Ch. 5 - Creating an Environment that Fosters Acceptance and Friendship

Many students enter schools with misconceptions and stereotypical views about people they perceive as different. There are instruments and questionnaires available to help assess students’ attitudes towards individuals with disabilities. You can also use individual differences probes to assess students’ feelings about differences and factual knowledge/stereotypes about various groups. Have students draw pictures or complete a peer nomination sociogram, etc.

Classrooms should reflect all students to prepare students to be citizens of a diverse world. You can foster positive attitudes by using attitude change and information sharing strategies.
o Promote the view that similarities and differences are natural and positive, foster sensitivity no sympathy, establish collaborative interactions and equal status relationships
o Use individual first language that focuses on the person rather than their differences
o Expect all students to participate academically and socially, hold high and appropriate standards
o Offer all students choices and ask them about their preferences
o Give students responsibilities and speak to them in an age appropriate manner, do not engage in care giving and parenting behaviors
o Talk to students directly, encourage them to speak to one another directly
o Help students understand that fairness and sameness are not the same. Provide all students with varied learning activities. Ask all students to identify their own strengths and weaknesses and what helps them succeed.
o Use disability simulations so students can experience how it feels to have a disability. Study individuals with disabilities who are highly accomplished, have guest speakers.

Use an antibias curriculum to foster understandings and appreciation related to differences of race, language, gender, religion, socioeconomic status, and disability.
o Make cultural diversity activities an ongoing part of the curriculum instead of a special onetime visit.
o Teach students about various ways of life within all cultures and emphasize that individuals experience culture in personal ways and have multiple identities.
o Use cross cultural literature, stories, poems, folktales, to focus on multicultural issues. Encourage you students to connect to characters’ feelings and situations.
o Students and families can be resourced for teaching about cultural diversity.
o View language diversity as a resource and support bilingualism.
o Help male and female students expand their options in terms of behaviors, feelings, interests, career aspirations, and abilities. Raise awareness of how gender bias has negative effects on all individuals.
o Teach respect for all religions by presenting them in a factual, respectful, neutral, and balanced manner that does not endorse, promote, distort, or denigrate any religion. Be sensitive and prepared to address misconceptions and disagreements.
o Frame assignments in an inclusive manner considering family differences.
o Counteract ridicule of students from low SES by teaching about these circumstances in a way which avoids stigmatisms.
o Teach about stereotyping. Discuss and critique how language, books, TV, commercials, jokes, toys and other items create and contribute to stereotypes. List and discuss stereotypes that students may have or recognize.
o Teach students how to recognize discrimination, confront it and be aware of its effects.

Teach about friendship, offer social skills instruction, create a friendly environment and foster communication among students.

Resources:
Culturally Responsive Literacy Instruction. Tandira Callins, University of North Florida.

Cultural Identity and Teaching. Kim Kennedy White, Metropolitan State College, Shelley Zion, University of Colorado at Denver and Health Sciences Center, Elizabeth Kozleski, Mary Lou Fulton College of Education, Arizona State University.

Teaching Social Skills. Christine D. Bremer and John Smith.