UNDERSTANDING

DIVERSITY

Course: CTE-FoSped
Course Description: This course discusses theoretical, historical, legal, and
sociological foundations that provide the framework for a clear understanding of
inclusive and special education. Provided are extensive discussions on inclusion
and diversity and a strengths-based approach to instruction that encompass
learners with additional needs (i.e., disability) and persons in other marginalized
groups.

Module 1: Week 1-2 (5 hours)

Instructor: Mr. Jan Marco A. Pacas

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Module 1

Week 1-2 (5 hours)

Experience Total Human Formation

Overview
In this module, you will obtain a better understanding of what diversity is. Using
Loden's Wheel of Diversity, the various aspects that make one person different from
the other will enable you to discuss how each aspect contributes to each one's identity,
beliefs, practices, and behavior. You will also gain an understanding of why it is
important to recognize disability as part of diversity. You will learn about how
diversity, as a positive component, contributes to progress and productivity. It is
important that we recognize and accept diversity. This means accepting, respecting,
and tolerating each other's differences. It means awareness of laws, policies, and
systems that uphold one's individuality and uniqueness. These would mean a more
peaceful and humane world.

General Instructions
● Read and follow instructions carefully.

● Some activities require research and thorough reading. Please be responsible to

do your part.

● Learning is self-paced and self-directed. Use your time wisely.

● Your success in this module largely depends on your diligence and hard work in

accomplishing the activities prepared for you.

Learning Outcomes
At the end of the module, you must have:

1. discussed the meaning and significance of diversity,

2. constructed a Venn diagram showing similarities and differences through an

interview, and

3. addressed the importance of individuals self-defining their identities and

challenging stereotypes

Instructor’s E-mail address: [email protected]

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Contact Number: 09381118870
LSU hotlines: 088 521 0342 local 156 or 157
Module 1

Week 1-2 (5 hours)

Experience Total Human Formation

Explore
Definition of Diversity
If a group of people were asked to list down their characteristics and compare
them, the chances of having a good number with exactly the same characteristics will
be zero. Even twins will have different personalities and characteristics. There are
many factors that make one person different from the other person.

There are marked differences that are visible. These are physical characteristics
like the color of skin, color of hair, shape of eyes, nose, height, weight, gender, age,
socio-economic class, occupation, and many others. These characteristics are quite
obvious and noticeable. As you walk through a mall, you will easily notice the
differences of people you meet. There are other differences brought about by one's
beliefs, mind-sets, values, sexual identity, intelligence, personality, and others that
are not easily evident or are invisible. These characteristics are not seen but are
manifested through behavior, decisions made, and words spoken. You will need to get
to know a person closer to be able to observe that he/she is different from you or other
people. Visible and invisible characteristics of diversity are not necessarily connected
because there are times when a visible characteristic like skin color will easily be
related to a disposition or trait. For example, people from Africa who have a dark skin
color are believed to be poor and unschooled. This is not necessarily true, but biases
play a role in these assumptions (Mor Barak 2005).

It is the uniqueness of each one that is the root of diversity. The English noun that
captures the essence of difference is the word diversity. Diversity is from the Latin
word divertere, which means to turn away, separate or oppose. The Colins Dictionary
defines diversity as “the state or quality of being different or varied; a variety or
assortment; a point of difference; the inclusion of people of different races, genders,
religions, etc. in a group; the relation that holds between two entities when and only
when they are not identical; the property of being numerically distinct.”

In the United Nations Educational, Scientific and Cultural Organization's

(UNESCO) Guide on Ensuring Inclusion and Equity in Education (2017). diversity is
defined as “people's differences which may relate to their race. ethnicity, gender,
sexual orientation, language, culture, religion, mental and physical ability, class, and
immigration status.” (UNESCO 2017).

Instructor’s E-mail address: [email protected]

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Contact Number: 09381118870
LSU hotlines: 088 521 0342 local 156 or 157
Module 1

Week 1-2 (5 hours)

Experience Total Human Formation

Diversity is an issue we have to face and conquer. Presently, people recognize and
consider the differences of each person as important. We all live in a global village that
brings about changing demographics both in the work force and education. As our
communities become more diverse, it is imperative that we make an effort to
understand the different dimensions of diversity, which is not just all about accepting,
understanding, and tolerating one's uniqueness or differences. Confronted with the
need to live in one global village, it is valuable that we discover and explore areas that
could connect us and allow us to do collaborative works. Accepting and celebrating the
uniqueness of each individual will allow for respecting different experiences and
qualities of individuals that will open up more avenues to solve problems and innovate.
Collaboration and communication are skills that are needed to develop and succeed. It
is, therefore, important that understand our differences and master how these could be
used to harness tolerance, cooperation, and unity that will lead to productivity.

Loden’s Diversity Wheel

In 1990, Marilyn Loden, an American writer, and Judy Rosener, a professor at the
graduate school in the University of California, Irvine developed a framework to
respond to the flourishing divergence in America's labor force. Their goal was to
capacitate people to make their voices heard by pointing to their diversity and its impact
on their person, their rights, and their freedom (Lou and Dean 1991). Loden and Rosener
published the book “Workforce America! Managing Employee Diversity as a Vital
Resource"(Irwin Publishing 1991). In this book, the original version of the Diversity
Wheel model was introduced. Loden recognized the demand for an instrument that
would help people better understand how group-based differences influence people's
social identities. Dissatisfaction, distrust, and competition would ensue when the
different dimensions of diversity are not given recognition. Loden and Rosener's
extensive research led them to maximizing the workforce of a diverse group of people,
managing diversities as assets to develop productive working relationships. The model
was revised in 1996 to cover additional aspects of group differences that were implied in
the first model. The changes were to recognize the experiences of people who identified
these aspects as most important to their personhood. The different components in the
Diversity Wheel played significant roles in building character and possibly forming
stereotypes. She hoped that this could be used to further discuss diversities not only in
the work force but globally. In her book, Loden states, “I think diversity discussions are
really about understanding our social identities, acknowledging what is important and
learning to integrate into society so that no sub-group feels excluded or one down"
(Loden and Rosener 1991).

Instructor’s E-mail address: [email protected]

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Contact Number: 09381118870
LSU hotlines: 088 521 0342 local 156 or 157
Module 1

Week 1-2 (5 hours)

Experience Total Human Formation

The Diversity Wheel pointed to the significance of our social characters and the
ways in which people develop their identity when they are able to establish a connection
with a specific group of people. The wheel consists of primary or core and secondary
dimensions of diversity. The categories put forward the effect of these differences on a
person's beliefs, expectations, and life experiences. The dimensions are the
components that comprise the whole person.

The primary or core dimensions are in the inner circle. These are the stronger
ones. These are the characteristics we were born with or established by significant
experiences we had or people we interacted with. These are considered to be distinctly
persuasive in establishing who we are-our principles, our sense of self, our image, our
perceptions, and how we think about others. These core dimensions or attributes are in
place or established and are the least likely to change. These core elements are age,
ethnicity, gender, physical abilities/qualities, race, income, sexual orientation, class,
and spiritual beliefs.

The secondary dimensions are in the outer circle. These characteristics are also
part of our social identity, but they can change or be discarded as our life experiences
impact us. They are influenced by people we encounter, places we go to or live in, and
experiences we go through. The second dimension is composed of geographical
location, marital status, religious beliefs, parental status, income, education, work
experience, military experience, first language, family status, and work and
communication styles.

Together, the core or primary dimensions and the secondary dimensions notably
affect our prior experiences, viewpoints, and principles, giving us an exclusive mind-
set of the world around us, making each one of us distinct individuals.

Instructor’s E-mail address: [email protected]

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Contact Number: 09381118870
LSU hotlines: 088 521 0342 local 156 or 157
Module 1

Week 1-2 (5 hours)

Experience Total Human Formation

A. How to Use the Diversity Wheel

Loden (1991) states that, “The Diversity Wheel is useful in explaining how group-
based differences contribute to individual identities.” The function of the wheel is to
encourage people to talk and discuss with each other and generate new points of
view among each one in the group. In the two dimensions of the wheel, each
individual is made aware of his/her differences.

B. The Diversity Wheel

It will be such a daunting task to understand everything about each culture, each
person, each spiritual belief, etc. Loden presents four principles for managing our
own behavior in a global context and interacting successfully with people globally.
“The four principles are respect, inclusion, cooperation, and responsibility or RICR”
(Loden 1996). She defines each principle as: “respect: treating others the way they
wish to be treated; inclusion: making certain everyone on the team is truly a part of
the team's decision-making process; cooperation: actively helping others succeed
rather than competing or attempting to one-up someone; responsibility: managing
personal behavior to maintain a diversity-positive environment and questioning
inappropriate behavior when it occurs."

Ability (and Disability) as a Dimension of Diversity

Another dimension of diversity that is significant is the dimension of ability and
disability. Diversity covers the limitless domains of an individual's unique
characteristics, experiences, and capabilities. Diversity encompasses respect and
tolerance of differences that enables a celebration of uniqueness.

Instructor’s E-mail address: [email protected]

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Contact Number: 09381118870
LSU hotlines: 088 521 0342 local 156 or 157
Module 1

Week 1-2 (5 hours)

Experience Total Human Formation

According to the Collins English Dictionary, ability refers to the possession of the
qualities required to do something; necessary skill or competence, or power.
Disability, on the other hand, is defined by the World Health Organization (WHO
n.d.) as the umbrella term for impairments, activity limitations, and participation
restrictions, referring to the negative aspects of the interaction between an
individual(with a health condition) and that individual's contextual factors
(environmental and personal factors). This definition underscores that disability is
not only a health issue, but also an issue that affects a person's state in life and the
environment he/she is in. A person's self-identity and his/her perspectives of the
world around him/ her are affected by both ability and disability. The American
Disabilities Act of 1990 (ADA) "defines a person with a disability as a person who has
a physical or mental impairment that substantially limits one or more major life
activity. This includes people who have a record of such an impairment, even if they
do not currently have a disability. It also includes individuals who do not have a
disability but are regarded as having a disability."

Disabilities may affect one's senses or one's mobility; they may static or
progressive, congenital or acquired, formal (affecting the shape body) or functional,
visible or invisible" (Couser 2005).

A person's disability makes him/her a unique individual who is, al les, shunned
from places and activities. They have to be acknowledged a part of the spectrum of
diversity. They have to be recognized as human beings who should not be
discriminated against, but rather understood, accepted, and tolerated. They have to
be accorded their rights. Disabilities have to be seen as a natural part of life and a
natural part of diversity. People with disabilities have to be perceived and accepted as
people with distinct abilities. They have to identify themselves as having disabilities
so that the world can accept them and create avenues for them to live in.

The Dilemma of Diversity

In this age of fast paced development where diversity plays a unique role, there
are still challenges that confront a lot of people who have been identified as
“different.” Discrimination issues around race, gender, age, and intellect still
abound in spite of charters, laws, and policies that uphold diversity.
In some workplaces, women and people of color are still discriminated against
and not given positions in management or administration. People of a certain race
are stereotyped to be of a specific character. A number of times, Muslims have been
taken aside in immigration and interrogated. Nonmarried and same-sex couples are
still not accepted in some parts of the world. In some schools, children with special
needs are shunned with the reason that they are not ready for school yet or are not

Instructor’s E-mail address: [email protected]

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Contact Number: 09381118870
LSU hotlines: 088 521 0342 local 156 or 157
Module 1

Week 1-2 (5 hours)

Experience Total Human Formation

suited for the school. Children from indigenous groups have to go through an
educational system that does not consider their ethnic background, needs, and
values. Though there is still so much effort that needs to be put in so that diversity is
accepted, respected, and tolerated, there has been progress in a lot of areas. In more
workplaces, there are systems and processes put into place to intentionally promote
diversity. Diverse ways of thinking and doing things bring in creativity and
productivity. Innovative thinking and collaboration are encouraged when different
people work to come up with solutions to problems or challenges. In schools,
diversity is the best way to teach what it means to be tolerant and respectful of each
other's differences. In government, the acknowledgment that diversity is an integral
component of community equates to laws and policies being passed to look out for
the welfare of people of diverse cultures and backgrounds. Diversity, therefore, is an
integral component of life and of living.

Engage
For you to get personally involved in the lesson and to pre-assess your prior
understanding, please do the following activities.
Activity 1: Circles of My Multicultural Self

Instructor’s E-mail address: [email protected]

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Contact Number: 09381118870
LSU hotlines: 088 521 0342 local 156 or 157
Module 1

Week 1-2 (5 hours)

Experience Total Human Formation

This activity highlights the multiple dimensions of our identities. It addresses the
importance of individuals self-defining their identities and challenging stereotypes.

 Place your name in the center circle of the structure above.

 Write in each of the satellite circles an identifier or descriptor that you feel
is important in defining you. This can include anything – Asian, American,
female, mother, athlete, educator, Taoist, scientist – or any descriptor with
which you identify.
 Share your thoughts on the following statements below.

1. Share a story/event about a time you were especially proud to identify yourself with
one of the descriptors you used above.

2. Share a story/event about a time it was especially painful to be identified with one of
your identifiers or descriptors.

3. Name a stereotype associated with one of the groups with which you identify that is
not consistent with who you are.

Instructor’s E-mail address: [email protected]

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Contact Number: 09381118870
LSU hotlines: 088 521 0342 local 156 or 157
Module 1

Week 1-2 (5 hours)

Experience Total Human Formation

4. Fill in the following sentence: I am (a/an) _________________________

but I am NOT (a/an) _______________________.

Activity 2: Our Diagram of Similarities and Differences

Pick a classmate you do not fully know. Take turns discussing different things
about each other. Complete the Venn Diagram below by identifying the things that make
you different (draw in the outer circles) and those that make you two similar (inner
circle). Count the number of things that make you the same and make your different
from each other.

Evaluate
To check your personal mastery, do what is asked.
Activity 3: Try to Explain
Directions: Answer the following questions briefly and comprehensively. (20 points)

Instructor’s E-mail address: [email protected]

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Contact Number: 09381118870
LSU hotlines: 088 521 0342 local 156 or 157
Module 1

Week 1-2 (5 hours)

Experience Total Human Formation

1. In your own words and understanding of the lesson, what is diversity?

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2. Why is diversity important in the present times?
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3. How does diversity encourage innovation and problem solving?
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4. What can non-acceptance of diversity do in an organization?

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Activity 4: What should I do?

Directions: Read each paragraph and explain what you would do and why.
1. A parent asks to see you. He demands that you take out the crucifix inside your
classroom because the religion they belong to does not believe in the crucifix. He
insists that his child is being taught the wrong values. How will you respond to the
parent?
_________________________________________________
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_________________________________________________

Instructor’s E-mail address: [email protected]

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Contact Number: 09381118870
LSU hotlines: 088 521 0342 local 156 or 157
Module 1

Week 1-2 (5 hours)

Experience Total Human Formation

2. During a class election, Gina and Roy are running for the position of Class President.
What criteria will you base your decision on whom to vote for?
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References

Ballard, J., Ramirez, B. A., & Weintraub, F. J. (1982). Special Education in America: Its Legal and

Governmental Foundations Reston, VA: The Council for Exceptional Children .

Blackhurst, A. E. & Berdine, W. H. (1993). An Introduction to Special Education (3rd ed.). New York,

NY: HarperCollins College Publishers.

Halal, C. N., Yuzon, M.R. & Padilla, C.R. (2020). Foundations of Special and Inclusive Education. Rex

Book Store.

Johnston, I. Introduction to Rousseau's Emile October. 1999. Malaspino University-College,

Nanaimo. Oct. 22 2005 http://www.mala.bc.ca/~johnstoi/introser/rousseau.htm

Kanner, L. (1964). A History of the Care and Study of the Mentally Retarded Springfield . Illinois CC

Thomas.

Safford, P. (1996). A History of Childhood and Disability. New York Teacher's College Press.

Winzer, M. (1993). The History of Special Education: from Isolation to Integration. Washington DC

Gallaudet University Press.

Instructor’s E-mail address: [email protected]

11
Contact Number: 09381118870
LSU hotlines: 088 521 0342 local 156 or 157
Module 1

Week 1-2 (5 hours)

Experience Total Human Formation

Instructor’s E-mail address: [email protected]

12
Contact Number: 09381118870
LSU hotlines: 088 521 0342 local 156 or 157