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IB Workshop Inclusion & Diversity - June 22-24, 2021

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Use the resources you have to do as much as you CAN - focus on the strengths, not the deficits. Re-imagine and re-think.

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Landfill Harmonic -  the "Recycled Orchestra"

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Identify and build on student strengths and interests

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Inspirational Video- Be a Mr. Jensen- MUST WATCH!!

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Literacy and Inclusion in the Classroom

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3 Big Misconceptions About Inclusion
Research shows that inclusion is best for students with and without disabilities, and yet there are still many misconceptions about what inclusion in the classroom really means. Here are the top three misconceptions, from inclusion expert Nicole Eredics.

Inclusion
Inclusion means ensuring that children with disabilities go to school with their non-disabled peers, while providing them with the individual instruction and support they need. In this article, read about inclusion and how it differs from mainstreaming.

4 Things to Know About Successful Inclusive Schools
In order for inclusion to be successful, it must exist at all levels of education: the community, the school, the classroom, and the lesson. This brief overview describes what inclusion looks like at each level.

5 Signs That a Classroom Is Inclusive
Find out what to look for in a classroom that supports inclusion. Features include how the students are grouped, social skills programs, and use of multi-modal learning aids and assistive technology.

Q&A with Dr. Cathy Pratt
Autism expert Dr. Cathy Pratt talks about the goals of true inclusion, how teachers can support the sensory, executive functioning, and academic needs of their students with autism, the role of peer and whole-school support in helping kids with ASD succeed, sources for evidence-based teaching resources, and more.

Bringing inclusion into your classroom

10 Easy Changes Teachers Can Make to Facilitate Inclusion
From changing the classroom space to adjusting groupings and lesson delivery, find ten practical ways to make changes in your classroom so that students with different abilities can learn and succeed.

5 Essential Classroom Management Strategies to Keep Your Inclusive Class Running Smoothly
In an inclusive class, plans must be responsive to students with learning differences, physical challenges, or social/emotional needs. An expert in inclusion shares some of her successful classroom management ideas, including use of color coding, student planners, and the morning "sponge."

15 Strategies for Managing Attention Problems
Here are 15 tactics that may help children enhance attention and manage attention problems.

New Year, New Goals
Inclusion expert Paula Kluth shares her graphic organizer for goal setting for the new year, including goals for inclusion, learning, classroom climate, collaboration, differentiated instruction, and UDL.

Flex Your Groupings
In most instances, educators will be using assessment data and classroom observations to create flexible groupings in the classroom. Other times, however, teachers may want to group or pair students randomly. This type of grouping works well for many different types of lessons including community-building activities, idea sharing, small-group discussions, or the exploration of materials.

Pick a Stick, Any Stick
In any effective and student-centered classroom, the voices of learners should be heard often; they should be asking and answering questions, sharing ideas, and expressing their thoughts. Some students, however, struggle to engage in some or all of these behaviors. They may need models for asking appropriate questions or adding relevant comments. Get ideas for moving the tasks of talking and sharing from teacher to student, as well as some support for learners who need to eavesdrop on others to learn new communication skills.

Supporting Students with Autism: 10 Ideas for Inclusive Classrooms
Students with autism may have unique needs with learning, social skills, and communication. These ten simple ideas will help teachers address some of these needs and provide guidance for bringing out the best in learners with autism.

A Teacher's Brief Guide to Teaching Students with High-Functioning Autism
Learn more about talents and challenges in children with high-functioning autism. Get tips on how to make your classroom welcoming and supportive, including lots of ideas for creating physical and instruictional supports, and how to use specific interests to jumpstart learning adventures with other subjects.

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3 Big Misconceptions About Inclusion Research shows that inclusion is best for students with and without disabilities, and yet there are still many misconceptions about what inclusion in the classroom really means. Here are the top three misconceptions, from inclusion expert Nicole Eredics.

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Candidates with assessment access requirements MYP

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Access and inclusion planning during the COVID-19 pandemic_

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Access and inclusion planning during the COVID-19 pandemic psychological testing

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Empowering Students to Own the Assessment Process

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with Carol Dwek

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Developing a Growth Mindset with Carol Dweck

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Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

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Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

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culturally responsive teaching and the brain: promoting authentic engagement and rigor among culturally and linguistically diverse students

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culturally responsive instruction; student engagement; brain-based teaching; achievement gap

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educational equalization - united states

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teaching - social aspects - united states

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teaching of students with english as a second language (tesol)

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teaching of students with english as a second language (tesol)

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Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

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Amazon.com: Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students (9781483308012): Hammond, Zaretta L.: Books

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As BC inclusive educator Shelley Moore says, "No plan, no point!" UDL uses a simple approach to curriculum planning that includes Students, Goals and Guidelines. UDL planning always starts with the students and assumes that learner variability is the rule rather than the exception. Student profiles and class reviews are tools that help educators learn about the abilities and needs of their students. Planning pro-actively for diverse needs removes potential curriculum barriers.

Basing lessons on goals rather than one-size-fits-all materials or activities opens the door for students to show their learning in a variety of ways. The UDL guidelines, based on Multiple Means of Engagement, Representation, and Expression, provide checkpoints during planning and teaching to ensure that lessons will be accessible to the widest possible variety of students. As you explore the strategies below, you will learn from BC educators who have successfully implemented these approaches.

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As BC inclusive educator Shelley Moore says, "No plan, no point!" UDL uses a simple approach to curriculum planning that includes Students, Goals and Guidelines. UDL planning always starts with the students and assumes that learner variability is the rule rather than the exception.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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at a glance

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Even if you take the time to search the words equity and equality in the dictionary, you might walk away thinking they mean the same thing. Merriam-Webster defines as "dealing fairly and equally with all concerned," and as "of the same measure, quantity, amount, or number as another." However, much like systemic and systematic, the two words (and their derivatives) can't be used interchangeably.

On the left side of the illustration above, for example, three identical boxes are given to three people of different heights-it's an equal distribution of resources, but it fails to consider that the tallest person doesn't need a box to see over the fence, while the shortest person could clearly use an extra one. When the boxes are redistributed equitably, as seen on the right side of the illustration, all three spectators can watch the game.

As George Washington University's Milken Institute School of Public Health explains, recognizing the difference between equality and equity is important in just about every sphere of life: public health, politics, education, racial justice, and more. If each public school in a certain county receives 150 new laptops, that's technically equal. But it doesn't factor in that some of those schools might be located in high-income districts where most of the students already have their own laptops. Instead, officials should allocate the devices according to which schools have the greatest need for them-that way, they can minimize the chance that dozens of laptops will end up gathering dust at one school, while another doesn't have enough to go around.

To summarize, equality is about dividing resources in matching amounts, and equity focuses more on dividing resources proportionally to achieve a fair outcome for those involved.
Have you got a Big Question you'd like us to answer? If so, let us know by emailing us at A version of this story originally ran in 2020; it has been updated for 2023. bigquestions@mentalfloss.com.

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What's the Difference Between Equity and Equality?

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The dictionary definition of 'equity' seems similar to that of 'equality,' but there's an important distinction between the two.

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by David Foster Wallace

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from the book “Hell Yeah or No” by Derek Sivers - Post includes video

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Any creator of anything knows this feeling: You experience someone else's innovative work. It's beautiful, brilliant, breath-taking. You're stunned. Their ideas are unexpected and surprising, but perfect. You think, "I never would have thought of that. How do they even come up with that? It's genius!" Afterwards, you think, "My ideas are so obvious.