Despite legislation through national and international human-rights and education acts, discussion continues around how students with exceptional learning needs are to be included within generalist classes. The central focus of this article is to outline how diversity can be addressed within a classroom and school environment, incorporating the needs of all learners. The information provided reflects that schools are communities in which each student should feel that he or she belongs, is accepted and respected, and that individuality is valued. This view of inclusion and acceptance of diversity requires a focused approa ch from the generalist teacher, paraprofessionals, school administrators and the teacher-training institutions to support diversity.

By Noella Piquette-Tomei

Dr. Noella Piquette-Tomei is an associate professor and registered psychologist at the University of Lethbridge. Her work within the Faculty of Education focuses on the knowledge, skills and behaviors that are required of teachers in order to effectively respond to students with diverse and exceptional needs. Differentiated instruction, development of professional learning communities, student assessment and individual program planning are some of her applied research interests.

Her previous background as an educator included the roles of guidance counselor, special education, and adapting instruction to meet the needs of diverse learners in inclusive classrooms.

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