- Inclusive education means that all students attend and are welcomed by their neighbourhood schools in age-appropriate, regular classes and are supported to learn, contribute and participate in all aspects of the life of the school.
- Inclusive education is about how we develop and design our schools, classrooms, programs and activities so that all students learn and participate together.
UDL Strategies for Inclusive Classrooms
- Posted Lesson Goals__Having goals helps students know what they’re working to achieve. That’s why goals are always made apparent in a UDL classroom. One example of this is posting goals for specific lessons in the classroom. Students might also write down or insert lesson goals in their notebooks. The teacher refers to lesson goals during the lesson itself.
Assignment Options__In a traditional classroom, there may be only one way for a student to complete an assignment. This might be an essay or a worksheet. With UDL, there are multiple options. For instance, students may be able to create a podcast or a video to show what they know. They may even be allowed to draw a comic strip. There are tons of possibilities for completing assignments, as long as students meet the lesson goals.
- Flexible Work Spaces__UDL promotes flexibility in the learning environment. That’s why in a UDL classroom, there are flexible work spaces for students. This includes spaces for quiet individual work, small and large group work, and group instruction. If students need to tune out noise, they can choose to wear earbuds or headphones during independent work.
Regular Feedback__With UDL, students get feedback—often every day—on how they’re doing. At the end of a lesson, teachers may talk with individual students about lesson goals. Students are encouraged to reflect on the choices they made in class and whether they met the goals. If they didn’t meet the goals, they’re encouraged to think about what might have helped them do so.
Digital and Audio Text__UDL recognizes that if students can’t access information, they can’t learn it. So in a UDL classroom, materials are accessible for all types of learners. Students have many options for reading, including print, digital, text-to-speech and audiobooks. For digital text, there are also options for text enlargement, along with choices for screen color and contrast. Videos have captions, and there are transcripts for audio.
- Help improving interpersonal network (includes interactions with teachers, specialists, support personnel, tutors, administrators, peers, volunteers, parents, relatives, and friends from the community)
- provide quite and private spaces for emotional outbursts
- design lessons around concrete examples
- providing classroom/workplace trials
- avoid asking abstract questions in verbal assessments/interviews
- Allow students multiple ways to demonstrate that their learning goals have been met (integration of drawing, sketching, mapping, doodling, games, role play and hands-on exploration in writing and reading assignments)
- In a classroom setting break students into small groups and teach kids according to their specific learning needs.
**Accommodations change how a student learns the material. A modification changes what a student is taught or expected to learn. Learners who receive modifications are not expected to learn the same material as their classmates. It’s true that modifications can make the learning process less of a struggle for learners, but they may result a student learns less than his peers. He might fall behind on important skills. Over time, this can put a learner at a big disadvantage.
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Please feel free to edit or add your comments to the above mindmap: https://docs.google.com/drawings/d/1p4SMMdAvtUyFe_Y6dDSXbyrhl8NAg-3nHTr29z78h-Y/edit?usp=sharing