Retrieved from
https://blog.brookespublishing.com/12-great-udl-quotes-to-pin-tweet-and-share/
March 22, 2022
Retrieved from
https://blog.brookespublishing.com/12-great-udl-quotes-to-pin-tweet-and-share/
March 22, 2022
In module two, we gained a deeper understanding of the different ways our learners prefer to engage in their learning. Leading us to the importance of planning and teaching to the diversity of the learners in our learning communities. As we continue our learning journey, module three will presents the key elements necessary for fostering a creative inclusive community that is conducive to all community members.
Provide an overview of the essential components of developing a nurturing and creative inclusive learning community.
Demonstrate how to build inclusive communities and foster relationships.
Self-Assessment of classroom inclusivity (e.g., physical layout, classroom routines, perceptions of students, caregivers and colleagues).
What steps can you take to make the learning community more nurturing and inclusive for all members?
What is an inclusive learning community?
An inclusive community is a safe environment where all learners can actively participate in high-quality and meaningful teaching and learning and grow together. Inclusive learning communities are culturally and linguistically responsive and provide equitable education that supports the well-being and achievement of everyone within the community.
"When communities are able to maximize all members’ contributions; and individuals in those communities feel they belong and have full access to all that is offered, the communities are likely to be healthy, effective, and happy" (Olyer, 2020, p. 25).
Why foster inclusive learning communities?
All students should feel that they belong in an inclusive community —accepted, safe, and valued—so they can best learn and succeed. (Nova Scotia Inclusive Education Policy, 2019, p. 1).
Educators need to foster positive learning environments where students can build meaningful relationships, feel a sense of belonging, and engage with student-centred educational programs and services. The Nova Scotia Inclusive Education Policy (2019, p. 1) states: “Inclusive [communities] are equitable, and culturally, linguistically, and socially responsive. They have structures, processes, and practices that are student-centred, appropriate, and collaborative.”
Create a supportive peer culture both inside and outside the classroom. This is when you empower learners to respect and trust each other, making empathy and caring ‘fashionable’ and reinforcing positive and pro-social attitudes by encouraging learners to help each other.
Inclusive learning communities must ensure that every student sees themselves reflected throughout their schools, learning resources, and within their learning experiences.
Research has shown that students learn best when instruction:
responds to their differences;
connects what they know with what they are learning;
builds upon their prior knowledge, experience and background;
is relevant to their goals and interests;
fosters their love of learning;
encourages the active participation of students in their learning;
facilitates students’ reflection on and responsibility for their learning;
is provided in safe and supportive learning environments;
is grounded in positive teacher-student relationships;
enables the development of essential skills, knowledge values and competencies; and is supported by continuous assessment and descriptive feedback (UNESCO, 2016).
Relationships with oneself and with others brings passion to life and learning through spiritual education that empowers all students to become leaders of change through peace and social justice. Positive relationships contribute to one's purpose and worth in life. These relationships enrich our lives, allow us to connect positively with others, and build healthy interpersonal connections. Inclusive school communities need to be places where everyone feels connected and can learn and work with one another.
Inclusive values are developed through a student’s lived experience and their exposure to other cultures and world-views. Take a community approach to teaching and learning by inviting your community into the classroom and don't forget to take your classroom out to the community.
Community Partnerships
Community partnerships are defined as positive and meaningful relationships between inclusive schools, families and communities that are built on shared responsibilities that transform the learning and success of all students. “Partnerships between school staff, families, and community members are vital for ensuring the success of all students in inclusive schools'' (Haines & et al. 2015, p. 227).
Who are the people in your neighbourhood?
Students
Colleagues
Families
Community Members
School Psychologists
Speech-Language Pathologists
African Nova Scotian and Mi’kmaw Support Staff
Culturally Responsive and SchoolsPlus Teams
Coaches and Consultants
Teaching Support Teams
Trusting school-community partnerships that contribute to positive student outcomes occur when three conditions are met, namely:
1) Community members and school staff have respectful, mutually beneficial relationships with shared responsibility for student learning;
2) Community members have options for meaningful involvement in their children’s education and life of the school; and
3) the school responds to family interests and involvement in a culturally responsive manner.
Community partnerships need to be reciprocal and are an important part of building a supportive inclusive school community (Haines et al., 2015, p .228).
Video Credit: Mrs. Boutilier East St. Margaret's Consolidated Elementary (Grade 1/2)
There is a need to build creative learning communities that reflect all learners, as well as the content and skills educators need to encourage and foster expert learners. As expert learners, students are in charge of and directing their learning. They choose the tools and resources that support them to complete their work. They set goals, demonstrate rigor, and know that their choices are worth their time and effort. Educators can begin by supporting and scaffolding expert learners by allowing them to create their learning environments and providing them with ample choice and voice when engaging in academic content and representing their learning (Novak, 2017).
UDL goes beyond differentiating our instruction, forcing educators to reflect on humanity and consider the feelings of connectedness and belonging.
Educators are encouraged to reflect upon the ways that they can support all students to feel that they have something worthwhile to contribute, especially traditionally marginalized students, including those with disabilities, behavioural challenges, English as an additional language, impoverished life circumstances, and/or from minority cultural and linguistic backgrounds (Katz & el, 2018).
Credit: Mrs. Boutilier Harbour View Elementary
(Grade 1/2)
What is flexible seating?
Flexible seating student-centred classroom design, inspired by Starbucks and created Kayla Dezler. It gives students ownership of their learning and revitalizes the classroom environment, increasing collaboration, motivation and engagement.
What are the benefits of flexible seating?
Collaboration
Communication
Critical Thinking
Creativity
Oxygen Flow to the Brain
Blood Flow
Better Posture
Core Strength
Burning Calories
Increasing Metabolism
Engagement
Focus
Brain-Based Activities
Student Choice
Enhancing the Learning Process
Long Term Memory
Knowledge Acquisition
Information Retention
High Level of Reasoning
Development in Life and Work Skills
Conflict Resolution
Interpersonal Teamwork Skills
Independence
Sources: sassysavvysimpleteaching.com/2016/12/flexible-seating-classroom/
smithsystem.com/smithfiles/top-10-benefits-flexible-seating-classroom/
Practitioner Resources
"It really says to kids that we trust you to choose where you learn best...the more power you give up the more power you get back!"
Kayla Delzer, Creator of Flexible Seating
Being cognisant of learner preferences, interests and xx in your classroom. personalized to students’ needs and by talking about learning that focuses on what students can do and what they would like to do next. If you provide students with opportunities to tell you what is working and what needs attention, you will have a better idea of what to focus on.
Self-Assessment of Classroom Inclusivity
CLICK HERE to complete the self-assessment of classroom inclusivity.
Acknowledge the areas/items that you already have implemented and practices that are going well.
Reflect on the areas that could positively impact your learners. Create an action plan for the next steps you will take.
Reach out to your professional learning community for resources and/or support.
Reflection
Take time to reflect on the following question:
What supports and resources will you need to make your classroom more inclusive?