Understanding Learner Diversity in Inclusive

Classrooms
Learning Objectives
By the end of this lesson, students should be able to:

1. Define learner diversity and identify its various dimensions in the classroom.
2. Explain how inclusive education views diversity as an asset, not a challenge.
3. Describe the characteristics and implications of typical and atypical development.
4. Analyze Loden’s Diversity Wheel and its relevance to classroom practices.
5. Differentiate ability and disability as a critical dimension of diversity.
6. Discuss social and educational dilemmas surrounding diversity.
7. Identify inclusive strategies that respect and support diverse learners.
8. Reflect on the value of diversity in education and society.

What is Learner Diversity?

Learner diversity refers to the wide range of differences that students bring into the
classroom, including ability, language, culture, gender, socioeconomic status, religion, learning
styles, and lived experiences (Tomlinson, 2014; Florian & Black-Hawkins, 2011).

Some students may have visible or invisible characteristics that influence their learning and
participation, while others may face barriers due to disabilities, poverty, trauma, or cultural
marginalization (UNESCO, 2017). Inclusive education treats diversity as a strength and
resource, not a problem (Booth & Ainscow, 2011).

Understanding Diversity
The word diversity comes from the Latin divertere (“to differ or turn aside”), emphasizing
human variation and uniqueness.

• UNESCO (2017): Diversity includes differences in race, ethnicity, gender, sexual

orientation, language, culture, religion, ability, class, and migration status.
• Collins Dictionary: Diversity means being varied or distinct in number and kind.

In education, diversity highlights the uniqueness of each learner and the need for equitable
learning opportunities.
Loden’s Diversity Wheel

Developed in 1990 by Marilyn Loden and Judy Rosener, the Diversity Wheel explains
how identity is shaped by multiple characteristics.

• Primary (Core) Dimensions: Usually fixed — age, ethnicity, gender, mental/physical

ability, sexual orientation, and race.
• Secondary Dimensions: More fluid — education, income, geographic location,
language, religion, family status.

DIVERSITY WHEEL

The wheel helps educators recognize that identities intersect and influence classroom
dynamics. Using this model fosters respect, cooperation, inclusion, and responsibility in managing
diversity (Loden, 1991).

Dimensions of Diversity in the Classroom

A. Cultural and Linguistic Diversity

• Learners may come from indigenous or multilingual backgrounds.

• Strategy: mother-tongue instruction, culturally responsive pedagogy, visual storytelling
(Gay, 2018).
B. Socioeconomic Diversity

• Poverty can affect nutrition, attendance, and access to resources.

• Strategy: school-based feeding, resource-sharing, social service referrals (OECD, 2018).

C. Neurodevelopmental and Physical Diversity

• Learners with dyslexia, ADHD, ASD, or physical impairments may need adjustments.
• Strategy: UDL, assistive technology, and IEPs (Friend & Bursuck, 2021).

D. Gender and Sexual Orientation

• LGBTQ+ learners may face stereotypes and exclusion.

• Strategy: use inclusive language, anti-bullying policies, gender-sensitive teaching
(DePalma & Atkinson, 2009).

E. Family and Community Background

• Circumstances like trauma, migration, or early responsibilities affect learning.

• Strategy: strengthen home–school partnerships and integrate socio-emotional learning
(Bronfenbrenner, 1979).

Ability and Disability as a Dimension of Diversity

• Ability = competence, skills, or power to perform tasks (Collins Dictionary).

• Disability (WHO): impairments, activity limitations, and participation restrictions due to
interaction of individual and environment.

Disabilities may be congenital or acquired, visible or invisible, static or progressive.

Inclusive education shifts the focus from a deficit model to a strengths-based, social model,
emphasizing barrier removal and accessibility.

The Dilemma of Diversity

Despite progress in laws and policies, discrimination persists in workplaces, schools, and
society:

• Women and people of color still face barriers to leadership roles.

• Children with disabilities and indigenous learners may be marginalized in schools.
• Gender, race, or religion-based stereotypes continue to limit opportunities.
Yet, diversity also generates:

• Creativity and Innovation – diverse teams produce stronger solutions.

• Collaboration – inclusive groups foster collective achievement.
• Empathy and Respect – exposure to difference deepens human understanding.

Thus, diversity serves as both a challenge and a curriculum for teaching tolerance, social
justice, and equity.

Classroom for Diversity – Rethinking Curriculum and Pedagogy

A. Women’s Curriculum

• Recognizes women’s activities, voices, and histories as significant areas of study.

• Values pluralism, contextual analysis, and life histories.

B. Gender-Balanced Curriculum

• Emphasizes positionality: identity markers like gender, race, and class shape experiences.
• Seeks to integrate women’s and men’s perspectives for a fuller human narrative.

C. Changes in Traditional Teaching

• Knowledge is socially constructed, shaped by diverse voices.

• Teachers and students co-create meaning; authority and mastery shift toward shared
interpretation.
• Key elements: Mastery (interpretation), Authority (shared learning responsibility),
Voice (inclusion of silenced groups), Positionality (acknowledging inequality in
context).

Implications for SPED and Inclusive Education

• Recognize unique learner profiles and design differentiated instruction.

• Foster identity safety — affirming cultural, linguistic, and personal backgrounds.
• Apply the social model of disability: barriers, not impairments, cause exclusion.
• Collaborate with families and communities.
• Prioritize UDL, early intervention, and equity in classroom practices.
References:

Booth, T., & Ainscow, M. (2011). The index for inclusion: Developing learning and
participation in schools (3rd ed.). Centre for Studies on Inclusive Education (CSIE).

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and

design. Harvard University Press.

Collins English Dictionary. (n.d.). Diversity. Retrieved from https://www.collinsdictionary.com

Couser, G. T. (2005). Disability and narrative. Prose Studies, 27(1–2), 21–33.

https://doi.org/10.1080/01440350500068959

DePalma, R., & Atkinson, E. (2009). Interrogating heteronormativity in primary schools: The
No Outsiders project. Trentham Books.

Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational
Research Journal, 37(5), 813–828. https://doi.org/10.1080/01411926.2010.501096

Friend, M., & Bursuck, W. D. (2021). Including students with special needs: A practical guide
for classroom teachers (9th ed.). Pearson.

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.).
Teachers College Press.

Irwin Publishing. (1991). Workforce America! Managing employee diversity as a vital resource.
Irwin.

Loden, M., & Rosener, J. B. (1991). Workforce America! Managing employee diversity as a vital
resource. Business One Irwin.

Lou, M. A., & Dean, M. C. (1991). Managing diversity in organizations: A casebook. Kent
Publishing.

OECD. (2018). Equity in education: Breaking down barriers to social mobility. OECD
Publishing. https://doi.org/10.1787/9789264073234-en

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners
(2nd ed.). ASCD.

UNESCO. (2017). A guide for ensuring inclusion and equity in education. United Nations
Educational, Scientific and Cultural Organization.
https://unesdoc.unesco.org/ark:/48223/pf0000248254

World Health Organization. (n.d.). Disability and health. Retrieved from

https://www.who.int/news-room/fact-sheets/detail/disability-and-health