Title: Introduction: Teaching in Diverse, Standards-Based Classrooms
Headings: Introduction: Teaching in Diverse, Standards-Based Classrooms
Connecting Teachers, Students, and Standards
Introduction: Teaching in Diverse, Standards-Based Classrooms
Educational Trends That Affect Teaching
Standards-Based Reform
Inclusion
Cultural and Linguistic Diversity
Can Inclusion Really Work in Diverse, Standards-Based Classrooms?
Figure I.1. Current Movements in Education
Instructional Approaches That Support Inclusion in Diverse, Standards-Based Classrooms
Differentiated Instruction
Universal Design for Learning
Sheltered Instruction
Multicultural Education
MMECCA: A Framework for Success
Figure I.2. Elements of Instruction in Inclusive, Standards-Based Classrooms
Resources for MMECCA Framework
Books
Requesting Permission

Content: Enhancing the coherence and continuity of instruction by eliminating what some educators have viewed as a chaotic patchwork of curricula that may vary from teacher to teacher or from school to school. Addressing the soft bigotry associated with lower expectations for poor and minority students. Serving as a catalyst to promote collaboration between teachers in general education, special education, ESL, and bilingual education. Standards-based reform also helps educators share responsibility and accountability for the progress of all students, including students with disabilities and students from diverse backgrounds. Inclusion
As attention increases to ensure that all learners reach common standards, there is also more attention focused on integrating students with disabilities into general education classrooms. Some experts have referred to this movement as "inclusion." It is important to note, however, that the physical placement of students with disabilities in general education classes is not an end in and of itself, but rather a means to an end. The power of inclusion lies in how educators respond to individual differences. While standards-based reform calls for convergence in terms of learning outcomes, inclusion calls for divergence in terms of the strategies used in teaching. When inclusion is considered alongside standards-based reform, it would appear that teachers are being called upon to produce greater similarity in learning outcomes despite greater diversity in student populations.