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Mrs. Boyd’s Fifth-Grade Inclusive Classroom

A Study of Multicultural Teaching Strategies

University of Kentucky

Public school students are increasingly heterogeneous in their family structure and the social, cultural, ethnic, and economic diversity they bring to the class-room. Inclusive classrooms broaden this scope to encompass behavioral, intellectual, and physical diversity. Educators who are committed to providing each student with an equal opportunity for success frequently seek and experiment with accommodation methods that use creative management, instruction, and assessment strategies to foster academic proficiency and social responsibility. This case study of one exemplary multicultural fifth-grade classroom teacher provides educators with accommodation activities that support and encourage all students without limiting or impeding their academic or social development.

Urban Education, Vol. 37, No. 1, 126-141 (2002)
DOI: 10.1177/0042085902371008


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