# data[].attributes.body
1. Inclusion 2.0 and UDL are connected through their common intent to move beyond including all learners in the classroom, and into teaching to the diversity of the students. Together both these strategies are invested in involving the learners in their education and focusing on working with students to make the best experience possible. Inclusion 2.0 works more on the curriculum and content side for moving forward, breaking away from a standardized curriculum and beginning to feed learning from a standards based curriculum. UDL is more focused on the learning environment, how the classroom is structured, the autonomy of student choice for their educations, and the integration of tools that have traditionally been given as aids into the toolboxes of all students.

2. for me to meet the needs of a general diverse group of learners, because we know that no group of learners will be the same as another, I need first and foremost a supportive staff and team in school. Being a very new teacher here at Lakecrest I have seen first hand how much the support, encouragement, and teamwork of a connected staff unit promotes an environment where teachers are able to discuss inclusion strategies, and growth pathways for students. Additionally, I need to be well connected with the guardians of my students. Education and learning do not stop when students leave school, and it is essential for parents to be on board with the classroom being run in a way that may not seem like the classroom they remember or the 'traditional' way. Having parents who can continue building children up at home and helping them take control of their learning would make meeting learners needs much more achievable.

3. WAB's model reflects teaching to diversity through the removable of standardized curriculum and the transfer of ownership over learning to the students. WAB also has changed the traditional classroom with desks and rows to a more flexible and quail learning environment. Studio 5's model reflects teaching to diversity in the same transfer of ownership of learning to the learner, and takes it farther through re-creating the idea of school space. Studio 5 removes the idea of homerooms and allows students choice from a menu of learning, not just about what but also which learners they would like to be learning with for that activity.

4. Having not been in a classroom long it is tough for me to list everything that would need to change for me to be teaching to diversity, but I would need to start with continuing to increase my knowledge around UDL and teaching to diversity while I am learning from all of these wonderful educators around me and absorb as much of their skills as I can. Where I am now I feel that I can continue to improve myself and my classroom by increasing students' exposure to different ways of representing knowledge and the many different tools that are available to them that can help us to explore topics of interest and build our learning experience.

# data[].attributes.body
1. Inclusion 2.0 and UDL are both focussed on eliminating the idea that there is a specific way of teaching and learning; more specifically that there is a specific way of reaching proficiency/understanding. This takes into account various student motivations, diversity, and approaches.
2. In physical education we see a large difference in skills, aptitudes, and motivations. I implement diversity by encouraging different students use different tools to acheive the same outcome (Changing balls for students with smaller hands), allowing for students to explore alternative activities that give them more motivation, and asking all groups from K-9 to develop and lead games that they find interesting.
3. Self-Directed learning is a policy that all educators should strive to clearing pathways for. The WAB and S5 model are roadmaps for how we can eliminate the antiqated idea of teaching to a test or a set curriculum. Having teachers assist with routines and basic structures allows for the majority of time to be spent on providing legitimate feedback.
4. I beleive that I am making an effort to achieve this goal and have made it my learning goal for this year. Surprisingly, I have encountered more problems with the idea of self driven education in JH grades as I feel the need to "jump in" and guide learning. In these grades I notice that some students are naturally more willing to lead or initiate while others tend to fall back without the structure of a teacher facilitating a lesson. In younger grades there seems to be more willingness to make mistakes, pivot away from previous ideas, and allow for input from peers.

# data[].attributes.body
1. They both promote teaching to the difference, removing barriers while challenging all students, providing multiple means of engagement, representation and action. While Inclusion 2.0 focuses on the what and why, UDL provides strategies for the how.

2. Having more information about how all my students learn best would be ideal but realistically, this is difficult to obtain. I feel that anticipating and accepting that all my students are diverse learners will motivate me to take more time to research UDL strategies and plan my units with these strategies in mind.

3. Both models focus on the importance of student directed learning and agency. The video from WAB presents the what and why with respect to the FLOW 21 program while Studio 5 focuses on the moulds (barriers) that had to be broken to provide students with opportunities for agency.

4. As a junior high teacher in a small school, I love the the idea of combining our students and allowing them to work with other students in different grades and giving them the responsibility of creating their own schedule, even partially. As we must follow the Newfoundland curriculum, this always feels like a time barrier to our students having the opportunity for agency and to drive their own learning.

# data[].attributes.body
1. Inclusion 2.0 and UDL seem to be one in the same. Teaching to the difference means everyone gets what they need to succeed and meet their elusive (up to then) potential. Both Inclusion 2.0 and UDL require major and subtle shifts in our thinking, planning and teaching--for the good of everyone, but particularly for those who have ever felt 'other' because of the manipulatives they were encouraged to use to solve the math problem, etc. when no one else was given the option.

2. In order to meet the diversity in my young students, I need to know them even more than I already do. I need to understand more about their age group and what works best before I can make further use of all we're learning and all that UDL has to offer. I need to be patient as I try to develop routines with them that will allow for choice and investigations that have entry and exit points for everyone.

3. Amazing things going on at WAB and in the Studio 5 model! So inspiring and without a doubt the way of the future. In these learning spaces, children are driving their own learning in a meaningful way that supports their learning without anyone needing to make separate accommodations for individual kids learning needs. Inclusivity is just built right in--they are spaces for everyone and the kids know it. There's no distinction between who needs what because of diagnoses, etc. there's just choice, established routines and structures that support them in seeing their choices through in spaces and with tools that streamline the whole process.

# data[].attributes.body
1. Both Inclusion 2.0 and UDL focus on responding to all student needs by "teaching the difference". The focus of education shifts away from a single mark of proficiency to a concept of continual growth and development. These approaches to teaching are also connected as they both celebrate student diversity and aim to develop lessons, and an overall environment, where all learners benefit and develop.

2. The first step in meeting the needs of a diverse group of learners as a teacher is to recognize and appreciate the individual learners in the classroom. By recognizing and appreciating differences in learning we can better prepare our lessons, environment, and mentalities to provide students with supports they require. Another important aspect of teaching diverse learners is to be flexible in pedagogy. As an intern I am only beginning to develop my pedagogical style while gaining comfortability in front of the class. During this time in my development as a teacher, the consideration and implementation of these teaching ideologies will enhance my overall pedagogical skills and open-mindedness regarding diverse learners.

3.
WAB
- Focusses on providing students with important life skills.
- Development of autonomy for students through communication, time management, and self-regulated learning.

Studio 5
- Breaking moulds of current education such as: timelines, homerooms, teacher roles, and learning as a whole.
- Putting ownership of timelines and time management in the hands of students.
- Removing homeroom system to break down boundaries of inter-class communication/interaction.
- Teachers wear many hats based on the needs of the students.
- Open concepts of learning to student interests that form the curriculum.
- Student interest is not just an afterthought.

Both of these models reflect teaching to diversity by providing all students with autonomy of choice and by fuelling self-regulated learning via student interest. These models focus on the nurturing of student interest and life skills that will serve them greatly in the future. These models break down barriers in education such as segregation by age and allow students opportunities to develop responsibility and self-regulation.

4. As an intern I am currently developing my own practice and pedagogy, so the implementation of these concepts will serve me greatly when preparing to embrace diverse learners. In terms of school culture, I believe it is crucial for students to understand the concept of diverse learners. It is crucial to instill celebration and acceptance of peers in students, and to appreciate what each student can bring to the school community.

# data[].attributes.body
1. They both want to reach all the students in a way that celebrates all strengths and diverse backgrounds positively.
2. I need the time to further explore watching other case examples of it in action. I try to use choice and flexibility to the best of my ability, but I know I could learn more.
3. I like how they both focus on the agency of the student through choice and interests. I enjoyed when the student talked of the goals of WAB focusing on the skills they need in the future (IB connection). Taking the focus away from curriculum based outcomes that are so heady in our culture.
4. I need to look at how I assess success

Jeff

Jeff

1. I struggle to see any major differences between the two. They share a central idea of thinking about how the learning environment creates an accessible space for all students. I enjoy the eventual goal of having students create this space for themselves, once given enough tools and strategies.

2. As a second language teacher, I focus on listening, speaking, reading, and writing. I see students struggle with different skill areas, and succeed with others. What I feel I need is subject specific professional learning to identify and remove barriers for students in all four skill areas.

3. I love independent and student directed learning. I appreciate the opportunities to explore a resource and discover for myself the aspects I would like to learn. I see in my own classes that, if given the opportunity, students will find the part of a resource that applies best to them, therefore ticking the boxes of student direction and learning within their own diverse interests and abilities.

4. ... in order to achieve greater inclusion and UDL? If that's the question, then I need to look at some of the assessments I use. While the majority offer choice and open interpretation, some are fairly rigid. I still use pen and paper testing of grammar concepts. I still expect that students represent language concepts using spoken and written French (and I don't anticipate that changing). However, even within those types of assessments, I have not yet incorporated aspects of UDL to improve experience for some students who struggle with written output.

Gina

Gina

1. Inclusion 2.0 and UDL are connected becuase they both focus on the importance of embracing the diversity of all learners.  When we teach to differences, we are responding to the needs of all of the students in our classroom at the same time and, as a result, everyone (including the teacher) benifits.

2. I feel that I need access to "human" resources.  As a grade 2 teacher, the students are so very young still and I find it challenging to provide as much choice and agency as I would like when they all seem to need me at the exact same time.  To follow-up with that, I guess access to other resources (i.e. PD opportinities) may also be benifical to help me reorganize the structure of my clasrroom or come up with some "outside of the box" ideas to help with my barrier:)

3. These two models really reflect a model of teching to diversity as they seem to embody what it means to be a truly inclusive school-every student would feel as if they belong and as if they are a valuable and successful member of a school community.  As educators, we know that building advocacy is key and both of these schools have created a new model of education that truly allows for this to happen in an authentic way.

4.  The things that I feel would need to change are:

- growing our focus on concepts vs specific  curriculum objectives

-additional funding so that we can re-imagine our learning spaces

-more flexibility within our schedules

-a shared vision between all stakeholders (especially parents)

-increase in number of teaching units

-more training

Lori

Lori

1. Inclusion 2.0

Goal of classroom composition is to no longer be homogenous.

Teaching “to” the difference

Responsive

Standards Based

Continuum of growth

Teaching to diversity!

UDL

Universal access in the built environment to promote full inclusion

This approach allows all to benefit from designs

Design for everyone

Universally accessible scaffolds

Student agency and support

Multiple means of engagement, representation, and expression

Student agency

Commonality? Both are responsive to all, providing learning environments where the needs of all students are considered in the overall design and not as a secondary or additional step required in the learning process.

2. What do I need?

As a counsellor/student support coordinator, I need administrative support, teacher support for UDL implementation, resources and materials to allow for inclusion/UDL implementation to be done properly, and expansion/understanding of scope of my role as it pertains to an IB school.

3. Studio 5

Choices based on what the students are motivated by

Self-directed learning

Unlearn habits of compliance

WAB/FLOW 21

Necessary skills for future achievement

Self-management, collaboration etc.

Genuinely learner -centered

Self-driven and interactive

Student’s take lead and responsibility for their learning. Traditional grouping and scheduling are replaced with opportunities for collaboration, student-centered projects and exploration.

4. Within my own practice I need to further explore how I can support UDL and inclusion practices within our school and to change how I use my role to help teachers in their classroom practice. I need to assess how my time can best be used to support the practice of teachers within their classrooms.  As our School has not had traditional special education, our staff has often worked toward a model of universal design by nature of the setup of our school. Teachers have always accommodated to the best of their ability and we are all eager to continue to learn to support our learning community. This has been our school culture.  We need continued learning opportunities and time for planning design. We also need resources that support our desire to offer UDL. This is the change that would be required.

Angela

Angela

1. They both celebrate the inclusion and diversity in student learning - education for all and removing barriers for the learners.

2. I think as specialist teachers we are not always informed about student's diverse needs in the classroom. Also because I only see students in my classroom twice a week, time is sometimes limiting.

3. Studio 5's learning is really focusing on student choice and advocating for their learning - true Student Agency: Engagement, Representation and Action.

WAB - Flow21 - Giving students freedom to self drive their own learning. Teachers looking at what skills are important for students to success - Communication, collaboration, time management...

Both models are looking at an inclusive education framework lead by teachers who are trying to create a learner centred school environment.

4. To provide more opportunities for self driven learning as students build skills and understand concepts in the classroom. We have implemented interdisciplinary projects in the junior high grade - which is a step in the right direction.

Sherry:

Sherry:

1. They are connected because they both challenge the traditional models of teaching and force us to look at what is the best way to ensure that everyone is learning.

2. You need to really understand your student's strengths and weaknesses and co construct a plan for moving that student forward.

3. Both models allow students to engage and direct the what and how of their learning and students see themselves as responsible for their learning. The motivation to learn is there since they can learn in the manner best suited to them with the supports that work best for them, whether that is a teacher or peer.

4. I really need to restructure my thinking on the way my students learn. I think that am good at asking questions and getting them excited about a topic but often revert back to "tried and true" activities from the past. Relinquishing control is hard for me. I probably need to focus more on what it is that I really want to children to demonstrate.- the process rather than to product.

Patricia

Patricia

1.)  Inclusion 2.0 and UDL are connected in that we are moving away from the idea of the average student as the median in a benchmark, and rather looking at how everyone in the class can contribute regardless of where they may fall in relation to their age or grade level.  Because of this, we are then able to create a classroom environment where students have the ability to use their strengths and choice to work on what most interests them, therefore helping everyone to find what best fits their needs in education.  This in turn then is seen as a way to implement a standards-based curriculum rather than the old idea of plain old standardization.

2.) In order to meet the needs of a diverse group of learners I feel I need more time to hone my skills in understanding how best to implement UDL in my own classroom. I also need to let go of the idea that I should be in charge and not be afraid that another teacher or admin will walk in and judge me. In the past, I have heard people say a student is only average when someone states how well they did in something when they had them.  This has made me feel that need to get the students to a specific place in the idea of the curriculum. I need to let this go in order to best accommodate the students.

3.) Both organizations reflect a model of teaching to diversity in that there is open-mindedness and a focus on freeing students to explore what most interests them, rather than following a mandated curriculum. The students are finding success as they stated in the Studio 5 video, through the way of "breaking molds." The idea of self-directed learning is amazing to see and something I hope I can implement much further in my classroom and see more of in the future.

4.) I need to change my own mind-set on education. I have always believed myself to be a constructivist, but I need to go further and now become a facilitator rather than the boss of the class. I also need to work on my own confidence and not worry about what others will think or say when they see a class that is less than the average classroom of structure and organization.   I also need to remember that all children are more than the reports that are sent home. These children may just not have had the ability to show their true talents yet, and if I see something in them I will continue to encourage them.

Adam

Adam

1. Both understand that students are diverse beings and that learning should be designed to reach all students by celebrating that diversity.

2. A better understand of the range of student variability in my classroom. Administrative support in terms of removing barriers such as the need to cover specific curriculum in prescribed time frames. Access to resources to support that learner variability: Ex: time, manipulatives, assistive technologies etc.

3. The self directed learning model allows student agency to drive instruction. This provides all students with control over how, when and in what ways they learning and allows them to focus on development of critical skills. The self directed learning gives students the power to embrace their diversity and opportunities to grow because of that diversity.

4. - less focus on content/result more on process and progress

- reimagining of the school day - could interdisciplinary projects become interdisciplinary classes

-community mindset/expectations shift (board, parents, administration, teachers, students)

- A clear school focus and culture

- great collaboration between all stakeholders

Katherine

Katherine

1. They are connected in that they are both a celebration of diversity that encourages embracing that diversity and in turn teaching to the differences rather than purely differentiating.

2. I recognize that I need a better understanding of the variability of my learners and support in removing the barriers that exist. I feel like our system needs a shift in mindset to move toward meeting our DEI goals and taking those next steps to successfully meet the needs of our learners and have access to the resources necessary to do so. I am still learning and really need some time to self-reflect and revisit my beliefs as a teacher. I need a safe and supportive environment to take risks and learn from my mistakes. I am also someone who does not learn in the "average" way and I need to advocate more for my students and create a learning environment that better supports their variabilities as I would have like/liked for someone to do for me as a learner. I also need more examples of what UDL may look like with our younger learners to have a large impact.

3. Both models allow for student responsibility and agency. They have a choice of when/how they are learning. It is self-driven with a focus on developing the skills they will need in the future. With varied learning plans and environments, the students are able to work with different peers at different times and learn from each other - a true celebration of diversity. Teachers are very much facilitators in the process and work as guides to help students celebrate their diverse learning needs.

4. While we try to continue to move forward, some things that would I/we need to change would be:

-a shift in the mindset of all stakeholders (teachers, admin, parents, students, board, etc)

-access to resources needed (people, materials, technology, etc)

-additional training

-how to best use my time to have the largest impact on my students

-time to collaborate and grow our practices

-ongoing feedback

-moving away from a standardized model (provincial outcomes, testing, etc)

-access to the necessary funds to create a learning environment that celebrates diversity

-continued advocacy for our students to make sure they have access to what they need and are celebrated.

FLOW21 at WAB

FLOW21 at WAB

wab-edu.cn

FLoW21 | Western Academy of Beijing

Studio 5

Studio 5

YouTube

L2 Talks Sam Sherratt

Inclusion 2.0

Inclusion 2.0

YouTube

Episode 4: Inclusion 2.0: Teaching to Diversity

UDL

UDL

YouTube

What is Universal Design for Learning (UDL)?

# data[].attributes.body
1. I struggle to see any major differences between the two. They share a central idea of thinking about how the learning environment creates an accessible space for all students. I enjoy the eventual goal of having students create this space for themselves, once given enough tools and strategies.

2. As a second language teacher, I focus on listening, speaking, reading, and writing. I see students struggle with different skill areas, and succeed with others. What I feel I need is subject specific professional learning to identify and remove barriers for students in all four skill areas.

3. I love independent and student directed learning. I appreciate the opportunities to explore a resource and discover for myself the aspects I would like to learn. I see in my own classes that, if given the opportunity, students will find the part of a resource that applies best to them, therefore ticking the boxes of student direction and learning within their own diverse interests and abilities.

4. ... in order to achieve greater inclusion and UDL? If that's the question, then I need to look at some of the assessments I use. While the majority offer choice and open interpretation, some are fairly rigid. I still use pen and paper testing of grammar concepts. I still expect that students represent language concepts using spoken and written French (and I don't anticipate that changing). However, even within those types of assessments, I have not yet incorporated aspects of UDL to improve experience for some students who struggle with written output.

# data[].attributes.body
1. Inclusion 2.0 and UDL are connected becuase they both focus on the importance of embracing the diversity of all learners.  When we teach to differences, we are responding to the needs of all of the students in our classroom at the same time and, as a result, everyone (including the teacher) benifits.

2. I feel that I need access to "human" resources.  As a grade 2 teacher, the students are so very young still and I find it challenging to provide as much choice and agency as I would like when they all seem to need me at the exact same time.  To follow-up with that, I guess access to other resources (i.e. PD opportinities) may also be benifical to help me reorganize the structure of my clasrroom or come up with some "outside of the box" ideas to help with my barrier:)

3. These two models really reflect a model of teching to diversity as they seem to embody what it means to be a truly inclusive school-every student would feel as if they belong and as if they are a valuable and successful member of a school community.  As educators, we know that building advocacy is key and both of these schools have created a new model of education that truly allows for this to happen in an authentic way.

4.  The things that I feel would need to change are:
- growing our focus on concepts vs specific  curriculum objectives
-additional funding so that we can re-imagine our learning spaces
-more flexibility within our schedules
-a shared vision between all stakeholders (especially parents)
-increase in number of teaching units
-more training

# data[].attributes.body
1. Inclusion 2.0

Goal of classroom composition is to no longer be homogenous.

Teaching “to” the difference

Responsive

Standards Based

Continuum of growth

Teaching to diversity!

UDL

Universal access in the built environment to promote full inclusion

This approach allows all to benefit from designs

Design for everyone

Universally accessible scaffolds

Student agency and support

Multiple means of engagement, representation, and expression

Student agency

Commonality? Both are responsive to all, providing learning environments where the needs of all students are considered in the overall design and not as a secondary or additional step required in the learning process.

2. What do I need?

As a counsellor/student support coordinator, I need administrative support, teacher support for UDL implementation, resources and materials to allow for inclusion/UDL implementation to be done properly, and expansion/understanding of scope of my role as it pertains to an IB school.

3. Studio 5

Choices based on what the students are motivated by

Self-directed learning

Unlearn habits of compliance

WAB/FLOW 21

Necessary skills for future achievement

Self-management, collaboration etc.

Genuinely learner -centered

Self-driven and interactive

Student’s take lead and responsibility for their learning. Traditional grouping and scheduling are replaced with opportunities for collaboration, student-centered projects and exploration.

4. Within my own practice I need to further explore how I can support UDL and inclusion practices within our school and to change how I use my role to help teachers in their classroom practice. I need to assess how my time can best be used to support the practice of teachers within their classrooms.  As our School has not had traditional special education, our staff has often worked toward a model of universal design by nature of the setup of our school. Teachers have always accommodated to the best of their ability and we are all eager to continue to learn to support our learning community. This has been our school culture.  We need continued learning opportunities and time for planning design. We also need resources that support our desire to offer UDL. This is the change that would be required.

# data[].attributes.body
1. They both celebrate the inclusion and diversity in student learning - education for all and removing barriers for the learners.

2. I think as specialist teachers we are not always informed about student's diverse needs in the classroom. Also because I only see students in my classroom twice a week, time is sometimes limiting.
3. Studio 5's learning is really focusing on student choice and advocating for their learning - true Student Agency: Engagement, Representation and Action.
WAB - Flow21 - Giving students freedom to self drive their own learning. Teachers looking at what skills are important for students to success - Communication, collaboration, time management...
Both models are looking at an inclusive education framework lead by teachers who are trying to create a learner centred school environment.
4. To provide more opportunities for self driven learning as students build skills and understand concepts in the classroom. We have implemented interdisciplinary projects in the junior high grade - which is a step in the right direction.

# data[].attributes.body
1. They are connected because they both challenge the traditional models of teaching and force us to look at what is the best way to ensure that everyone is learning.
2. You need to really understand your student's strengths and weaknesses and co construct a plan for moving that student forward.
3. Both models allow students to engage and direct the what and how of their learning and students see themselves as responsible for their learning. The motivation to learn is there since they can learn in the manner best suited to them with the supports that work best for them, whether that is a teacher or peer.
4. I really need to restructure my thinking on the way my students learn. I think that am good at asking questions and getting them excited about a topic but often revert back to "tried and true" activities from the past. Relinquishing control is hard for me. I probably need to focus more on what it is that I really want to children to demonstrate.- the process rather than to product.

# data[].attributes.body
1.)  Inclusion 2.0 and UDL are connected in that we are moving away from the idea of the average student as the median in a benchmark, and rather looking at how everyone in the class can contribute regardless of where they may fall in relation to their age or grade level.  Because of this, we are then able to create a classroom environment where students have the ability to use their strengths and choice to work on what most interests them, therefore helping everyone to find what best fits their needs in education.  This in turn then is seen as a way to implement a standards-based curriculum rather than the old idea of plain old standardization.
2.) In order to meet the needs of a diverse group of learners I feel I need more time to hone my skills in understanding how best to implement UDL in my own classroom. I also need to let go of the idea that I should be in charge and not be afraid that another teacher or admin will walk in and judge me. In the past, I as well as other teachers focus on the benchmarks for each grade level and we often state how some students are only average.  This has made me feel the need to get the students to a specific place in the idea of the curriculum. I need to let this go in order to best accommodate the students. I have always understood that all students have a toolbelt with their specific talents, and I need to focus on those and grow and nourish them rather than focus on the grade.
3.) Both organizations reflect a model of teaching to diversity in that there is open-mindedness and a focus on freeing students to explore what most interests them, rather than following a mandated curriculum. The students are finding success as they stated in the Studio 5 video, through the way of "breaking molds." The idea of self-directed learning is amazing to see and something I hope I can implement much further in my classroom and see more of in the future.
4.) I need to change my own mind-set on education. I have always believed myself to be a constructivist, but I need to go further and now become a facilitator rather than the boss of the class. I also need to work on my own confidence and not worry about what others will think or say when they see a class that is less than the average classroom of structure and organization.   I also need to remember that all children are more than the reports that are sent home. These children may just not have had the ability to show their true talents yet, and if I see something in them I will continue to encourage them.

# data[].attributes.body
1. Both understand that students are diverse beings and that learning should be designed to reach all students by celebrating that diversity.
2. A better understand of the range of student variability in my classroom. Administrative support in terms of removing barriers such as the need to cover specific curriculum in prescribed time frames. Access to resources to support that learner variability: Ex: time, manipulatives, assistive technologies etc.
3. The self directed learning model allows student agency to drive instruction. This provides all students with control over how, when and in what ways they learning and allows them to focus on development of critical skills. The self directed learning gives students the power to embrace their diversity and opportunities to grow because of that diversity.
4. - less focus on content/result more on process and progress
- reimagining of the school day - could interdisciplinary projects become interdisciplinary classes
-community mindset/expectations shift (board, parents, administration, teachers, students)
- A clear school focus and culture
- great collaboration between all stakeholders

# data[].attributes.body
1. They are connected in that they are both a celebration of diversity that encourages embracing that diversity and in turn teaching to the differences rather than purely differentiating.

2. I recognize that I need a better understanding of the variability of my learners and support in removing the barriers that exist. I feel like our system needs a shift in mindset to move toward meeting our DEI goals and taking those next steps to successfully meet the needs of our learners and have access to the resources necessary to do so. I am still learning and really need some time to self-reflect and revisit my beliefs as a teacher. I need a safe and supportive environment to take risks and learn from my mistakes. I am also someone who does not learn in the "average" way and I need to advocate more for my students and create a learning environment that better supports their variabilities as I would have like/liked for someone to do for me as a learner. I also need more examples of what UDL may look like with our younger learners to have a large impact.

3. Both models allow for student responsibility and agency. They have a choice of when/how they are learning. It is self-driven with a focus on developing the skills they will need in the future. With varied learning plans and environments, the students are able to work with different peers at different times and learn from each other - a true celebration of diversity. Teachers are very much facilitators in the process and work as guides to help students celebrate their diverse learning needs.

4. While we try to continue to move forward, some things that would I/we need to change would be:
-a shift in the mindset of all stakeholders (teachers, admin, parents, students, board, etc)
-access to resources needed (people, materials, technology, etc)
-additional training
-how to best use my time to have the largest impact on my students
-time to collaborate and grow our practices
-ongoing feedback
-moving away from a standardized model (provincial outcomes, testing, etc)
-access to the necessary funds to create a learning environment that celebrates diversity
-continued advocacy for our students to make sure they have access to what they need and are celebrated.

# data[].attributes.attachment_link.readable_text
Your influence here at WAB extends beyond these walls to international education all over the world. You are pioneers. Everybody in this international community is looking at you. Thank you for being courageous and making that step forward for us all and for children all over the globe.

The Joint IBO, NEASC, and CIS Accreditation Teams, September 2018

# data[].attributes.attachment_link.description
At the heart of FLoW21 is the belief that learners need to be at the center of their education to get the best learning gains. We want to teach them not only how to be life-long learners, but disciplined minds.

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Episode 4: Inclusion 2.0: Teaching to Diversity

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What is Universal Design for Learning (UDL)?