflection aims to identify how teachers can set up the learning environment to specifically maximise teaching and learning for all. In correspondence to each idea mentioned, I will also reflect on some potential advantages and challenges that beginning teachers may encounter when implementing these practices into the classroom. When creating a supportive learning environment it is important to consider some of the underlying barriers that can prevent the inclusion and the prospective learning of our students in the classroom. As teachers we need to take into account what kind of classroom climate we are creating for not only our students but their respective parents as well. It is vital as teachers that we understand how threatening and overwhelming the complexities of the classroom environment can be, especially to a parent. I personally believe that it is imperative that teachers should instil a welcoming, supportive and accepting environment in which everyone that enters the classroom feels appreciated. However a potential set back in regard to the inclusion of specific students with disabilities, and their families, can fundamentally depend on whether the culture of the school supports this notion. According to Ashman and Elkins (2008) there are p... ... middle of paper ... ...tment of students with special needs and disabilities is not emphasised. A student’s diverse needs are more so embraced as a fundamental part of the pursuit of improved academic outcomes, and not instead of it. Works Cited Ashman, A.F., & Elkins, J. (2008). Education for Inclusion and diversity. Frenchs Forest: Pearson Education. Watkins, D. E. (2005). Maximising Learning for Students with Special Needs. Kappa Delta Pi Record, 41 (4), 154-158 Cramer, S. , & Stivers, J. (2007). Don't Give Up! Practical Strategies for Challenging Collaborations. Teaching Exceptional Children, 39 (6), 6-11 Daniels, D. H., & Perry, K. E. (2003). “Learner-Centered” According to Children. Theory in Practice, 42 (2), 102-108 Pisha, B., & Coyne, P. (2001). Smart from the start: The promise of universal design for learning. Remedial and Special Education, 22 (4), 197-203
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