Embracing Diversity and Inclusion on the Court and in the Classroom
This semester challenged me to find different ways to analyze how the students that I work with across environments differ in their development and how their experiences have shaped them into the student that they have become. In this course, we addressed the guiding question: how can a characteristics approach promote inclusive environments? I was surprised to see how easy it was to apply my new learning to not only my work in developmental services, but also with collegiate student-athletes. Regardless of ability, every individual has characteristics that make them a unique learner and affect their experiences in the classroom.
Early in the course, we studied theories of human development. Through the lens of cognitive, social, and identity development, I considered role conflict for student-athletes and how this demographic struggled with balancing academics and athletics. This connects with Erikson’s theory of development as teenagers and young adults’ ability to explore different roles impacts them during the period labeled identity versus identity confusion. For student-athletes, I analyzed how managing these two different roles caused strain and the stigma of being an athlete has caused some educators to set low expectations for them in the classroom. Circling back to our studies of students with disabilities, these learners also often face low expectations and have been stigmatized due to their diagnoses. A study of Vygotsky’s theory demonstrated the importance of high expectations and the importance of learning from peers at higher levels (Santrock, 2007). Despite having different experiences and facing barriers unique to their situation, the students in both demographics were impacted during this stage of development when low expectations are set.
I also began to connect characteristics associated with identified disabilities to the struggles that some student-athletes face in the classroom. For students with disabilities such as ADHD or an intellectual disability, the ability to maintain to a task can be difficult without supports. But, “regardless of the presence or absence of a disability, physiological factors such as hunger, fatigue, and pain will adversely affect attention, whereas good physical health, nutrition, and rest will tend to enhance the ability to attend” (Raymond, 2012, p. 210). While the barriers to paying attention and succeeding may be larger and require more direct support for a student with a diagnosed disability, any learner would struggle academically when their needs are not being met. In my work with student-athletes and in my research of athletes playing at higher levels, I have identified that many struggle with balancing their roles in order to allow them to get adequate rest and time to relax while still meeting all academic and athletic obligations. These connections demonstrate that although they may have different causes, the impact on student learning and success may be the same if left without intervention.
As a whole, this course made me analyze the impact that positive experiences and being made to feel productive and included has on learners at all levels of ability. When provided with adequate support, praise, and opportunities to learn with peers at and above their level, all students can experience success in the classroom. I found my learning influencing my own practice as I helped student-athletes and children with disabilities identify what was holding them back in the classroom in order to determine if they needed more structure to manage their time, if they needed more one-on-one support from tutors and teachers, or with building social skills such as how to communicate with classmates or professors to assist with having more positive interactions in class. This semester helped me to understand that there are barriers for every student and it may take some time and persistence to build their confidence, but being a welcome participant in an inclusive and diverse setting is achievable for the vast majority of learners.
References
Raymond, E. (2012). Learners with Mild Disabilities: A Characteristics Approach. New York: Pearson.
Santrock, J. (2007). Adolescence. New York: McGraw-Hill
