Responding to the growing diversity of students within North American schools today, educators have recognized the value of social inclusion as an important goal, supporting both social-emotional and academic success for all students. This special issue explores how teachers play a significant role in promoting inclusive classes by understanding the social dynamics that operate in educational contexts. Addressing a number of different forms that diversity can take (gender, ethnicity, physical and/or mental exceptionalities), these articles rightfully focus attention on group processes that promote inclusion versus exclusion and their impact, and underscore the need for teacher training in such efforts. Supporting and extending this discussion, we present an overview of recent efforts to promote “universal design for learning” in education, which focuses on academic as well as social inclusion, in hopes that educators consider even broader approaches to celebrating diversity and teaching students to relate to others with acceptance and respect.

中文翻译：

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设计多元化教室：促进社会包容

为了应对当今北美学校中学生日益增多的多样性，教育工作者已经认识到社会包容的价值是一项重要目标，为所有学生提供社会情感和学业上的成功。本期专刊探讨了教师如何通过理解在教育环境中运作的社会动态在促进全纳课堂中的重要作用。这些文章论述了多样性可以采取的多种不同形式（性别，种族，身体和/或精神上的特殊情况），因此正确地将注意力集中在促进包容与排斥及其影响的小组过程上，并强调了在这种努力中需要对教师进行培训的必要性。为了支持和扩展此讨论，我们概述了最近在促进教育“学习通用设计”方面所做的努力，