Inclusion-by-design is something that can be developed as practice. The principles of UDL (what-why-how) run much deeper than just differentiation. Having an interdisciplinary and student-centered approach is helpful in many cases. Promoting inquiry-based culture, student agency, and offering concrete learning support are some ways to get all students achieve these in classroooms.

Nevertheless, there are some limitations. As we nuture our role as facilitators: is it realistic for one teacher with 20 students on that spectrum to manage this in a classroom? Does our infrastructure support us in doing this?

Shelly's research and her story are relevant but she's got me curious about her findings and how we can use some of them in our own setting-while thinking of "supporting" individual subject teachers in doing the same.

Thank you team SSP for your bitesize! Looking forward to some meaningful conversations in the future!

For me, the video resonated with the idea - from Harvard's GSE - of 'making caring common': this looks and sounds like relationships built on caring and belonging rather than authority!

Mark

PS I am not eligible for chocolate either!

Despite these challenges, it is absolutely essential for teachers to plan their days in a way that allows for these small breaks. Taking the time to recharge and refocus can help educators develop a variety of strategies to make their classes more creative, professional, and impressive. By prioritizing self-care and incorporating brain breaks into their daily routines, teachers can ensure that they bring their best selves to the classroom and create an engaging learning environment for their students.