EXACTCOLLEGES OF ASIA
Suclayin, Arayat, Pampanga
BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION
Course Module in Foundation of Special and Inclusive Education (Education 1)
I. NAME OF THE
PROGRAM
II. COURSE
DESCRIPTIVE TITLE
Bachelor of Technical -Vocational Teacher
Education (BTVTED)
Foundation of Special and Inclusive Education (Education 1)
III. COURSE DESCRIPTION
This course is designed to obtain a better understanding about diversity.
and its various aspects that make one person different the other. The
discussion involves one’s identity, beliefs, practices, and behavior;
importance to recognize disability taking into consideration as a positive
component, contributes to progress and its productivity.
IV.MODULE
TITLE/NUMBER
Module 1: Diversity, defined.
> Loden’s Diversity Wheel
> Ability and Disability as a Dimension of Diversity
> The Dilemma Diversity
2
Foundations of Special and Inclusive Education, Cristina Nieves
Aligada-Halal, et al., 2020, pp. 1 - 12
V. INCLUSIVE WEEK/DATE
VI. SOURCES
CHAPTER 1 – UNDERSTANDING DIVERSITY
Specific Objectives:
At the end of the chapter, students will be able to:
 Discuss the meaning and significance of diversity;
 Demonstrate the use of Loden’s Wheel of Diversity; and
 Support diversity as a positive component of relationships, education and organizations.
Words to Know:
 Beliefs – an acceptance that a statement is true or that something exists; something one accepts as true or
real, a firmly held opinion or conviction.
 Progress – it refers to forward or onward movement toward a destination; in space or in time.
I. Module 1. Diversity, defined.
1. Diversity came from the Latin word divertere which means to turn away,
to separate, oppose (Latin Dictionary, n.d.).
2. It is a 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
and others (Collins Dictionary).
2. It is the state of being diverse; a range of different things. (meaning of diversity - Bing).
Diversity of people:
> different personalities and characteristics.
> visible marks like the skin color, color of the hair, shape of eyes,
nose, height, weight, age, gender, socio-economic class, occupation, and many others.
> brought about by one’s beliefs, mind-sets, values, sexual identity, and personality
> differences that are not easily evident or are invisible
> characteristics not seen but are manifested through behavior, decisions made, and words spoken; uniqueness
In a group, the relationship that holds between two entities when and only when they are not identical; the
property of being numerically distinct.
> 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).
As our communities become more diverse, we make an effort to understand the different dimension of
diversity, which is not just about accepting, understanding, and tolerating one’s uniqueness or difference and
others, to wit:
 Accepting and celebrating the uniqueness of each individual will allow to respect different
experiences and qualities of individuals that will open up more avenues to solve problems and
innovate.
 Collaboration and communication are skills needed to develop and succeed.
 Important to understand our differences and master how these could be used;
 Harness tolerance, cooperation and unity that will lead to productivity
II. LODEN’S DIVERSITY WHEEL
Marilyn Loden, an American writer, and Judy Rosener, a professor at the graduate school in the University
of California (1990) published the book “Workforce America! Managing Employee Diversity as A Vital
Resources” (Irving Publishing, 1991). 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 dimension of diversity is not given recognition.
Loden and Rosener extensive research led them to maximizing the workforce of a diverse group of people,
managing diversities as assets to develop productive working relationship. The model was revised in 1996 to cover
additional aspects of group differences. The changes were to recognize the experiences of people who as most
important to their personhood.
Two Dimensions of the Loden’s Wheel
Primary or Core Dimensions
Secondary Dimensions
Inner circle – stronger ones
Characteristics were born with or established by
significant experiences
Distinctly persuasive in establishing who we are:
our principles, our sense of self, our image,
our perceptions, and how we think about others
Outer circle
Characteristics are part of our social identity, but they
can change or discarded as our life experiences
impact us.
Influence by people we encounter, places we to go to,
or live in and experiences we go through.
Core dimensions or attributes- are in place to
established and the least likely to change such as: age,
ethnicity, gender, physical abilities/qualities, race,
income, sexual orientation, class and spiritual beliefs.
Second dimension is composed of geographical
location, marital status, religious beliefs, parental
status, income, education, work experience, military
experience, first language, family status, work and
communication styles.
Together, the core or primary dimension 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.
Loden and Rosner’s Diversity Wheel (Loden, 1991)
A. How to use the Diversity Wheel?
As stated by Loden (1991), The Diversity Wheel is useful in explaining how group-based differences contribute to
the individual identities. Its function is to encourage people to talk and discuss with each other and generate new
points of view among each other in the group. In the two dimensions of the wheel, each individual is made aware
of his/her differences.
B. The Diversity Wheel (Loden Model)
Before the start of this activity, define each factor in the two dimensions of the Diversity Wheel. A clear
understanding of what each factor means allows each individual to explain what this is for him/her.
Activity 1 (10 points)
Title of Activity: How Diverse is Your Class?
Materials: Need two columns: One with the Heading Primary, the other Secondary
Directions:
1. Understand each heading, write down the dimensions as shown on the wheel.
2. Next to each dimension, write your personal information.
3. Choose a volunteer in the class to organize information into a graph or spreadsheet that describes each
dimension (for example, how many in your class are catholic, female, others),
4. Discuss your findings.
For example:
Primary
Age: 18
Gender: Female
Race: Malay
Spiritual belief: Muslim
Secondary
Work Experience: Vendor
First Language: English
Education: First Year
Four (4) Principles for Managing our own Behavior
 Respect – treating others the way they wish to be treated
 Inclusion – making certain everyone on the team is truly a part of a team’s decision-making process
 Cooperation – actively helping others succeed rather than competing or attempting to one-up someone
 Responsibility or RICR (Loden 1996) - managing personal behavior to maintain a diversity-positive
environment and questioning inappropriate behavior when it occurs.
III.
ABIITY (AND DISABILITY) AS A DIMENSION OF DIVERSITY
ABILITY refers to the possession of the qualities required to do something (Collins, English Dictionary);
necessary skills of competence, or power
DISABILITY is the umbrella term for impairments (WHO n.d.) activity limitations, and participation
restrictions, referring to the negative aspects of interaction between an individual (with a health condition) and
that individual’s contextual factors (environment and personal factors).
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 who has a physical or mental impairment that substantially limits one or more major life activity
(American Disabilities Act of 1990 (ADA).
Disabilities may affect one’s senses or one’s mobility; static or progressive, congenital or acquired, formal
(affecting the shape of the body) or functional, visible or invisible (Couser 2005).
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 avenue for them to live in.
A person’s self-identity and his/her perspectives of the world around him/her are affected by both ability and
disability.
IV.
THE DILEMMA OF DIVERSITY
Diversity plays a unique role in this age of fast paced development. There are challenges that confront a lot of
people who have been identified as different. Discrimination issues around race, gender, age, and intellect still
abound inspite 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. Some examples of discrimination:
 Muslims have been taken aside in immigration and interrogated
 Non-married and same-sex couples are still not accepted in some parts of the world
 Children with special needs are shunned with the reasons that they are not ready for school yet or not suited
for the school
 Children from indigenous groups have to go through an education 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 diversity is accepted, respected, and tolerated,
there has been progress in a lot of areas.
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 to 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 is an
integral component of life and of living.
ACTIVITY 2. (20 points)
Instructions: Create a poster that demonstrate the impact and importance of acknowledging, respecting,
and tolerating diversity.