Content: Supporting Inclusive Practices

All students are unique and have special qualities that make them who they are. Supporting inclusion

in the classroom means to celebrate these qualities and find ways to express them within the classroom

community. It “goes beyond merely placing students with disabilities into mainstream

classrooms: it embraces diversity as a fundamental strength of our educational system. Inclusive

education embodies the principle that every learner deserves equal opportunities to succeed

academically and socially, regardless of physical, cognitive, or socio-economic differences” (Inclusive

Education Canada, 2024. para. 3). Source for Inclusive Education is a great resource for all teachers to

use to learn how to implement positive inclusive practices. Inclusion is an asset in the classroom

because it strengthens student’s sense of belonging and their learning skills. Teachers can do this by

differentiating their instruction to meet students diverse learning needs so that it complements their

specific learning styles. Modifying assessments can be beneficial to student’s and teacher’s when

finding ways to observe student learning. If we can provide assessment practices that are equitable and

fair for all students, meaning they demonstrate their learning through a strength-based lens, then we

also get a true depiction of the learning they have accomplished. For example, a student that struggles

with pencil to paper may not do well, if the assessment they are given is to write what they have

learned. Instead, giving student choice and voice in how they demonstrate their learning, perhaps

through a podcast, an oral presentation in this case, would better support these students.

Structural Learning. (2021). Zone of Proximal Development as a Staircase. [Image]. Learner Development in the Classroom | The Zone of Proximal Development

Collaboration is also at the heart of inclusive practices. We can utilize the concept of The Zone or Proximal Development to support the idea of collaboration being used an inclusive practice. Students can learn from one another because they can also explain the learning that is happening in a language that is closer to their current understanding. The “crux of the zone of proximal development is that a child with more skills and mastery (the skilled partner), can be used to enhance the potential level of knowledge and another individual” (Structural Learning, 2021. para 15). Collaboration supports the concept of scaffolding where students can build on one another’s previous knowledge without being overwhelmed. The idea of scaffolding student learning can be offered in collaboration from a peer, teacher, or a parent. It helps student gain knowledge through manageable steps and leads them to being independent.

Inclusive practices involve collaboration among teachers, parents and specialists in providing support that is individualized to students needs so that it removes any protentional barriers to their learning. Teachers also need have proper knowledge, skills, and resources to support to meet students’ needs effectively. We need to embrace diversity, student experiences, and recognize these as a strength, not a challenge. Teachers can partake in professional development and additional courses that give training, resources and build support networks, to help them build an inclusive classroom.

Structural Learning. (2021). ZPD and Scaffolding. [Image]. Learner Development in the Classroom | The Zone of Proximal Development

Attributes of Inclusion include:

Celebrating diversity in all forms in regards to cultural, linguistic, ethnic, religious, and ability-related differences; Commitment through active promotion and support of inclusive practices among students and staff that regularly assess, adjust, and prioritize inclusion based on feedback and outcomes; Positive and collaborative school culture where the school fosters a positive inclusive culture through respect and empathy and bullying and discrimination are reduced, as teachers, staff, parents and specialists collaborate to create a cohesive network to support student needs; Accessibility and Access where the physical environment limits barriers for students with disability needs (ramps, elevators, adapted classrooms to support comfort) and all students have equal access to educational opportunities, resources, and extracurricular activities; Universal Design for Learning principles are integrated into the curriculum design to ensure that learning is accessible to all students and reflects students’ diverse perspectives, backgrounds and experiences; Teachers use differentiated instruction through various teaching methods and materials, to accommodate students learning styles and abilities so that they can engage in the learning; Implementation of IEPs so students that with specialized needs acquire the support they need; Accessible Technology that provides assistance and tools that aids students in their learning and communication; Flexible assessment methods that are adapted to accommodate diverse needs so students can demonstrate learning in various ways; and last community engagement where community members are actively involved in promoting and supporting inclusive education initiatives.

Equitable and Inclusive Education means supporting and affirming values of fairness, equity, and respect and recognizing that these essential principles ensures that all students have opportunities they need to reach their full potential (Ontario, 2014. p.6).