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2211 - MULTICULTURAL/INCLUSIONARY EDUCATION

 

Throughout the history of our nation, the concept of people of many and varied cultures and backgrounds living and working together to build a better America has been a symbol of pride and hope. The pluralism of cultures has been an essential ingredient in the development of our society and is reflected in the public schools. Historically, the school curriculum reflected most strongly the culture of the majority. However, to help students understand themselves and others, to appreciate and value strengths, weaknesses, likenesses, and differences in all people, the school curriculum and all instructional materials should reflect an inclusionary perspective.

 

The concept of pluralism has been traditionally described by the use of a term called "multicultural education". The Board of Education believes that the idea of pluralism is larger and more encompassing than multicultural education, and should be expanded to focus on an inclusionary philosophy of education.

 

Inclusion is a philosophy whereby our District staff should promote equity and access for all students regardless of race, color, religion, ancestry, ethnicity, national origin, gender, disability, economic status, and/or learning styles.

 

The Board believes and declares that:

 

  1. multicultural/inclusionary education is of vital importance to the process of:

     

    1. the personal development of all students and staff;

       

    2. the achievement of harmony within our community;

       

    3. the stability and success of our nation.

       

  2. infusion of specific content throughout the District's curriculum will promote acceptance, understanding, cooperation, and appreciation of diverse groups of people. It challenges and rejects all forms of illegal discrimination in schools and society and accepts and affirms the pluralism (ethnic, racial, linguistic, religious, economic, and gender) that students, their communities, and teachers represent;

     

  3. administrators, teachers, and other support staff should receive professional development training which will enable them to foster understanding, acceptance, and positive relations among people of different backgrounds.

 

A philosophy of education that supports inclusionary practices can only be developed through a total school and community commitment toward providing students with educational experiences that will prepare them for leadership in the twenty-first (21st) century.

 

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