Inclusivity in the Classroom

Bronte Phillips

Inclusivity in an educational context is not something that can be viewed by the outside popula-

tion but rather, something that is felt and experienced by those exceptional students within our educa-

tional system. The term “exceptional students” is an umbrella term that describes anyone in grades K-12

who may need adaptations to their learning. Though these adaptations should not be seen as a challenge

to teachers but rather an opportunity to help fully integrate them and remove barriers that society has

placed on them, allowing them to participate fully in every aspect of school. Statistically, every grade,

class, and teacher will have a number of exceptional students every semester, similar to the 7-10 split con-

cept discussed by Shelley Moore.

Teachers are responsible for so much more than simply regurgitating curriculum and they have

the ability to vastly improve the physical and social lives of students as well as to improve the atmosphere

and content surrounding learning. In order to successfully welcome these exceptional students, an inter-

ventionist perspective is needed both in the classroom and out and teachers with bias’ such as that of,

naked independence, need not apply. As discussed in the reading, “Failure is Not an Option” and through

Shelley Moore’s “Presuming Competence”, the belief in the term “fairness” exists but must be elimi-

nated and be seen instead as a slice of layered cake or in other words, “everyone gets what they need” the

slice can be cut dependent on how much support one needs. Continuing what we have been doing is not

eliminating the achievement gap that has been created but early intervention can help.

Equality “support cake” should be given every year/term and by every teacher with the intent of

slowly minimizing the size given as the student gains skills, concepts and, understanding of the material.

These are also known as scaffolding and use a concept of RISE ( repeated opportunities, intensity, sys-

temic supports and, explicit skill focus) to help students take control and become less independent in their

learning. We are not hired to tell students what to do, when to do it and how to do it but to equip them

with; what to use, when to use it and how to use it in various applications. Gaining and keeping student

engagement is a critical aspect and assumptions regarding students and their exceptionalities must always
be left at the door, every student is entirely different and will need modifications based on themselves and

not others similar to them.

As teachers; we must determine their zone of proximal learning, presume competence in our stu-

dents and set expectations and goals for them. We are a bridge for them to have extended support from

their peers in the form of formal peer support programs. Peers and fellow students will naturally improve

things both socially and academically for exceptional students and as teachers, we need to be aware of

each situation and at times, work with parents, fellow educators, and other support personnel to allow for

maximum success. We can and should provide feedback when necessary and keep notes of what works

the best. Our students depend heavily on us for support and prior to this course, I was unaware of just

how many hats a teacher puts on in a regular school day.

The best teachers that I had were able to connect with me on a personal level, I also had amazing

teachers who allowed me to learn by teaching and helping my fellow peers.

I have always loved learning, languages and food, but I have always hated mathematics. Despite

my relationship with mathematics, my high school math teacher allowed me to learn the necessary con-

cepts in all of the ways I aspire to be, very similar to many questions discussed in the reading by Stacy

Crawford Bewley. She provided clear expectations, fair grading, a multitude of instructional supports, and

knew many of her students’ learner profiles and preferences. Lastly, she engaged with students by learn-

ing about them and sharing information about herself, earning their respect, and encouraging them to be

the best that they can. Combining these techniques, scaffolds, and presuming competence allowed most

students in her class to not just succeed, but to succeed greatly and confidently beyond what they thought

they could. This is what makes a teacher amazing and this course has shown me all of the things that we

can do to help ourselves become amazing to help our students accomplish goals beyond their expecta-

tions.

A) Anticipating Diversity

Anticipating diversity in the classroom allows teachers to mentally prepare and begin to contemplate how

to best support students based on their knowledge surrounding diversity. The universal design for learning
has taught us that it is the environment and not the students that needs change and upgrading. Allowing

students to learn through their failures which are merely first attempts at learning and helping them to de-

velop and foster in them a growth mindset is one of the highlights of teaching but these things cannot be

done unless we anticipate diversity. It does not end in the classroom and diversity should be expected in

all facets of society. Upon self-reflection of this picture made me feel really proud, I am so ecstatic to

live in a country that recognizes the different gender types in our society. The image was on a government

of Canada website and I was applying for a volunteer position. Ableism and patriarchalism in Canada

have lost their place and today, we have come to respect and know many genders. As teachers, I believe

that we have the ability to foster connections in students and ensure that inclusive environments are made

within our classroom walls, accepting any and all genders sets the tone for students and peers and I am

committed to engaging with students on this topic and learning more about the various types that we now

recognize. Using proper pronouns and teaching students how to effectively do so is something that I vow

to do.
B)Valuing Diversity
 Prior to having a child I would have frowned upon parents who allowed their children screen time

or gasp, gave them their own IPad. My daughter has an undiagnosed speech delay, when COVID started

shaking the world up and she lost her; daycare socialization, all playdates with friends, as well as her

speech pathologist appointments and early intervention specialist meetings I was devastated. I was scared

that her speech would get worse, she would fall further behind and worst of all I was in spring and sum-

mer term classes and could not properly facilitate her learning alone. I discovered an App that has been

life changing for her and I. Valuing diversity is appreciating everyone and making everyone feel included

in classrooms and schools but more importantly, it is valuing the different pathways and profiles, in

which children learn the best. She has improved her speech immensely through the use of the app and in

turn it has rewarded me with enough time to finish my class readings and have time to study. Learning is

no longer a chore to have her sit and watch my mouth whilst practicing words and now that restrictions

have loosened and she does see some of her friends I am noticing better socialization. Valuing diversity

means valuing the idea that when given the proper supports, and by changing my aim and assuming her

capability, I have given her independence and shifted my own mindset and crushed my own naked inde-

pendence bias.
C) Supporting Diversity

During COVID, my gym and place of employment underwent renovations, the result was a gym

that offered more inclusivity and caters to a more diverse population of members. We added this sign and

are in the process of re-branding, other measures included; touch-free sliding doors for wheelchair/

walker/ cane accessibility, classes catering to seniors with complimentary coffee afterwards to aide with
socialization, a strict “clear-floor” policy to ensure those with visual impairments do not trip on any of the

equipment and larger handicap stalls in the parking lot. This sign represents that no matter what size of

body you have, you are welcome to enter and workout. The focus is not on your size, age, gender, minor-

ity, exceptionalities and weight but rather improving your overall fitness and mental well being. It is a

judgment free zone and safe space for all those who enter and no one should feel intimidated nor afraid.

Many of the new measures reminded me of Aimee Mullins and how impressed she would be that we are

inclusive to such a capacity. There are diverse reasons for why people go to the gym; and the scaffolds we

implement here are also viewed in the classroom, (with regard to learning rather than fitness) such as,

building positive relationships, physical movement and engaging people. Diversity is what makes us hu-

man and all bodies are amazing. We will motivate, presume competence here and in the classroom and

language will be chosen with care, we support you.