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Issac and His Amazing Asperger Superpowers! (SAMPLE ANSWER)

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Issac and His Amazing Asperger Superpowers! (SAMPLE ANSWER)

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The inclusive resource I found is a picture book for early Elementary students called, Issac and His Amazing Asperger Superpowers! This book is fun, bold, and colorful, and will certainly entice every reader (even adults). One thing I love about this book is that it shifts from the idea of Aspergers as a disability to understanding it as a superpower. This will help students to think of themselves or their classmates in more empowering, and less "ableist" ways. I used the Checklist for Inclusive Classroom Community, and this book matches the criteria under the Environment header: Provide texts, resources and learning materials in the classroom that reflect diversity of culture, ethnicity, faith, and language, and differences in socioeconomic status, physical ability and family structure. https://www.littleparachutes.com/books/asperger-superpowers/

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Building Thinking Classroom - Ashley Snyder

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Building Thinking Classroom - Ashley Snyder

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This is a professional development resource I was interested in using for this assignment because I wanted to see it through the lens of inclusivity. It is Building Thinking Classrooms in Mathematics by Peter Liljedahl. Teachers would work directly to implement Liljedahl's 14 teaching practices, such as visible random grouping, vertical non-permanent surfaces, rich problem tasks, and defronting the classroom. This fosters active learning, supports equity in student participation, and equips teachers with inclusive and problem-solving practices to transform their classrooms. This PD aligns with multiple criteria in the checklist given, which include fostering equitable engagement, active learning scaffolding, and reflective professional growth. First, it fits because of the random grouping and defronting because it reduces the teacher-centered classroom and supports diverse participation. Second, the vertical surfaces and rich thinking tasks engage students fully and physically as they can make their thinking visible. Third, the tasks given vary in terms of entry points, which ensures accessibility for learners of all levels. Finally, the model supports growth, feedback, and continuous adaptations through check-your-understandings and observations as they work on the vertical whiteboards. Overall, BTC aligns well with the checklist because the strategies are made to support learners of all types.

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When Sophie Gets Angry -- Really, Really Angry...

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When Sophie Gets Angry -- Really, Really Angry...

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The inclusive resource I found is a picture book for PreK and early Elementary students called When Sophie Gets Angry -- Really, Really Angry... by Molly Bang. This story follows Sophie, a young girl who becomes extremely upset and must find ways to calm herself down. This is valuable for introducing emotional regulation strategies, empathy, and perspective-taking for students.

This book aligns with the Reading criterion “enable students to experience the world through the eyes of another” by connecting reading to their own backgrounds and experiences. Students can step into Sophie’s perspective as she navigates her intense emotions. The story encourages connections between the text and students’ own experiences, making it relevant for discussions about how different people handle anger. This book is helpful to support inclusive classroom conversations. By fostering role-play, reflection, and perspective-taking, this resource allows students and teachers to form an inclusive classroom community.

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Morning meetings are an important part of building classroom community, especially at the beginning of the year when students are getting comfortable and learning about each other. The book provides multiple ideas for morning meetings, including activities like Bug in the Rug, where a student hides under a sheet and a “detective” has to guess who is hiding. Activities like this not only create fun and laughter but also help students form friendships and develop a sense of belonging. These practices align with the atmosphere section of the checklist, as they convey openness and warmth while encouraging students to interact positively with one another. By fostering kindness, cooperation, and social engagement, morning meetings help establish a supportive classroom environment where all students feel valued.

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The resource I found is for a 1st-grade reading and SEL lesson built around Mama Zooms by Jane Cowen-Fletcher, a children’s book narrated by a young boy whose mother uses a wheelchair. The lesson reframes physical disability as empowering and positive, showing the mother as active, adventurous, and loving. Students engage in read-aloud discussions, creative drawing/writing activities, and role-play comparisons to help them empathize and connect with the story’s themes. This book helps to promote diversity, empathy, and provide an accurate representation of people with physical disabilities.

This resource meets several checklist criteria for reading materials. It provides reading experiences that build on students’ own experiences, language, and culture, because students can share and compare their prior knowledge of mobility aids. It presents images of gender, ethnicity, and physical disability in a positive way, uses texts to create role-play opportunities through having students imagine themselves or others using a wheelchair in fun, everyday activities and it addresses topics of social relevance through inclusion, diversity and challenging stereotypes. Lastly, it encourages connections between reading and students’ backgrounds through personalized drawings and sentence starters that link story themes to their own lives.

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The resource I found was the book titled "Skin Like Mine" by Latashia M. Perry. This book can be read at any grade level in Elementary School. This is a book about inclusivity and that all students have values and the color of ones skin does not matter. The author makes a point to celebrate everyones skin tone, however, the main point the author is conveying is that it is what is inside that truly matters.

In regards to the elementary checklist for inclusive classrooms, I decided to focus on "atmosphere". This story connects to the following ideas:

-Create an equitable and inclusive classroom that respects gender differences, diverse ethnocultural and faith communities, family structures, student abilities/needs and differences in socioeconomic status.

-Take care that all students feel accepted and gain a sense of belonging.

-Convey openness and warmth and encourage students to interact with others in the same way.

-Challenge any and all stereotypical comments and inappropriate behaviors.

I believe all of these aspects are important in having a positive and inclusive classroom environment. I also think this book would be perfect for an SEL lesson that discusses different races and that everyone is equal.

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I decided to choose Elementary and find a resource based on this. The resource I found was The Morning Meeting Book by Roxann Kriete and Carol Davis. This book’s purpose is to to integrate content-specific (academics + SEL) engagement through a daily classroom practice. Morning meetings are a great way to bring your class together as a community. These are ways to add SEL to your day and for students to get to know each other better, in a respectful and kind atmosphere. This book is a great tool to make these morning meetings effective. This teacher-oriented guide equips elementary educators with a structured yet flexible framework to launch each school day through Morning Meetings. It blends social-emotional learning components (greeting, sharing, activities, message) with academic readiness, providing step-by-step guidance, adaptable templates, and tech-enhanced support like QR-linked videos. Based on my research of this book, I was able to complete the Elementary Checklist for inclusive classrooms. This does a great job at meeting the needs of the classroom atmosphere. It actively engages students, fosters SEL and community, intertwines academic content, and offers adaptable, teacher-friendly tools for varied classroom settings. Based on the checklist, it is able to “Convey openness and warmth and encourage students to interact with others in the same way.”

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ClassDojo is a classroom communication and behavior‐support platform designed for elementary teachers, students, and families. It offers tools for reinforcing positive behaviors, sharing announcements with families, and posting student work through “class stories.” According to ClassDojo, “it aims to create a positive learning environment and foster collaboration between home and school.” This resource supports inclusive teaching practices in several ways. It builds classroom community by allowing students to publicly celebrate one another and feel recognized for their effort & growth. Referring to the checklist, I would say it checks off a majority of the boxes under atmosphere, environment & community. It encourages home–school partnerships by translating posts into multiple languages for caregivers, which promotes equitable family engagement. The “Big Ideas’’ videos offer explicit SEL instruction (growth mindset, empathy, emotional regulation, etc.). These mini‐lessons easily connect to morning meetings, ELA, or social studies while supporting students’ social‐emotional development alongside academic standards. Students can also post their own work & reflections, choose their monster avatar, and receive feedback related to their specific actions. This gives them a voice in how they show their learning!

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Where You See Yourself by Claire Forrest (2023) is a young adult novel which would work well in a secondary classroom and meets multiple points on the inclusion checklist. This book follows the life of Effie who is a high school student with cerebral palsy who uses a wheelchair. The book is about the challenges of her daily life and the big decision of selecting a college that meets her academic, social, and accessibility needs. I think this book would be excellent because it will promote productive conversation about inclusion and build awareness of struggles that those with physical disabilities may face. In regards to the Inclusive Course Checklist this book has accessible materials and incorporates diversity. This book has digital and audio formats making it accessible students. This book of course incorporates diversity, but in a relatable setting so students will best be able to realize and connect with the struggles a differently abled student experiences school. This book also models positive interactions and communication because Effie learns how to advocate for herself in a world that is not designed for her. Another way this book could meet the Inclusive Course Checklist is that it supports assignments and assessments by encouraging teachers to design reflective writing or discussion activities where students analyze the book in a low stakes way with a myriad of different formats, which is a part of the checklist.

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I chose this resource because it emphasizes how Universal Design for Learning (UDL) should be the main framework for inclusive instruction, since it is designed to support all learners at whichever stage they're at in their learning. The book discusses how culturally relevant pedagogy fits in perfectly with the UDL framework and it provides real world examples on how to implement these resources. True Inclusion with UDL also encourages collaboration among teachers, families, and admin to build strong school climates, which can only improve upon the classroom climate.

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The resource I chose is a book for elementary-aged students. “A Day With No Words” is about a little boy who has Autism, and is non-verbal. The story follows him throughout a typical day, and highlights the idea that although he does not speak, he still has complex thoughts and emotions. This is a powerful book to teach students about people with different abilities, and promotes acceptance of others, especially those who communicate in different ways. Students would love this book as it has beautiful illustrations and a compelling story, and teachers can use it as a tool for talking about diversity and classroom norms.

This book aligns with many aspects of the checklist, especially those in the reading category. One is “Use texts to create role-play opportunities that enable students to experience the world through the eyes of another.” If I were to use this book in a social emotional learning lesson, I might have students meet this criteria even more by doing a writing or talking activity in which they try to communicate without words to see what it would be like.

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The screenshot is from a free curriculum provided by Second Step for ideas on how to include Social-Emotional Learning concepts into a second or third grade classroom during the first few days of school. I chose this resource because a major goal of mine in my future classroom is to regularly embed social emotional learning and language into everyday routines. The school I interned at utilized Second Step to provide a structure for formal SEL instruction and I liked their resources. The lessons outlined above specifically check "Take care that all students feel accepted and gain a sense of belonging." on the list. This is because the goal of lessons is to convey that all students are feeling relatively similar feelings at the start of the school and that they are not alone. Additionally, this checks off "Convey openness and warmth and encourage students to interact with others in the same way." because students are encouraged to have vulnerable conversations and develop a sense of belonging in their classroom and school. I think that through these lessons, one could establish a routine of having SEL centered discussions in class, students can gain and utilize relevant language to express their feelings, and form bonds with their classmates to last the whole school year.

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The Kurzweil 3000 is a multi-faceted tool for students who struggle with a wide variety of reading skills. It boasts tools like text-to-speech, visual dictionary images for multiple tens of thousands of terms, many languages/translation tools, a speaking spell checker, text size adjustments, highlighting and organizational tools, supports/resources for tests, essays, notes, citations, and more. This resource can be especially helpful to those with dysgraphia, dyslexia, and other disorders or disabilities that interrupt students' abilities to process information or express ideas in written form. Because dyslexia is the most common learning disability (according to Walden University), followed closely by dysgraphia and language processing disorder (among a few others), this would be a massively influential tool in a large amount of students' learning. In a modern world where so many students get frustrated and resort to cheating using technology provided to everyone to make things 'easier', why not make learning truly accessible for those students so they don't even feel the need to look elsewhere to find a way to process and organize information, and to express themselves clearly? I would say this tool touches on each section of the checklist for secondary inclusion; Syllabus and Policies (it can help students highlight important aspects, note take, and process the information provided), Materials and Activities (it provides multi-sensory approaches to information and activities, and makes them more accessible to a broader range of abilities), Assignments and Assessments (it provides tools like graphic organizers and practice tests/essays, and can even help teachers assess their students more efficiently and more accurately), Interaction and Communication (it makes information clear, as well as easy to remember and organize, helps with studying, and supports students while helping to point out mistakes or areas that they need more help in), Canvas (works well with other tools and technology), and Taking it Further (there is such a broad range of supportive tools provided by this one resource, it can be used in creative and innovative ways in order to support students and teachers alike while sharing and processing information in written form).

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I chose the book, Lucas tiene superpoderes, by Ana Luengo and Marisol Díaz. The book follows Lucas, a 4 year old boy with Autism as he visits his extended family for family reunion. There, his aunts, uncles, cousins, and grandparents learn from the younger family members what it means to have Autism through playtime with Lucas.

I chose the book, Lucas tiene superpoderes, because it is supposedly the first book, written and published in Spanish, intended to help teach children of the target age group (6-10) the misconceptions surrounding autism and how to care for loved ones with autism. I believe that it would be beneficial to incorporate this book in a Spanish World Language classroom when it is very centered around the family. With Family and Friends unit topics incorporated in World Language curriculum, a critique I have is that they don’t go far enough in educating students on going further in describing their family members and friends. I believe that by excluding any language that would describe people with exceptionalities, it would make that content taboo in the classroom and open the opportunity to improperly discuss exceptionalities in exclusive ways in the target language.  I would say that this satisfies the Incorporate Diversity in Examples checkbox under the Materials/Activities section of the checklist for Secondary Education.

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I chose the UDL as my resource. This is a resource that I believe every teach should be using. This specific text is focused on helping teachers to translate UDL after covid, something that we have all struggled to do since the pandemic. This book discusses relevant pedagogy in a digestible way for teachers to implement UDL. It provides examples to make a classroom equitable, inclusive, and how to include diverse perspectives into a classroom.

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In the third edition of UDL Now!, Katie Novak provides practical insights and savvy strategies for helping all learners succeed in a post-pandemic world using the principles of Universal Design for Learning (UDL).

This powerful guide for educators covers timely topics including:

Supporting UDL within multi-tiered systems of support (MTSS)

UDL in the service of equity

Recruiting and engaging learners as UDL partners

How UDL and Differentiated Instruction (DI) work together

The role of student choice and voice

What learning expertise really means

Preparing for standardized assessments the UDL way

Novak presents examples throughout the book to make the content relevant and digestible. She concludes each chapter with reflection questions to help teachers apply key concepts to their work.
©2022 CAST, Inc. (P)2023 CAST, Inc.

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Check out this great listen on Audible.com. In the third edition of UDL Now!, Katie Novak provides practical insights and savvy strategies for helping all learners succeed in a post-pandemic world using the principles of Universal Design for Learning (UDL). This powerful guide for educators covers...

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This book provides teachers with valuable information and access to specific research that will help students with disabilities in secondary classrooms. Also, provides a source of research and supported strategies that outline approaches to understanding the levels of learning in students with disabilities. Unlock roadblocks to learning that will allow students to succeed.

Problems - attention, discrimination, confusion, reasoning and frustration.

Solutions - successfully help students learn and overcome their problems to achieve positive outcomes.

This book matches the criteria outlined in the checklist for an all inclusive classroom.

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I chose Understood.org's Classroom Accommodations for Learning Differences because it is a helpful resource for elementary teachers who work with students with different learning needs, including ADHD, dyslexia, autism, and other disabilities. The resource provides practical accommodations and teaching strategies that can be used every day to help students participate and succeed in the classroom. It fits several areas of the Inclusive Classroom Checklist, especially Teaching Practices, because it encourages differentiated instruction and supports different learning styles, Assessment, by promoting accommodations and flexible ways for students to demonstrate their learning, and Atmosphere, by helping teachers create a classroom where every student feels accepted, respected, and capable of learning. As a future elementary teacher, I would use this resource to make sure all students receive the support they need and feel included in the classroom.

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I chose the book Freak the Mighty, about two children with very different disabilities who become friends. The first boy Kevin, has Morquio syndrome, is much smaller then the other boys his age, uses crutches and a leg brace, but is extremely intelligent. This makes him the inverse of his friend Max, who is an extremely large and muscular boy with a learning disability. The book chronicles their friendship and how they overcome bullying and harassment by the other kids by reclaiming the words used against them, with Kevin proudly referring to himself as "Freak", and referring to both of them together as "Freak the Mighty". This book is aimed at middle schoolers, and is a popular choice of literature for 6th grade classrooms. I chose it because I think it is a realistic depiction of what differently abled individuals have to deal with, and represents multiple disabilities. It lines up with multiple aspects from the secondary education inclusive courses checklist, in that it connects to the real world, and incorporates diversity into class materials. I think this book is a great way to help children emphasize with those who are different from them, and can help those with learning or physical disabilities to feel seen and represented in the materials they study.

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For this activity, I chose the book Demystifying Disability: What to Know, What to Say, and How to Be an Ally. I was debating on whether to focus on a resource for teachers or students, but feel this reading could be beneficial for both. In terms of a description, this guide focuses on becoming an ally who is informed and thoughtful, plus gives steps to take towards inclusivity. I really like how this reading promotes actions that can be taken, this is an educational approach. To give further insight, author Emily Ladau has Larsen Syndrome and is a disability rights activist. It is noted she utilizes the telling of stories to promote engagement with helping people learn about disability. She values art, working for more accessibility with this passion and has edited publications that were focused on disability. Clearly Ladau’s experienced background will add to her book.

When it comes to the provided secondary checklist, I feel this book aligns well. For instance, the provided steps can be aligned with “Teach students how to learn”. This book serves as a guide for readers. The various reviews on the book website provide additional insight into checklist alignment. For instance, it is noted that this guide is easy in terms of reading plus addresses myths by dispelling them. This can connect to the “Provide a Variety of Examples” of the checklist. Lastly, the “Incorporate Diversity into Examples” is met pertaining to the topic of this book. Overall, this appears to be a great guide that can be utilized by secondary students and teachers alike.

Links:

https://emilyladau.com/book/

https://emilyladau.com/about/

https://emilyladau.com/book-reviews/

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All Are Welcome by Alexandra Penfold and Suzanne Kaufman

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All Are Welcome by Alexandra Penfold and Suzanne Kaufman

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All Are Welcome by Alexandra Penfold and Suzanne Kaufman is an elementary picture book that focuses on diversity, inclusion, and belonging within a school community. The story follows children from different backgrounds as they learn, play, and grow together at school. It shows that classrooms can be welcoming places where everyone is valued and respected.

This resource is intended for elementary-aged students, particularly students in grades K–5. Teachers can use it as a read-aloud, SEL activity, or discussion starter to help students understand the importance of acceptance, kindness, empathy, and respecting differences. It can also be used to help establish a positive and inclusive classroom community at the beginning of the school year.

All Are Welcome meets several criteria from the Inclusive Classroom Checklist, including representation, belonging, and respect for differences. The book presents students and families from diverse backgrounds in positive and meaningful ways. It also emphasizes that every student deserves to feel included and valued. Overall, the resource supports an inclusive classroom by helping students recognize and appreciate differences while creating a stronger sense of community.

Checklist Criteria It Meets

✅ Representation: Includes diverse students and families.

✅ Belonging: Communicates that every student is valued and welcome.

✅ Respect for differences: Celebrates differences rather than presenting them negatively.

✅ Inclusive learning environment: Can help students discuss how to make everyone feel included.

✅ Positive portrayals: Diverse identities are represented in a positive, age-appropriate way.

This is a strong elementary resource because inclusion is presented as a normal and positive part of the school experience, rather than as a problem that needs to be solved.

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I chose the book We Move Together by Kelly Fritsch and Anne McGuire. The book follows a group of children with different abilities while they move through everyday spaces and encounter barriers. I chose this book because it touches on accessibility, disability, and community. It also touches on the idea that people may move and participate in different ways. It checks off many of the criteria on the checklist, including: includes characters with different abilities, shows children participating in everyday activities, addresses physical accessibility and barriers, promotes belonging, does not portray disability as something that needs to be "fixed", gives students opportunities to discuss how environments can be made more accessible, and is appropriate for elementary-aged students; and has a kid-friendly glossary.

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Iveliz Explains It All by Andrea Beatriz Arango

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Iveliz Explains It All by Andrea Beatriz Arango

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The inclusive resource I have chosen is a novel in verse titled Iveliz Explains It All by Andrea Beatriz Arango. Iveliz Explains It All is intended for middle school students. It is told through Iveliz’s journal entries and poems as she navigates mental illness, shifting family dynamics, and the transition to junior high. Iveliz is a neurodivergent, Puerto Rican seventh grader; she is at the intersection of several cultures and abilities that often go underrepresented in traditional middle school literature. On the Inclusive Classroom Checklist, this text checks off the box that calls for resources that “reflect the diverse cultures, social backgrounds and experiences of students in the class.” Additionally, because this novel is written in short lines with a lot of white space on the page, it lowers the immediate intimidation that struggling readers experience when faced with large chunks of text.

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This web page is a section of inclusion resources for classroom teachers. This specific page focuses on small ways teachers can make sure they have an inclusive classroom through belonging, relationships, transparency, structure, welcoming and wild cards. Each activity or aspect has a key for the time commitment it takes to implement into the classroom.

For the secondary level checklist it covers syllabus policies, real world connections, welcoming language, office hours, communication plans, and setting the tone. It is a strong resource for its intended purpose of offering small ways for teachers to foster inclusion but I don't think it offered enough about student identity.

Link: https://teaching.uic.edu/cate-teaching-guides/inclusive-equity-minded-teaching-practices/bite-sized-inclusive-teaching-strategies/

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Yardsticks by Chip Wood serves as a strong foundation for understanding age-appropriate behavior and designing lessons that fit students' developmental stages. This closely supports the checklist’s goals for clear scaffolding, differentiated instruction, and maintaining a warm, supportive learning environment. By helping teachers understand how children grow physically, socially, and cognitively, the book makes it easier to set realistic expectations and create well-structured daily routines.

At the same time, because Yardsticks focuses mostly on general developmental milestones, it falls short on the checklist's standards for cultural, linguistic, and community diversity. It offers little guidance on selecting dual-language texts, representing varied family structures, or adjusting assessment strategies for students from different backgrounds. To build a truly inclusive environment, teachers need to pair Wood's developmental insights with culturally responsive resources and teaching practices.

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The inclusive resource I have chosen is "The Name Jar" by Yangsook Choi. This children's picture book follows the journey of a little girl named Unhei who moves to the United States with her family from Korea. Unhei wants to fit in, and so she tells her classmates that she hasn't chosen an English name yet, which is when the classmates fill a jar with name suggestions for her. At the end of the story, Unhei reveals that she likes her name best and explains what her name means in Korean (grace) and teaches the class how to say her name. The themes of the story are identity, self-acceptance, and inclusion. This book is all about teaching children to respect each other's names and the value that each of their names hold in their culture. The book will help children to accept themselves and others for who they uniquely are. This book is best for grade k-3 (it can be read to grades K-1 and children in grades 2-3 can try to read it themselves or have it read in an IRA).

I used the checklist for an Inclusive Classroom Community and this book matches the criteria under environment and reading for the following: 1 - provide texts, resources and learning materials in the classroom that reflect diversity of culture, ethnicity, faith, and language, and differences in socioeconomic status, physical ability and family structure. And 2 - provide opportunities for reading experiences that enable students to build on their own experiences, language, and culture.

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Who/what it is intended for:
The Proudest Blue is a picture book intended for elementary-aged students. It tells the story of Faizah and her older sister Asiya, who wears a hijab to school for the first time. The story focuses on family, identity, confidence, and dealing with unkind comments from others. It can be used in an elementary classroom to help students understand and appreciate different cultures, religions, and personal experiences.

How it fits the Inclusive Classroom Checklist:
This book meets several criteria from the Inclusive Classroom Community Checklist. One of the strongest connections is under Resources, which says teachers should use materials that “reflect diversity” and include characters from different cultures and backgrounds in non-stereotypical roles. The Proudest Blue gives students the opportunity to see a Muslim family represented in a positive, realistic way rather than through stereotypes.

It also connects strongly to the Reading criteria. The checklist recommends selecting texts that show experiences from a variety of cultural settings and texts that allow students to explore issues of gender and ethnicity. The book allows students to learn about a cultural and religious experience that some students may be familiar with and others may know very little about. It can also help students connect the characters' experiences to their own lives.

Another important connection is to Atmosphere. The checklist emphasizes creating a classroom where students feel accepted and have a sense of belonging, while modeling fairness, empathy, acceptance, kindness, and respect. Reading The Proudest Blue and discussing the characters' experiences could help create this type of environment because students can talk about differences while learning to respond to others with empathy and respect.

Finally, the book fits the Teaching Practices criteria because teachers can use it to discuss bias and stereotyping related to culture and faith. The checklist specifically encourages teachers to give students opportunities to explore issues of bias and stereotyping. Overall, The Proudest Blue would be a useful resource for an inclusive classroom because it gives students representation while also creating opportunities to discuss kindness, identity, respect, and standing up against stereotypes.

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I found this resource about mathematics and disabilities. I imagine it could be used in a PD session for math teachers/special educators. As a middle school math teacher, I wanted to find something relevant to my grade levels as I find that often times sources are either for elementary or high school level, but I rarely find things for the middle levels. It focuses on UDL and how it can used to empower students with disabilities to engage in the mathematics classroom.

With the checklist in mind, this source particularly relates to provide accommodations as it explains how to provide equal education for students with disabilities while being mindful of what they need and what the curriculum calls for. It also relates to increase submission options. UDL focuses on using multiple modes to display understanding, which is what makes it particularly effective for students with disabilities. They can show their understandings through a mode best suited for them.

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The resource that I selected was a resource/text provided by Dr. Goduti during our Fall Semester. Teaching Adolescent Writers takes an in-depth look at how to teach Adolescents to write and why writing is so important for students, especially in a secondary setting. It emphasized the importance of students having a voice through their writing and the difficulty of learning to write, especially if they have not previously had exposure to academic writing. This text served as a way to teach us how to teach writers in the secondary setting to succeed, thrive, and develop their written voice.

There is an emphasis throughout the text on teaching students how to learn rather than teaching for its own sake. It demonstrates the importance of acceptable, applicable, and workable feedback that enables a student to grow and develop their voice through writing. While the material may fall short in some other areas of an inclusive classroom, it helps us develop a language to communicate with our students about crucial topics throughout our lessons and also offers us ways to collaborate across content areas.

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Culturally Responsive Teaching & The Brain by Dr. Zaretta Hammond

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Culturally Responsive Teaching & The Brain by Dr. Zaretta Hammond

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Culturally Responsive Teaching & The Brain by Dr. Zaretta Hammond is a PD resource for k-12 educators that shows connections between brain science, culture, and learning. Hammond explains how a student's cultural background and experiences influences learning and gives strategies to help build relationships and trust and increase engagement. This source fits the checklist criteria of "Incorporate diversity into examples" and "create a supportive environment" because it encourages teachers to recognize and build on students backgrounds, experiences, and strengths in the classroom instead of using a one size fits all approach. It also places a heavy emphasis on creating a classroom of belonging where students see themselves reflected.

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For my inclusive resource, I selected a simple yet powerful and age appropriate short story called "Our Mother's Names" by Uma Menon. What I like about this story is that is appeals to children's natural curiosity and teaches them more about the world they live in. I find that most children enjoy learning simple phrases in new languages; in my previous classrooms, we used to start the day by greeting each other in the languages that make up our classroom community alongside others. This resource is a great way to bridge the gap between the classroom and our world; doubly so if a student can identify with one of the languages used in the storybook. It reflects diversity and connects strongly as a reading from a variety of cultural settings.

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The resource I found was an online article for secondary PD Training. This professional development module is an interactive teacher-training program designed for secondary educators. It prepares high school and middle school teachers with practical, equity-minded instructional strategies to lower cognitive loads for students and support diverse adolescent learners.

Like I said it is intended for secondary teachers as well as curriculum specialists, and instructional coaches looking to implement Universal Design for Learning and culturally responsive practices.

Based on the secondary checklist for an inclusive classroom, it aligns with accessibility / clarity (Incorporates guidelines for creating accessible digital materials using structured styles, clear layouts, and transparent late policies to support students struggling with executive functioning), diverse materials (Emphasizes integrating diverse historical and cultural perspectives, avoiding stereotypes, and using non-PDF, fully accessible formats with captioned video and audio options), and formative / flexible assessments (Trains teachers to reduce reliance on high-stakes testing by providing low-stakes formative assessments).

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I chose Stamped: Racism, Antiracism, and You by Jason Reynolds and Ibram X. Kendi because it is a resource that can be used directly by secondary social studies students while also supporting an inclusive and supportive classroom environment. The book presents American history through the development of racist ideas and encourages students to think critically about how those ideas have affected society. I believe it fits the checklist because it goes beyond simply teaching historical content and gives students opportunities to communicate, reflect, and consider perspectives different from their own. Stamped relates to providing accommodations because students can access the book in different ways, such as through an audiobook, reading selected sections, or participating in discussions about the material. It also connects to communication because the topics in the book create opportunities for structured class discussions where students can practice respectfully communicating their ideas. The book relates to intervening early because reading responses, discussions, and class activities give the teacher opportunities to recognize when students are struggling academically or having difficulty engaging with the material and provide support before they fall further behind. Stamped also supports student wellbeing because it allows students to learn about experiences and perspectives that may be different from their own and creates opportunities for students to feel that their voices and experiences are valued. The supportive environment component is especially relevant because the book addresses racism and discrimination, giving the teacher an opportunity to establish clear expectations for respectful discussions and make sure students do not feel pressured to speak for an entire racial or cultural group. The book also encourages self-reflection because students can examine their own understanding of racism and consider how their experiences and the world around them have shaped their perspectives. Finally, Stamped connects to sharing student experiences because students can discuss their reactions to the reading and make connections to their own lives through journals, small-group discussions, or other activities. Overall, I chose Stamped because it is an engaging resource for secondary social studies students that teaches important historical content while also promoting communication, reflection, student voice, respect, and a supportive classroom community.

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The inclusive resource I found is the picture book Hair Love by Matthew A. Cherry. The story follows a young Black girl named Zuri and her dad as he learns how to style her hair while her mother is away receiving medical treatment. I think this would be a great resource for an elementary classroom because it celebrates Black hair and culture while also showing a family going through a difficult situation. Zuri’s dad takes on the main parenting role while her mom is receiving treatment, which shows students a family dynamic that they may not always see represented in children’s books. I used the Checklist for an Inclusive Classroom Community, and this book fits the criteria because it reflects diversity in culture and family structure and presents characters in non-stereotypical roles. I also think this book could help students see that families can look and function differently, especially when they are going through challenging circumstances

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This book titled Urban Trauma: A Legacy of Racism speaks on the psychological damage/trauma of urban communities due to racism in the past and today. This kind of trauma can bring long-lasting damage to individuals and communities for years. This book is for educators, psychologist, clinical workers etc. working in urban communities. I chose this book because this would be a good resource for educators working in an urban environment to gain more insight on the trauma built in urban communities due to racism, discrimination, violence etc. On the checklist, this applies to the following: Interactions/Communication, Materials/Activities. This can be useful for teachers to be aware of students living in urban communities and how effectively work through their struggles. Also, understanding which content/curriculum will best suit them where they are able to apply their content to benefit their daily experiences.

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IXL: Personalized Learning for Every Student

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IXL: Personalized Learning for Every Student

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IXL stood out to me as a secondary student learning resource because its personalized approach recognizes that students can be working toward the same academic goals without necessarily needing the same level or type of support. Through adaptive practice and personalized recommendations, the platform adjusts the level of challenge based on student performance rather than expecting every learner to move through content at the same pace. Its audio support and variety of visual and interactive question formats also create additional ways for students to access and engage with academic material. These features align with the Inclusive Course Checklist criteria for Accessibility of Materials, Providing a Variety of Examples, and Varying the Level of Interaction. From an inclusivity standpoint, I think its strongest potential is in allowing teachers to provide scaffolding and differentiated practice while students remain connected to the larger goals and content of the class. At the same time, I do not think using technology or differentiation automatically makes instruction inclusive, since the way a teacher chooses to implement the resource still matters. When used intentionally, IXL can support differences in readiness, processing, and learning needs while maintaining high expectations and focusing on students’ growth rather than viewing those differences as deficits.

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Podcast: From rebellion to biomedical research: Working in a lab with ADHD and dyslexia

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Podcast: From rebellion to biomedical research: Working in a lab with ADHD and dyslexia

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The inclusive resource I found is the Understood.org podcast episode, From rebellion to biomedical research: Working in a lab with ADHD and dyslexia. As a secondary science teacher, I really liked this resource because Jacquelyn is a female scientist with ADHD and dyslexia who shares how she went from struggling and not always feeling confident in school to finding her passion for biology and pursuing a career in biomedical research. I think this podcast episode would be especially meaningful for middle and high school science students. I believe it's important for students to see greater representation of people with different backgrounds and learning differences in STEM, especially because these groups have historically been underrepresented in the field. I used the Secondary Inclusive Course Checklist, and this resource connects to incorporating diversity in ability status and avoiding deficit-based thinking. It shows students that learning differences don't define what they are capable of achieving, in science or in any other path they choose to pursue.

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Jo Boaler - Mathematical Mindsets Differently-Abled Resource

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Jo Boaler - Mathematical Mindsets Differently-Abled Resource

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The inclusive resource I chose is Mathematical Mindsets by Jo Boaler. The book is a learning resource and guide for teachers to better teach students in secondary education. One way the book satisfies the inclusive classroom checklist is with its attitude toward assessments. Jo Boaler suggests using low stakes practices so that children can learn from their mistakes. In addition to becoming confident in their ability to persevere and learn, Jo Boaler advocates for implementing “high-ceiling” frameworks into assignments so that all students at any time have the opportunity to go beyond with their learning. Jo Boaler is also a proponent of making material accessible in multiple ways, to allow all learners to access it. Going beyond physical access to the topic she explains how math is more than just numbers, abstract, or visual, it can connect to all other subjects  and this invites an opportunity to increase the ways that the material can be delivered to students.

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The inclusive resource I chose is the book Wonder by R.J. Palacio, which is written for upper elementary and middle school students. The story follows Auggie, a student with a facial difference, as he begins attending school and deals with friendships, acceptance, bullying, and feeling like he belongs. I think this would be a great resource for an elementary classroom because it can help students better understand experiences that may be different from their own and lead to conversations about empathy and acceptance. I used the Checklist for an Inclusive Classroom Community, and this book connects to the Environment criteria of providing texts and resources that represent differences in physical ability. It also connects to the goal of creating a classroom where all students feel accepted and have a sense of belonging.

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I decided to choose an elementary-level inclusive resource. This resource is a picture book for elementary students called Last Stop On Market Street by Matt de le Pena. This book is about a young boy named CJ and his grandmother, who ride the bus across town after church. Throughout the book CJ keeps asking why his family does not have the material things that other people have, such as a car, headphones, and other items. His grandma helps him understand that the value in life is not based on wealth or material possessions. This book fits the reading criteria because it provides opportunities for reading experiences that allow students to build on their own experiences, language and culture. Students may be able to relate to times they have envied something someone else had, whether that was a toy, device, or other item. This book can help students recognize that they do not need to have everything they see others have and should appreciate and be grateful for that they have.