Unit members recognize the importance of diversity within the educational setting. We believe that educators must move beyond tolerance to acceptance, and they must accomplish this through demonstrating competence (Banks & Banks, 1989; Bennett, 1999). Diversity issues include an understanding of age (developmental readiness, human growth and development); gender; prejudice reduction, socioeconomic status; academic ability (exceptional student education, gifted); language (English as a second language); race and ethnicity and culture; and how each of these concepts presents a multitude of challenges for the classroom teacher. The challenges that face educators are not limited to how they teach students of diversity; they must also teach about diversity so that students will ultimately be able to interact and thrive in a diverse world. Such complex issues require delicate handling as well as substantial preparation (Florida Department of Education, 2000). We agree that teacher education must include national and international educational foci. This includes cultural universals, those things all humans have in common, as well as individual differences.

Our unit recognizes the serious implications of the following statistics to meeting the learning needs of diverse students. Florida schools are growing in diversity. About one-half are considered racial/ethnic groups; about one-fourth of Florida students are labeled ESE; over 200 languages are reported as being the native language in the home; more than 50% of Florida's elementary students receive free or reduced lunch (Florida Department of Education, 2001). Educators must develop a repertoire of skills and knowledge that compliment education reform as teachers respond to issues of diversity. A holistic view of development from novice to advanced practitioner is necessary. Competency-based approaches in which educators' knowledge, skills, and experiences are considered assets help educators understand the diverse K-12 populations. Societal issues (e.g., crime, drug and alcohol abuse, poverty, homelessness, etc.) require greater collaboration between educators, families, and social service providers (Dilworth & Imig, 1995). Reflective and analytical learning must be emphasized.