The course, Inclusive Classroom – Part 1, will critically explore, through inquiry and collaboration, the frameworks and strategies related to creating and sustaining a safe, inclusive, equitable, accepting, and engaging learning environment for all students, no matter their unique cultural, social, academic, and linguistic background. Exploring the diverse social identities of students in our schools, you will explore strategies that support learners’ resiliency, well-being, self-regulation, and mental health. You will have the opportunity gain a better understanding of the principles underlying a diverse classroom environment and the approaches that embrace diversity by incorporating the identities of all students.
You will also gain a better understanding of the fundamental principles and approaches to teaching in an inclusive environment by critically exploring and planning instructional processes that honour students’ learning styles, voice, strengths, and experiences. Opportunities to critically explore equity and inclusivity within Special Education and English Skills Development (ESD) practices and programming will challenge some of the ideas and preconceived notions that exist around the placement of students with special needs in inclusive classrooms.
In this course teachers will:
- Explore the philosophical underpinnings that strengthen teachers’ professional efficacy to support curricular and interdisciplinary integration with a focus on equity education
- Deepen their understanding of program design, planning, development and implementation strategies and frameworks related to Inclusive Classroom, Part I
- Examine the influence of society’s diverse and changing nature on student learning, resiliency and well-being
- Critically explore various approaches to curricular integration through diverse planning models, content and resource development, pedagogical practices and the implementation of equitable assessment and evaluation practices
- Utilize differentiated instruction, universal design and the tiered approach in program planning, development and implementation
- Plan learning opportunities and programs that support various educational pathways and goals
- Reflect on how students’ lived experiences, identities, narratives, development, strengths, inquiries, interests and needs can inform program planning, development and implementation
- Apply culturally responsive and relevant and inclusive learning resources that support student learning and engagement (for example, print, visual and digital)
- Integrate culturally responsive and relevant and inclusive pedagogies within program design, planning and development
- Critically explore pedagogical documentation and utilizing a variety of assessment processes to inform program planning, support student learning and foster student engagement
- Engage in critical discourse on topics, issues and perceptions associated with Equity Education such as racism, sexism, ableism and other “isms”
- Integrate instructional processes that honour students’ learning styles, voice, strengths and experiences