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Summary - Inclusion 2.0: Teaching to Diversity ​

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Summary - Inclusion 2.0: Teaching to Diversity ​

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Shelley explores why inclusion may cause tension within schools.  The traditional teaching model where the goal is to teach the green(typical learners) and retrofitting lessons developed for the 'average learner' is a lot of work.

Instead, Shelley addresses Teaching to Diversity is not more work but it is different work.  What kind of support is needed will be unique to every community.  Support teachers and students by continuing to advocate for resources, funding, and inclusion.
Shelley is also suggesting BC schools to free the burden of standardization and shift to standard based curriculum where students are not compared to each other by grades.
And finally the evolution of inclusion has reached the diversity in which people of all communities are involved.

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Key learning
In order to provide support to inclusion and managing work load, teachers find it overwhelming and difficult to organize the lesson plans for typical learners as well as for students with special needs and diverse abilities.. There is a way out for this problem
"Goal of our classroom is no longer be homogenous"
This is called Inclusion 2.0
Example:  Ryan is a boy who has Autism. The class was learning about solar system. All the students are doing an activity together.

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Key Learning:
Take difference no longer a work load but a celebration of strength.
Example:
The class was  learning baseball. Everyone enjoyed. They cheered when Ryan hit the ball and ran very fast.

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Inclusion is still in the process of Evolution
Exclusion-> Segregation->Integration  ->Inclusion->  Diversity
Example:
Back in 1960s , students with disabilities and diverse abilities were institutionalized and were deprived of their basic human rights such as  education, marriage and  employment . But now even Inclusion is evolved and attained the shape of diversity. In our schools and work places we see people included from all different communities and been given their basic human rights.

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4.Key Learning ; Shifting away from standardization

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4.Key Learning ; Shifting away from standardization

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In BC and other parts of Canada, we are shifting away from standardization towards a standard- based curriculum. This will help all students to grow rather than being compared, regarding grades and abilities.
Personal Opinion
The grading system in education is better in a way for student's self assessment. But when it comes to comparison,  students with special needs and diverse abilities feel left out either by comparing themselves to their peers or with their own siblings. This may not help them to motivate for the upcoming term and maintain interest in learning.

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5. Key learning: Moving away from teaching to the middle of the class

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5. Key learning: Moving away from teaching to the middle of the class

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Inclusive education is compared with how bowling is played.  When we aim the ball at the middle, we can knock down most of the pins, but not the pins in the two corners.  Those pins left standing can represent the children who have disabilities.  Standardized education is not enough to meet the needs of children with disabilities.  However, when we aim the ball to the corners and not the centre, we can most likely get a strike in bowling.  Same goes with education, when we practice inclusion, we are able to reach all students.

Example:
When I went bowling for leisure, I often aimed for the middle of the pins because that was the way I learned and understood.  When I got a split, I felt confused because I thought I was aiming at the centre, and I should get a strike.  As I continued to get splits, I felt it was okay because I already got most of the pins.  Like Shelley, I did notice professional players getting strikes by aiming at the hard-to-reach corners.

Not everyone is a profesional bowling player, but with dedication and work, we can all learn about the benefits of inclusion at schools.