Guide to Chapter 6: Access & Inclusion for Learners with Diverse Needs

Engaging in key vocabulary with reflections: 

Scaffolds

The image above of scaffolds is from a classic (2011) article from Edutopia (linked in Padlet). We use this here because we think it is a nice visual of what academic, linguistic, behavioral, and social-emotional scaffolds can be. 

Scaffolds are meant to improve points of access for students but not to be permanent fixtures in a student’s educational experience. Providing too many supports is just as harmful as not providing enough. Honest conversations with students about scaffolds and goals are great ways to support self reflection and a growth mindset. Having flexibility with supports and scaffolds is important in adjusting to the varying strengths of students. We often would have the scaffolds available for students to decide what they need.

How does one know when to scale back scaffolds? What may be some examples of sentence stems that one can use in the different content areas and who may benefit from this type of scaffold? 

Preferences:

While it is easy to put our own perceptions at the forefront of the way we see others (see Chapter 5), being vulnerable and asking for guidance is often necessary. One does not always have to understand nor agree with how another human wishes to represent or identify themselves. (Read that twice.) Being open to asking respectful questions, making it the norm to speak up for oneself in terms of preferences, and asking to be corrected if we do something wrong are important to establishing a culture of belonging and celebration of identity.

Person-first language versus identity- or difference-first language is purely the preference of the person who is identifying themselves. This section is meant to encourage reflection on humans and the languaging we all use. When teachers refer to a student as an “IEP kid” rather than a student with an IEP or who is eligible for special education services, there is a message that this student is defined by this program. (Unpopular opinion: The same applies to “special needs” kid.)

What are some ways that we can communicate the value we have for others’ preferred ways of identifying themselves? Why might we say “learners with diverse needs” rather than “diverse learners” and what is the distinction? 

Ten Commandments of Inclusion:

Communication is the main reason why we need these “commandments.” Setting up students and teachers for success with addressing these issues ahead of time may open our eyes to seeing things in different ways. These are ways that we consider equity (Chapter 5) in action.

Reflect on the 'Ten Commandments of Inclusion' from the chapter. Choose 2–3 commandments that resonate most. How may they apply to your current or future classroom? What other commandments would you add and why? 

Activities for engagement: 

Person-First Language Challenge: Review Table 6.1 from the chapter. In pairs, rewrite common classroom phrases using person-first language. Why would some people prefer difference-first language? Discuss how language shapes perceptions and impacts student identity.

Learner Profile Deep Dive: Create a fictional student profile that includes multiple identifiers (e.g., multilingual learner with a 504 plan). Design a support plan using scaffolds, accommodations, and inclusive strategies. Present to the group and receive feedback.

Co-Teaching Model Match-Up: Use the co-teaching models described in the chapter. Match each model to a classroom scenario. Discuss which models are most effective for different learner needs and how to implement them collaboratively.

Diversity Mapping: Create a classroom diversity map. Include academic, cultural, linguistic, and social-emotional dimensions. Use this map to brainstorm inclusive strategies and classroom design ideas.

Inclusive Environment Design: Design a classroom layout that avoids geographic marginalization. Include seating arrangements, visual supports, and accessibility features. Present and explain how the design supports inclusion.

Case Study Conversations: Use the real-life educator quotes from the chapter (e.g., Joseph, Denise, Sarah). Discuss the challenges and successes described. Reflect on how these stories inform your own approach to inclusion.

Access & Equity Action Plan: Create a personal action plan for supporting access and inclusion. Include goals for professional development, classroom practices, and collaboration. Revisit and revise the plan throughout the book study.

Accommodations v. modifications: Design a visual that provides ideas for both accommodations (how accessed) and modifications (what is learned) for various grade-relevant assignments.