What can inclusion look like in the classroom?

Shelley Moore “One without the Other”

This book embodies what I want for my own classroom. The book talks about how all children need support in some way and as teachers it is our job to make sure they have these supports.  It takes the special out of “special needs”, and makes us understand that children are just that, children, and they all have unique needs.  Just because someone doesn’t come to your class with a diagnosis doesn’t mean that all of the supports should not be offered to them.  Everyone deserves to use supports if they need them.  I really liked this concept because I think everyone can benefit from visual supports, and from earphones that block out sound, or a wiggle seat ect.  By offering these supports to everyone makes the supports normal.  This allows students to see that everyone is different, but the same as well.  UDL allows us as teachers to support everyone together, and by making them available in the class to everyone hopefully the students start using them independently

10 Examples Of Inclusion: For Those Who Need To See It To Believe It


This website is amazing and offers so many different ways in which an Inclusive classroom is not only working but helping all students to thrive together.  This is so interesting because recognizing that all children have different needs


This weekend I went to the BCTELA.  I went to see Susan Bannister talk about her successful learners traits.

WOW! This aligns perfectly with teaching an inclusive classroom.  She talked about teaching 7 traits explicitly to help students be able to use the language to talk about their own work and effort they are putting in.  For example:  Was I compassionate today, or was I industrious.  She gave us so many tips on how to use this and how to teach it.  She talks about what traits lead to success.  Teaching these traits explicitly is what will help our students achieve success, especially the ones at risk.  Again modelling is the key for this to work.

“It has been my passionate belief that building capacity, resilience and compassion within our students is more important than teaching knowledge and skills in content areas. Consider that any high school student, with a mobile phone device, has more current knowledge than the entire faculty of their school. So why does our educational establishment continue to place such a high value on content-driven curriculum and testing practices? We are no longer living in an age where ‘access to knowledge or information’ is an issue. I feel that a content driven curricula actually undermines a relevant education for students. As educators, we cannot compete with google. We know that in education our priorities, methods, structures and testing practices must shift”




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