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Why every school should care about inclusive education

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Why every school should care about inclusive education

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Jayne Pletser, Curriculum Manager for inclusive education, and Kala Parasuram, Assessment access and Inclusion Manager at the IB, talk to Sophie-Marie Odum about how schools can help remove barriers to learning
The IB believes that an inclusive education is something every IB World School should embrace and work towards. Students should be prepared to exercise their rights as citizens and take their responsibilities in the wider community. The IB Learner Profile implies a commitment to help all members of the school community to learn to respect themselves and others, as well as the world around them. Inclusivity then is larger than a recognition of cultural diversity.

"If you think you know what inclusion is, the next child who knocks on your door will challenge that belief," says Jayne Pletser, Curriculum Manager for inclusive education. "Inclusion is about breaking down barriers to learning because if learning or access to learning is problematic, students may find themselves feeling excluded from the learning process or their peer group. Inclusion is about helping them move through this and affirm their identity in different ways - who they are and who they are proud to be."

To help remove barriers during assessments, inclusive assessment arrangements (IAA) such as additional time, supports students during the assessment process. Sometimes the IB will receive unique requests, says Assessment access and Inclusion Manager Kala Parasuram: "We get questions such as: 'What can we do with oral exams for a candidate who has social phobia?' 'Or how can we help a candidate who has autism when it comes to group interaction tasks?'

"We take these on an individual basis and arrive at what we call a reasonable adjustment. We do not change the assessment task or learning outcome, but suggest adjustments so the candidate can demonstrate their knowledge, skills and abilities."

Inclusive education is a journey

To support schools on their inclusion journeys, the IB has published the 'The IB guide to inclusive education: a resource for whole school development'.

Taking into account the IB Learner Profile and its importance in empowering students, and the IB Programme standards and practices, the guide is designed to facilitate inclusive school development by increasing awareness and knowledge, and provoking discussion through reflection and inquiry. Pletser says: "Up until now we were saying to schools: 'we would like you to be inclusive' and now we have a guide that helps schools think about what inclusion might look like".

The guide consists of 43 statements, which reflect the ideals of inclusion. Each is accompanied by a series of reflective questions. It covers all elements where inclusion should be considered, such as a school's philosophy, organization and curriculum.

Although the guide aims to support schools, it does not offer a set pathway to inclusion. This would be "wrong" says Pletser, as the development of inclusion cannot be removed from the context of the school and its student population. Parasuram adds: "We hope that the new guide will provoke discussions whereby each student is given the support that they need to fully access teaching and learning."

"Schools hope we have the silver bullet for them to achieve inclusion, but we don't," says Pletser. "Instead, we hope the guide will get the whole IB community thinking about it. You might think you know what standard to choose, but when you start discussing it you may realize that it may not be right for your school, and want to look at a different standard. Inclusion is a journey; a never-ending process."

Removing labels

A lack of resources or access to appropriate therapies are barriers to access and participation and strategic school development is necessary to overcome them. Schools may also be required to develop inclusion in line with local and national legislation. Pletser says: "The guide will help schools consider what next steps in their school development plan are necessary to increase access and participation."

All students have different strengths and learning barriers can arise when the teaching and/or assessment is not geared towards enhancing these strengths and circumventing areas of unreasonable challenge. In schools where inclusion is embedded, students are taught which learning strategies will help them to achieve success. There is less focus on labels, which are not helpful, says Pletser: "They do not tell us about the individual student, their strengths or interests, but describe a whole range of issues that might have very little to do with their learning needs. Inclusion can only be successfully achieved in a culture of collaboration, mutual respect, support and problem solving."

Parasuram adds: ''The IB supports students in the assessment process based on unique learning characteristics and requirements, rather than labels."

Can schools be fully inclusive?

Inclusion is an ongoing process that will look different in every school, says Pletser. "We acknowledge and respect schools that are achieving inclusion in their own way, within their own legislations and within their allotted budgets. We don't expect all schools to be fully inclusive, but we do expect them to begin their journey."

"Attitudes can make or break the inclusive process," adds Parasuram. "We hope The IB guide to inclusive education can facilitate positive attitudes to inclusion in the whole school community."
Have you used 'The IB guide to inclusive education: a resource for whole school development'? Tell us how it has helped change your approach to offering an inclusive education: email editor@ibo.org

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Why every school should care about inclusive education

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Jayne Pletser, Curriculum Manager for inclusive education, and Kala Parasuram, Assessment access and Inclusion Manager at the IB, talk to Sophie-Marie Odum about how schools can help remove barriers to learning The IB believes that an inclusive education is something every IB World School should embrace and work towards.

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Liz Fosslien - Images to Describe Complex Feelings/Big Concepts (Fosslien is an organizational psychologist)

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Liz Fosslien - Images to Describe Complex Feelings/Big Concepts (Fosslien is an organizational psychologist)

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https://www.fosslien.com/images

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Learning Diversity and Inclusion in IB Programmes

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Learning Diversity and Inclusion in IB Programmes

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[Inclusive Education in Canada] HOW WE DO SCHOOL B.C Ep1 : Bridging the Special Needs Divide

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Sonia Nieto - Teachers Make a Difference - Mrs. Phillips & Dr. Carlin

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Building Classroom Community Through Daily Dedications

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Meeting Student Diversity in the Classroom

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Meeting Student Diversity in the Classroom

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Meeting Student Learning Diversity in the Classroom

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[Inclusive Education in Canada] HOW WE DO SCHOOL B.C. Ep2: Forging Friendships

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[Inclusive Education in Canada] HOW WE DO SCHOOL B.C Ep3 : Learners in Progress

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The Myth of Average:  Todd Rose at TEDxSonomaCounty

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[Inclusive Education in Canada] HOW WE DO SCHOOL B.C. Ep4: Teaming Up

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Using Universal Design for Learning (UDL) in the IB classroom 

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Using Universal Design for Learning (UDL) in the IB classroom 

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[Inclusive Education in Canada] HOW WE DO SCHOOL B.C Ep5 : Power To Parents

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A class of 6-7 year olds in the United States inquires into the central idea, "A community is impacted by the involvement of its members" under the transdisciplinary theme of How We Organize Ourselves.

A class of 7-8 years olds in Germany inquires into the central idea, "The properties of construction materials influence the design of buildings and structures" under the transdisciplinary theme of How the World Works.

Signs and Symbols

A class of 5-6 year olds in Australia inquires into the central idea, "signs and symbols can be used to communicate a message" under the transdisciplinary theme of How We Express Ourselves.

Language and Race/Ethnicity

A Theory of Knowledge class in the United States explores language as a way of knowing by reflecting on the question, "How does the language we use shape the way we think and understand race and ethnicity? Does language construct reality or describe reality?"

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All for One and One for All A class of 6-7 year olds in the United States inquires into the central idea, “A community is impacted by the involvement of its...

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The IB guide to inclusive education: a resource for whole school development

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The IB guide to inclusive education: a resource for whole school development

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Carol Dweck - A Study on Praise and Mindsets

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PYP Nano - Getting to know your learners

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PYP Nano - Getting to know your learners

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https://changeagent.nelrc.org/wp-content/uploads/2018/08/37-Math-Is-a-Civil-Right.pdf

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The CAST UDL Guidelines™ are a tool that can be applied in any discipline or domain to ensure that all learners are able to access and participate in meaningful, challenging learning opportunities. The Guidelines are a set of concrete suggestions rooted in the principles of Universal Design for Learning (UDL)external site , an educational framework developed by CASTexternal site .

UDL is based on scientific insights into how humans learn, and is supported by evidenceexternal site to benefit learners of all ages and across learning contexts. The goal of UDL is learner agency that is purposeful & reflective, resourceful & authentic, strategic & action-oriented.

The UDL Guidelines can support educators, curriculum developers, learning and instructional designers, researchers, parents, and more to apply the UDL framework to practice.

For more guidance on Universal Design for Learning and how to use the UDL Guidelines in practice, find additional resources in the CAST Professional Publishing catalogexternal site , or explore our online coursesexternal site and professional development opportunities for PreK-12external site , Postsecondaryexternal site , and Workforce and CTEexternal site .

Introducing CAST UDL Guidelines 3.0

The UDL Guidelines are a living, dynamic tool that is continuously developed based on new research and feedback from practitioners. After launching our most recent effort to update the UDL Guidelines in 2020, on July 30th, 2024 we are thrilled to release UDL Guidelines 3.0!

This new iteration of the UDL Guidelines responds to a strong call from the field-both practitioners and researchers alike-to address critical barriers rooted in biases and systems of exclusion for learners with and without disabilities.
View Webinarsexternal site

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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.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Research summary Universal design for learning (UDL) and inclusive practices in IB World Schools

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Research summary Universal design for learning (UDL) and inclusive practices in IB World Schools

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Kavita Rao, Rachel Currie-Rubin and Chiara Logli-CAST Professional Learning

The International Baccalaureate (IB) is committed to ensuring that inclusive education is practised in IB World Schools. Universal design for learning (UDL) focuses on creating accessible learning environments for all learners, including students with disabilities, students from culturally and linguistically diverse backgrounds and students who are gifted and talented. This exploratory study examined how IB educators implement inclusive practices and UDL in their classroom and school settings. Data was collected using an online survey and participant interviews to gather information on how inclusive practices are being implemented by teachers and administrators across all three IB regions (Africa, Europe, Middle East; Asia-Pacific; the Americas). The results indicate that IB educators are implementing inclusive practices at high levels, although their degree of knowledge about the UDL framework itself varies. IB teachers and administrators are familiar with various strategies to differentiate instruction, integrate flexible options during instruction, and implement instructional strategies to engage and motivate all learners. The strategies these educators use are consistent with IB approaches to teaching and learning and align with UDL guidelines.
Research summary (PDF, 115 KB) Full report (PDF, 2.6 MB)

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Universal design for learning (UDL) and inclusive practices in IB World Schools (2016)

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Kavita Rao, Rachel Currie-Rubin and Chiara Logli-CAST Professional Learning The International Baccalaureate (IB) is committed to ensuring that inclusive education is practised in IB World Schools. Universal design for learning (UDL) focuses on creating accessible learning environments for all learners, including students with disabilities, students from culturally and linguistically diverse backgrounds and students who are gifted and talented.

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Pollert- Universal Design for Learning and Inclusive Practices in IB

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Pollert- Universal Design for Learning and Inclusive Practices in IB

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Universal Design really makes sense with Project-Based Learning.  Project-Based Learning is primarily used in my Language and Literature and Individuals and Society classes.  This also makes choice more conducive and available in classes. Students can choose to work in a group or individually and sometimes students can choose their groups. With the right design students can also choose the topic or problem to investigate and attempt to solve or positively affect. Another choice is giving students the freedom to communicate their information they way they choose (podcast, website, video, slideshow, skit, etc.). With this myriad of choices neuro-typical or neuro-divergent students. It also opens up a number of topics to be explored including topics of race, gender and sexuality. The idea of average not actually defining any person also reinforces the idea there are no norms for race, sexuality or gender. Getting rid of normal people and average people is a huge step towards equity and inclusivity.

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Learning Diversity and Inclusion in IB Programmes

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Learning Diversity and Inclusion in IB Programmes

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OISE experts: 11 back to school tips for teachers

September 1, 2016

As thousands of students head back to the classroom, parents and teachers alike will be focused on ensuring students begin on the right foot. What's equally important is ensuring teachers are also well-equipped and mentally prepared to tackle the new year.

So, here at OISE, we've tapped into some of our leading education experts for top back to school tips for teachers.

If you're a teacher, read below for how to help ensure you score a 10/10 as you head back into the classroom and look to mold the minds of future greatness!

Tips for teachers

1) Get to know your students
Get to know your students on an individual basis. Take the time to develop strong and respectful relationships with each of them. This will pay off down the road - whether in helping you understand their individual differences, resolving potential issues and establishing the trust necessary for a collaborative approach to student success.

2) Reflect diversity
Nurture a respectful and inclusive classroom culture. Teach, practice, and appreciate open-mindedness and awareness, explicitly demonstrating respect for many aspects of diversity, including race, ethnicity, socioeconomic situations, religion, gender, national origin, family composition, sexual orientation, physical/health or psychological difference, learning style, and political affiliation. Create an environment in which all students feel they are safe, equal and special and teach the importance of being active citizens who question and counter prejudice.

3) Respond to the Truth and Reconciliation Commission
Research the history of the land your school is located on. Help students develop a greater sense of the Indigenous peoples who once lived there and continue to live in the community. Educate yourself on Indigenous teachings and incorporate them into your classroom. This will help foster a sense of awareness, appreciation and understanding of Indigenous peoples.

4) Set professional learning goals
Determine a practice you want to get better at, be creative and take a risk. One example might be committing to improving classroom assessment by working to provide more timely and descriptive feedback to students.

5) Clean slate
Allow each student to begin anew. Do not judge little Jane and Jim for their indiscretions last term - give students the chance for a fresh start. And that goes for older, adult students too! And, on this note, don't show favouritism! Each student should feel they have an equal chance to learn, grow and shine.

6) Be you!
Let your students see that you love what you do. Find out what they did over the summer and share some of your experiences. Did you go on vacation? Spend time at a cottage? Go to your son's or daughter's soccer tournament? Let them see who you are and the kind of interests you have. They'll see you as not just a teacher, but a person too, which can bode well as you build your teacher/student relationship.

7) Enlist a 'critical friend'
Identify a "critical friend" on staff who will both support and challenge your professional practice in productive ways. The added perspective will help you adjust your teaching practices to ensure you're at your best.

8) Classroom management
Classroom management is a key ingredient for a smooth school year. Spending the first few weeks- or even month- reinforcing, in fun ways, rules and routines is paramount. Every rule created can be included under "Respect for Self & Others" - which cannot be emphasized enough!

9) Don't be their friends!
This tip is especially important for new teachers: Establish positive relationships with your students, but don't seek to be their friends. Attempting to have a friendship with your students is a recipe for loss of control!

10) Be flexible
It's important to have lesson plans, but when unexpected teaching opportunities arise, take advantage of the moment. Let your students help drive your teaching! As well, teachers plan so much in a given day and often try to cover everything; in doing so, they stress themselves out, but more significantly, they stress out their students...leading to classroom management issues! It's okay if your plan for the day shifts.

12) Self-care
Take care of YOU! Remember to live a healthy, balanced life full of exercise, nutrition, sleep and friends. Your health and happiness will show in the classroom and make for a happier, healthier environment too!

We hope these tips will serve you well as you begin the new school year. Feel free to share our top tips for students with those in your classes as well.

Good luck!

Special thanks to our OISE expert contributors: Richard Messina, Ann Lopez, Charles Pascal, Steven Katz, Doug McDougall & Genie Kim

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12 back to school tips for student success at OISE
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11 back to school tips for teachers by leading OISE experts

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Calling all teachers: Have you thought about how to foster an inclusive classroom, or instill respect in your students for members of the LGTBQ community? Here are some tips to be mindful of as you begin a new school year.

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Learning Diversity and Inclusion -Visual Representations and Key Takeaways

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Learning Diversity and Inclusion -Visual Representations and Key Takeaways