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Accommodating Differences Differences among individuals in ethnic, cultural, religious or linguistic lines are one of the main sources of conflict between them. This paper contributes to determining whether, how and under what conditions individuals can facilitate conflict prevention & conflict management. A group is composed two or more people who share a common definition and evaluation of themselves and behave in accordance with such a definition. For example, let us take three perspective groups namely Group A, Group B & Group C of children that contribute a class. COMMON CHARACTERISTICS Group A: These children speck English language, Christian by religion and have white colour. Group B: These children speak Hindi, Hindu by religion and fair (not white) in colour.
Group C: These children are from African origin, black in colour & do not know English. Every individual has different habits & qualities but due to some common basic things like language, culture or religion he / she attracted to a person of same language, culture or religion. CHALLENGES Group A: These children can understand English language & can learn faster if examples are given from their social background. Group B: These children do not know the English so cant learn in this language. Other thing is that cultural values of these children are different. They can learn English slowly but learn faster in Hindi language.
Group C: Again, These children also not aware of English, from low class society and very indifferent in food habits, learning style & other basic activities. LEARNING OPPORTUNITIES Strength lies in differences, not in similarities. " - Stephen Covey An educator can learn how to manage between people of different religion, culture. Difference management is respecting the different needs and motivations of people and relating to them in ways they find rewarding. If differences are not managed and kept in check they can lead to conflict, dysfunctional teams, inefficiency and wasted effort.
Individuals and teams inherently have differences, but when managed effectively these differences can become complimentary to each other and facilitate a common synergy. Difference Management is a highly important management skill. This activity looks at what Difference Management is, why it matters, the key indicators and behaviors associated with Difference Management and includes suggestions for improvement at the individual and team levels. Difference management also helps in Conflict Management, which is also another important aspect of management. Learning accommodating difference means increasing ability to take better decisions. ACCOMMODATIONS Developing adaptations and accommodations is a continuous process.
The first step is to assess abilities and the environment where the group or individuals will be spending time. Once the goals and objectives are identified and expectations for the group participation in that environment are established, the educator selects or creates adaptations and accommodations that address those needs. Once implemented, their effectiveness should be assessed on an ongoing basis and revised, as needed. There are some methods for accommodation: 1. Instructional groupings or arrangements - For any given activity there are a number of instructional arrangements from which to choose: large groups, small groups, cooperative learning groups, peer partners, one-to-one instruction, and / or independent tasks. 2.
Lesson format - The format of a lesson may be altered to meet the needs of a student by including more opportunities for whole class discussions, games, role playing, activity-based lessons, experiential lessons, demonstrations, and / or thematic lesson organization. 3. Teaching strategies - A change in teaching strategies can influence a students ability to participate. Examples include: simplifying directions, addition of visual information, use of concrete materials / examples , sequencing learning tasks from easy to hard etc. 4. Curricular goals and learning outcomes - To match the needs of a student within the context of an activity, it may be appropriate to individualize the learning objectives. This can often be accomplished using the same activities and materials. 5. Adaptations to the method for responding - Sometimes student may understand a concept yet need an adaptation in the way they demonstrate that knowledge.
Use of augmentative communication systems, eye gaze, and demonstrations. 6. Environmental conditions - The environmental arrangement is an important aspect. Changes in lighting noise level, visual and auditory input, physical arrangement of the room or equipment, and accessibility of materials are important considerations. 7. Modification of instructional materials - It is sometimes necessary to physically adapt instructional materials to facilitate a student's participation. 8.
Level of personal assistance - A student's need for assistance may range from periodic spot checks to close continuous supervision. Assistance may vary from day to day. CONCLUSION: Considering the above, we can conclude that understanding the educational philosophy of every type of culture, caste, religion etc. is very helpful resource to accommodating differences between them. BIBLIOGRAPHY: 1.
Curricular Adaptations: Accommodating the Instructional Needs of Diverse Learners in the Context of General Education. (1993). Kansas State Board of Education. Thompson, B. , Wickham, D. , Wegner, J. , Ault, M. , Shanks, P. , & Reinertson, B. (1993). Handbook for the inclusion of young children with severe disabilities. Lawrence, KS: Learner Managed Designs, Inc. Villa, R.
A. & Thousands, J. S. , Ed. (1995). Creating An Inclusive School. Association for Supervision and Curriculum Development, VA 2. < web > 3. < web >
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