Diversity in everyday school life takes us further
Melissa hears well, but cannot see obstacles and moves with a long cane. Jan is strong, very helpful, but also slow. May is very fast, small and agile, but she can't read or write well. Joshua would rather be a girl than a boy and often skilfully performs as a circus dancer. Léonie is loud and fidgety, she loves theatre and always has funny, cool ideas. Andrej is usually on his own, he loves the world of numbers and is great at maths. Yanis often lies on a padded mat, he plays with his hands and his laughter is infectious. Silja hardly speaks, she writes wonderful fantasy stories. This colourful group of children does not really exist. And yet many children will probably recognise their schoolmates and friends in the characters. The group illustrates the «diversity principle», and some of the names are borrowed from the «Unstoppables» app. In this game app from Cerebral, the children go on an adventure in search of their kidnapped dog - and don't let their limitations get in the way, but utilise their abilities (see box below). The «diversity principle», also known as «diversity» or «diversity management», aims to demonstrate a constructive approach to diversity. As early as the 1970s, the question was posed in education as to how a «coexistence of the different» can succeed. The idea: if cultural and religious differences, aspects of «being the same as others with disabilities» and differences in gender and gender identity are properly addressed, they can be seen as an opportunity for learning and as an enrichment for society.
The principle of diversity: the legal side
Society has clearly developed in the direction of diversity in recent decades. It is a question of ethics and wisdom to deal constructively with diversity and heterogeneity. The continued existence and cohesion of modern societies will depend on this. The first places of learning for this are, of course, schools and families. With the «Convention on the Rights of Persons with Disabilities», our society has also made a clear commitment to the unrestricted appreciation of people with disabilities. Switzerland has thus committed itself to pursuing the path of inclusion in all areas of society, i.e. enabling people with disabilities to participate in school, leisure activities and the labour market, for example. The basic idea of inclusion is that it is not the disability of the individual that is recognised, but the potential and strength of the person. For example, it is not about the fact that Melissa is blind, but that she has good hearing. Her difficulty in recognising obstacles should not be denied.
It is about developing an attitude in which diversity is seen as an opportunity and enrichment for our society.
The focus is on the question of what needs to be changed and how social and material conditions can be created so that «disabilities do not arise. Acoustic signals at road crossings, for example, compensate for the fact that Melissa cannot see the traffic lights. It is also about the question of what society can do to ensure that children like Melissa, Jan and co. can participate in school and leisure life as they are. In other words, it's about breaking down social barriers and prejudices. It is about developing an attitude in which diversity is naturally seen as an opportunity and enrichment for our society. The vision of an inclusive society is that all the strengths and weaknesses of the pupils are utilised. There is a long way to go before this becomes part of everyday life. But once again, the journey is the reward. One means of achieving inclusion is so-called "cooperative learning».
Cooperative playing, learning and working
Cooperative learning" emphasises learning through joint tasks, challenges and goals. The diversity of the group members becomes a resource. Differences should be experienced as positive and productive when learning and working together: Strengths and weaknesses balance each other out in a larger whole, new solutions are discovered through intensive communication and cooperation, which become a gain, indeed an «added value». Patience, mutual support and consideration strengthen the appreciation, self-esteem and creativity of all group members. Back to our group: one day, Melissa's guide dog is kidnapped. The children manage to pick up the scent and free Tofu the dog because they each use their personal strengths to work together. Together they are great! Incidentally, this is also the name of a children's book that explains the principle of diversity in an age-appropriate way and with lots of beautiful pictures (see box below).
Diversity principle: School and Curriculum 21
Curriculum 21 is regarded as a major social programme for primary schools, in which educational objectives and competencies for schools in all cantons are listed that are important for the near future. In the subject area «Nature, people and society» in particular, learning objectives are explicitly stated in the subject area «Principle of diversity». And under «interdisciplinary competences» we literally read that the aim is to learn «relationship, cooperation and conflict skills» as well as «dealing with social diversity». The «principle of diversity» has therefore also been recognised and taken into account here, because dealing with diversity is a skill and must be learnt. It is to be hoped for us and society that Melissa, Jan and Co. and their colleagues will grow into a world in which diversity is recognised as a resource for playing, learning and working together. Only then will the «diversity principle» become a living reality.
Picture: fotolia.com
Game and teaching materials
The Unstoppables is a game for smartphones and tablets. Melissa, Jan, Achim and Mai free the kidnapped guide dog Tofu thanks to good co-operation and mutual support in their strengths. More information and download link at: theunstoppablesgame.ch.
Principle of Diversity is a teaching aid for dealing with the topic of being different and being the same. There are three versions available for lower, middle and upper school. Available at www.lehrmittelverlag.ch.
Picture books
There are several picture books on the basic idea of the «diversity principle». For example:
One for all - all for one!
by Brigitte Weninger and Eve Tharlet, Minedition 2005, 8th edition, 32 pages, from Fr. 18.90.
Only all of us
by Lorenz Pauli, Kathrin Schärer, Atlantis 2012, 32 pages, Fr. 24.90.
Gemeinsam sind wir grosse Klasse
by Franz-Joseph Huainigg and Verena Ballhaus, Annette Betz/Ueberreuter 2014, 112 pages, Fr. 20.90.
