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It is essential to differentiate instruction (DI) depending on interest, profile and readiness of the learners. Only then is it possible to construct an instructional design that can bridge the learning gap and make learning more meaningful.
For instance: If one of my learner is advanced than the others, than I will not have them do the same tasks and read the same readings as others. Maybe we can workout a different plan for them that would be more at par with their level and also, stimulating for them. If not feasible, I could even assign them a supervisory role to engage them with their peers.
An inclusive design in association with DI with everything my peers have mentioned here, can indeed be a stepping stone to success.
-Tanya

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In the field of similar concepts such as universal design / inclusive design, there is a very important model, that is, the user pyramid model proposed by Benktzon, which reflects the degree of lack of users' comprehensive capabilities, the more to the top of the pyramid, the more serious the lack of users' capabilities.
--Benktzon, M

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The most important thing for inclusive design is we should realize the diversity, and we should seek for diversity in our daily lives. As for showing the expression fo respect and diversity, we should know about our identities and how can we make a Hugh contribution for the community. Hence, educators should learn more about different  backgrounds’ news and books, which can help them understand diversity.

—-Isabella Zhu

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In my opinion, in learning or education, inclusive design should take into account each learner as much as possible. Therefore, I believe that when designing instruction, more consideration should be given to how receptive learners are to the new knowledge being taught, to ensure that it is at the very least something that most learners are willing to learn. It is on this basis that we can make better designs and match them perfectly with the learners.
-Yunjun Huang

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1. Create a supportive, respectful environment: promote diversity and fairness.

2. Have high expectations of all the students.

3. Create a supportive peer culture both inside and outside the classroom. This is when the empower learners to respect and trust each other, making empathy and caring ‘fashionable’ and reinforcing positive and pro-social attitudes by encouraging learners to help each other.

4. Plan learning which includes participation from everyone and encourages success. Teacher can do this by creating an environment which is personalised to students’ needs and by talking about learning that focuses on what students can do and what they would like to do next.

5. Take a ‘community’ approach to learning and teaching. Bring community into the classroom and take the classroom out to the community.

-Hengyu Qi

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I think a big part of inclusive design in learning is to make sure the class is engaged. Personally, I consider myself a very hands-on learner and adapt the quickest when I am there, working on a project, rather than listen to an hour long lecture. My co-op term has also taught me that it doesn't matter how much information you absorb in class if you don't somehow find a way to apply it, be it through labs or other methods.

I think my program is doing a great job of applying the hands-on approach with our resources. By including everyone in group projects and having students take on different roles in a group, it really puts the importance of teamwork and coordination, as well as proper communication in a timely manner, into perspective for students as we go through simulated processes of project and time management in our classes.

-Jason Xing

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Before teaching a new unit or topic, it is important to determine the prior knowledge and skill level of each student. I recommend giving students some type of questionnaire in order to gather relevant information that will inform lesson/unit preparations. This allows educators to make the adaptations and extensions necessary to help ensure the success of each student (regardless of their learning needs). For example, a Know/Wonder/Learn (KWL) chart allows students to describe what they already know, what they are curious or wonder about, and what they wish to learn about the topic. This can be done individually, in pairs, or as a class.
- Samantha Ellis

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Executive Functioning Skills to support access for all

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Executive Functioning Skills to support access for all

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Ideas I have explored in a middle school setting:
1) Checklists: If a student is struggling to get started on a task, use a mini-whiteboard to list out the first 3 steps they must complete. Set goals and use timed check-ins (see point (2)) to help chunk their workload into something less daunting.
2) Timed check-ins to encourage independence: Tell students how long you are giving them to get a job done. Use a visual timer. As students increase in confidence, increase the length of independent work.
3) Use a ready, do, done template - start by completing the "done" section. This is where students write down a list stating how they will know they are done a task. Then return to the "ready" section. Students state what materials they need to get started on the task. Finally, complete the "do" section where students list, in order, what tasks they must do to get to the "done" stage.
-Rachel

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I posted this on Twitter but I thought I should share on here too. This is a way to get students to start paying close attention to their environments and critically thinking about inclusion and accessibility.

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When Rick set out to wheel around the world in 1985, he had three missions: to raise awareness about the potential of people with disabilities, create accessible and inclusive communities, and find a cure.

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Accessibility Inspectors (Grades 3-7) | Rick Hansen Foundation

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Passionate about accessibility? We need your help

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1. Establish a "scaffolding" learning method. Scaffolding Teaching is a kind of teaching method that teachers provide some special support for students when they learn and develop new concepts or skills.
2. Listen to students and understand their needs. Understanding students' needs will help you provide them with quality learning opportunities. By giving them the opportunity to explore areas of interest.
3. Think about how students can show what they have learned. Using informal assessments such as discussions, informal quizzes, surveys, or quick writing to monitor progress.
-Sullo Liu

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Navigation: if a learning design activity is meant to be independently accessed and navigated, a designer could make it more accessible by creating a navigation video highlighting the features of the website or interactive tool. Use Screencastify or other desktop recording service, adding in a transcript or closed captions.
-Heidi

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Another important component of inclusion is ensuring that your learners can see themselves in your materials. Ensure diversity in authorship and in voice.
-Heidi

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Craft your learning outcomes in such a way that a learner has choice in how they represent their learning. For example, note the difference between "Learner will write to explain..." and "Learner will explain...". Is the writing essential to the outcome? Can they explain verbally or symbolically?
-Heidi

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SET BC has created an open access, free, self-guided course to support educators to “strategically and collaboratively plan to provide an inclusive learning environment for all students, regardless of grade, content or cognitive ability. This course is entitled "Curriculum for All"
-Heidi

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Throughout these online sessions, we are seeking to answer or explore the following question: How can we, as educators, strategically and collaboratively plan to provide an inclusive learning environment for all students, regardless of grade, content or cognitive ability?

Course Info

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Throughout these online sessions, we are seeking to answer or explore the following question: How can we, as educators, strategically and collaboratively plan to provide an inclusive learning environment for all students, regardless of grade, content or cognitive ability? {{mySection.section_name}}