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We felt every part of this was nuanced and important.

We also felt there were some pieces that were missing-- barriers to learning should include racism, heterosexism, sexism, etc. Where is this discussion in IB? UDL and SPED are not going to be enough when it comes to equitable education

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- There are several barriers to learning (ATL’s, physical barriers, relationships within the community, culture and policy, school organization)

- ATL’s – strategies must be implemented to support ALL students by ALL teachers, consistently. Reflect for effectiveness

- Culture and policies – Should racism and gender be explicitly included?

- Key words missing: racism, gender, sexuality

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Pages 8-9: How to use IB standards and practices to support inclusion?

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Pages 8-9: How to use IB standards and practices to support inclusion?

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- ongoing  process  of  inclusion through identifying combinations  of  practices,  as  opposed  to concentrating on each practice in isolation

- organizes  time  for  learning  and  teaching  that  provides  a  broad,  balanced  and  connected curriculum and serves the changing needs of its community
-  teachers  remove  barriers  to  learning  to  enable  every  student  to  develop,  pursue  and  achieve challenging personal learning goals.
- regularly reviewing policies (language and inclusion)

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- foster the social, emotional, and physical well-being of its students and teachers. Looking beyond academic growth, but overall growth of students.

- language policy and inclusion policy  regulary reviewed by staff. The onus is not just on the Learning Strategist (team)but on every teacher to ensure the classroom is an inclusive space.

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Page 10: IB Principles of an inclusive education 

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Page 10: IB Principles of an inclusive education 

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- all students have access to each part of the curriculum (learning engagements, assessment, co-curriculars, etc.)
- every educator is an educator for all students
- there is a need for teachers to collaborate and work together to support inclusive education
- multilingualism is recognized as a resource
- inclusive education provides a sense of belonging & safety
- diversity includes all members of a community

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-does  not  exclude  on  the  grounds  of  strengths, challenges,  age,  social  status,  economic  status,  language,  gender,  race,  ethnicity  or  sexuality

-there  is  no  average  brain  and  thus  no  average  student

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-increase access and engagement

-learning for all
-identifying and removing barriers

-addresses learning support requirements (what are the "requirements"?)

-continual process
-it is an educational approach to which all schools should aspire

-culture of collaboration, mutual respect, support and problem-solving
-whole school community

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Group 1: Pages 2-3
Group 2: Pages 4-6
Group 3: Pages 8-9
Group 4: Page 10

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Learning Diversity and Inclusion in IB Programmes