2 things to learn more about

1. What should an IB school do to accommodate learning differences (SPED)?

2. How to answer an "Anti-DEI" parent or community challenge.

1 question I have

What are some tool-kit easy to access and use resources to make inclusion part of regular lesson planning.

Challenge: Can education affirm identity and encourage growth at the same time?

Concepts: Barriers to learning vs. Challenges that are the essence of learning. Building capacity and removing barriers that are inappropriate to some learners.

Changes: Being more intentional about planning to leverage strengths and teaching style of colleagues.

3…

-Teacher / student camaraderie can improve learning outcomes

-Identity can shape the prism through which learning happens

-Connections, especially shared connections of scholars, can improve self-belief and comfort in the learning environment

2…

-As a SPED teacher, how do we balance the IB culture with frequent push for improving testing outcomes?

-How do we create an inclusive environment when conflicting cultures of scholars create barriers or isolation?

1…

-Should scholars in SPED be held to the same academic standards as general education scholars?

• Seeing learners celebrating who they are contributes to creating positive school cultures.

• Valuing and celebrating who learners are, can lead to open-minded and critical thinking across cultures.

• Teachers who have a better understanding of their students are able to make deeper/more meaningful connections

2 Things I Want to Learn More About:

• How to encourage teachers to be mindful of the different learners in their classes while doing self identifying activities.

• How to promote student buy-in and student led conversations about similarities and differences.

  
  

1 Question I have:

• What supports are available from IB for SPED teachers to assist with inclusion of students and supporting general education teachers?

3 Things I learned:

1- Understanding and affirming each learner’s identity is crucial for fostering trust, a sense of belonging, and critical thinking across diverse cultures.

2- Teachers must acknowledge and embrace students' backgrounds

3- Assessments can be meaningfully differentiated to meet diverse needs while maintaining rigor and fairness.

2 Things I want to learn more about:

1- How to uncover less visible aspects of learner identity and integrate them into teaching.

2- How to guide critical discussions on media and culture while keeping them safe and empowering.

1 Question:

How can I help students reflect on and adjust their own biases to create truly inclusive and respectful learning environments?

- The IB learner profile supports students and teachers in valuing diversity and fostering a sense of community.

- Affirming learners’ evolving identities strengthens trust, engagement, and a sense of belonging.

- Understanding students’ cultural and linguistic backgrounds enables meaningful and relevant learning.

Challenges

- Avoiding unconscious or implicit bias in classroom dynamics and relationships remains a constant awareness point.

- Designing truly differentiated assessments that honor diverse needs and strengths can be demanding.

- Ensuring all learners feel genuinely seen and represented, beyond surface-level inclusion, takes intentional work.

Concepts

- Identity, belonging, agency, and international mindedness are central to equitable education.

- Curriculum and assessment should reflect and respond to learners’ diversity and lived experiences.

- Teachers’ attitudes and behaviors model respect, dignity, and inclusivity for students to emulate.

Changes

- Shift from delivering content to cultivating partnerships rooted in trust and learner agency.

- Integrate culturally relevant materials and authentic tasks that reflect students’ realities.

-Plan learning spaces, routines, and interactions with intentional inclusivity and respect at the core.

Challenge: I want to challenge the idea that teachers or a school can move the needle in terms of academic outcomes as much as we often assume, broadly speaking.

Concepts: We must find a way to engage scholars and adapt to their needs. This can make life as a teacher more difficult but is necessary to achieve our desired outcomes in my opinion.

Changes: I need to focus more on meeting scholars where they are, both academically and socially, rather than where I expect them to be.

• Each classroom is filled with different learning styles, strengths, and weaknesses. It is the teachers responsibility to identify what they all are and collaborate with supporting staff to make learning assessable to for all students.

Challenges:

• Push teachers to be intentional with their planning and instruction to make sure they are meeting the needs and strengths of all their students, low-high.

  
  

Concepts:

• It is the responsibility of all teachers to make sure each student is exposed to teaching and learning at their level.

  
  

Changes:

• Shift teachers mindsets that students in special education can not participate in grade level group activities. How can me make it assessable to their needs? What accommodations can be made so they can participate?

3-being intentional to understand a student's background helps support learning.

connecting students with shared languages builds safety in the learning community.

collaborating learner to learner builds camaraderie.

2-adapting new students needs with IEPs in addition to language and home culture, supporting culture shock when integrating new students

1-should IEP goals include IB specific goals?

challenge-learner profiles, planners, themes etc can be ambiguous for low IQ and very concrete learners. It is the responsibility of the support team to help those students grasp the key components of IB learning.

concepts-equitable and accessible education is vital for all learners. each learner should be considered (strengths, challenges, exceptional needs) when assessments are created.

changes- adapting to each student, each year as learning styles, culture and laws impacts how we teach and implement IEPS

challenge-learner profiles, planners, themes etc can be ambiguous for low IQ and very concrete learners. It is the responsibility of the support team to help those students grasp the key components of IB learning.

concepts-equitable and accessible education is vital for all learners. each learner should be considered (strengths, challenges, exceptional needs) when assessments are created.

changes- adapting to each student, each year as learning styles, culture and laws impacts how we teach and implement IEPS

1. Clarity around barriers to inclusion in a succinct way

2. How the IB defines and values inclusive education

3. Ways to link the learner profile to an inclusive classroom - focused on finding commonalities and celebrating differences

Two things I want to learn:

1. How to avoid “tokenism” in largely homogenous cultural classrooms, especially with young children

2. Ways our teachers are thinking about including this in morning meeting

One thing I wonder:

1. Implications in the current state

Challenges: opening up for connection when teachers are learning new scripted curriculum

Concepts: scholars can connect to one another in a variety of ways, and it’s our job to help foster that

Changes: asking questions about inclusive education in every PLC

1. Scholars must first "explore" their culture through on-going activities, both individual and group, which allows personal growth as well as the opportunity for others to learn about different cultures.

2. You must take time to reflect on what you have learned.

3. After reflecting you will have a new perspective and will be more open-minded to your own culture and the cultures of others.

   
   

2 things to learn more about:

1. Learning how to build an IB SPED resource classroom

2. When you only have two scholars in a resource classroom and getting them to actively participate with each other.

1 Question I have:

How can I better incorporate IB into my SPED resource classes?

Challenge - finding the time to "remove the barriers" for EVERY scholar; making the assessments appropriate for scholars on a modified curriculum

Concepts - The school provides guidance and support that help students succeed in its IB programme.

Changes - Scholar families do not know what the IB programme entails. Benefits vs. challenges

The Identity Flower-great to get to know scholars and explore for future planning.

Scholars can have accommodations in IB. Must have permissions prior to date.

Scholars whom are modified can dual seat and attend an IB class and not take the test.

2...

I want to learn more about the accommodations approval process for IB.

I want to know how the IB diploma affects college entry rates.

1...

How is IB aligned with TExas TEKS and the STAAR test and what effect does the IB teaTexas.

• Teaching/Learning should not be polarized.

• Land acknowledgement should be implemented

• That "a poor curriculum well taught, is always better than a great curriculum poorly taught."

2 Things I want to learn:

• How to create more equity in the classroom space and learning.

• More about UDL.

1 Question I have...

*How do we foster equitable, safe, culturally responsive learning spaces that transcend the walls of just one or two classrooms, to include the campus community as a whole?

-Knowing who your students are is really important. Things like their culture, language, interests, and what they find hard or easy all affect how they learn.

-Teaching should be personal. When teachers understand their students better, they can plan lessons that connect to their lives and make learning more meaningful.

-Teachers need to reflect often. It’s not just about planning once—you have to keep checking if what you're doing really fits your students' needs.

2 Things I Want To Learn More About:

-How to learn more about students. What are some easy ways to find out more about each student’s background, interests, or learning style?

-Real examples from schools. I'd like to see how other teachers have used this approach and what changed in their classrooms.

1 Question I Still Have:

-How do teachers make learning personal for everyone when every student is so different—and there's still a set curriculum to follow?

• How to reduce or remove barriers for learners.

• How pedagogy can be inclusive and equitable.

• How can we create optimal environment for learning.

2 Things I Want to Learn More About

• How is the IB curriculum adapted to meet the diverse learning needs of students?

• How does your school evaluate whether it’s meeting its goals around inclusion and equity in the IB programme?

1 Question I Have

• Are IEP goals aligned with IB, if a student is enrolled in IB.

-Reading about inclusion reminded me of classrooms I’ve been in where students were treated as “different” because they learned in non-traditional ways. I’ve also seen how flexible, creative teachers can make a huge difference—by using multiple strategies and listening to their students. This connects with what I’ve learned in other contexts, like Universal Design for Learning (UDL) and strength-based teaching.

Challenge:

-One idea I want to question is that every teacher is responsible for every student’s success. While this is a noble goal, in practice, it can be overwhelming without proper support, training, or realistic expectations. I’d argue that inclusion works best when there’s strong teamwork and leadership—not when individual teachers are left to carry the full load alone.

Concepts:

• Learner variability — the idea that there's no such thing as an “average” student is powerful and humanizing.

• Removing barriers — the focus on actively removing barriers rather than just “supporting” students changes the mindset.

• Affirming student identity — making sure every student feels seen, valued, and safe is central to learning.

• Inclusive access arrangements — assessments and teaching should adapt to students, not the other way around.

Change:

-This text encourages a shift in thinking—from “fixing students” to fixing systems and teaching methods. It suggests that inclusion isn’t a side program—it’s a mindset. For me personally, it reminds me to look at every learner as capable and to ask: What can I do to help this person feel that they belong here?

When we are not engaged, we are not learning - feeling unsafe "hijacks" the brain.

Challenge:

Advocating for what promotes belonging, safety and equity, even when it goes against the grain or "norm".

"What do we believe about the students we are here to serve?"

Concepts:

Equity is power.

Changes:

Incorporating healthy culture/community practices learned into everyday practice, to create new norms that actually work.

Concepts-Scholars may not have the foundational skills to complete the complex problem or idea

Challenges-Time for planning, Money for resources/staff, and committed educational partners for support-the buy in

Changes-the education system and class changes from year to year and I just strive to to give up

1) Teachers' beliefs about learners can influence the way they allocate time, set up learning spaces, and build relationships with those learners.

2) If a curriculum is designed to help learners see and respond to their own identities as well as others' identities, it develops a healthy partnership of learning and shows respect to everyone's dignity.

3) Ultimately, all IB programs are designed to remove barriers to learning by being all inclusive and valuing diversity.

2 THINGS I WANT TO KNOW MORE ABOUT:

1) I would like to know more about the accommodations provided to learners with IEP's when taking the IB assessments.

2) I would like to know more about the concept of Teaching to Variability. How can this help me as an Inclusion Assistant?

1 QUESTION I HAVE:

How can I help break down barriers as and Inclusion Teacher Assistant?

The connection I make with this text is directly in alignment with the statement, "Differentiated Instruction is the process of identifying, with each learner, the most effective strategies for achieving agreed goals so learning opportunities can be created that enable every student to develop, pursue and achieve appropriate personal learning goals."

As an educator who supports and advocates for learners who require accommodations and modifications on a daily basis, I directly feel the importance of making sure the learners I support receive access to the specific adjustments needed to be empowered and to produce positive outcomes.

Challenges:

While the idea of learning plans being, "designed to build on strengths, circumvent difficulties, develop the whole student and describe individual reasonable adjustments (accommodations and modifications) required to achieve expected outcome" is most definitely the desired goal, this can be challenging.

In a real classroom setting, for example, the curriculum is often set on a schedule with little room for lagging behind. For a learner with an accommodation of "extra time to complete assignments", they may be given that time, but may miss new instruction while doing so. This becomes a balancing act and if not carefully adjusted, problems could appear. It is my hope that I am able to catch these challenges and plan for positive outcomes, helping the learner continue to be successful.

Concepts:

The concept of "education for all" is the ultimate goal! This should always be what we strive for. As an educator, I know I will continue to embrace this concept and do my best to honor the learners I represent.

Changes:

By becoming more familiar with the IB philosophy of "teaching to variability", I will make changes in my daily routines with the learners I support in mind. I will be more proactive in ensuring that they are receiving all of the resources and help they need to feel empowered, safe and confident as learners. I will focus on their strengths and find ways to showcase their achievements. One thing is for sure, education should most definitely be for ALL!

1. Students direct their own learning and become more independent.
   
   

2. Teachers have creative control as "architects of learning excellence."
   
   

3. Students receiving special education services can thrive in an IB setting.
   
   

2 Things I Want to Learn More About:

1. How does TIBS measure the effectiveness of IB programs other than at the renewal process?
   
   

2. How does the global network support teachers?
   
   

1 Question I Have:

How do schools measure if students are actually developing the skills to "make a lasting difference"?

• As an educator, I see parallels between IB's teacher empowerment and my own desire to assist and support others with creative autonomy in curriculum design.

• The assist and support teachers and teacher leaders to focus on student-directed learning which connects their personal experiences with students who thrive when given ownership of their education.

• The "global network" aspect reminds me of how professional learning communities have supported my own growth.

Challenge:

• I question whether all students are developmentally ready to "direct their own learning pathway" - some may need more structure and guidance.

• The assumption that IB automatically creates "successful outcomes" may overlook students who don't fit the IB model but are still successful learners.

Concepts:

• Student agency and self-direction as core educational principles.

• Teachers as "architects" rather than just deliverers of content.

• Education as a community-wide investment that benefits beyond individual students.

• The importance of global perspective and networking in education.

Changes:

•  Students more control over their learning choices and pathways

• Schools need to understand the shift from teachers being content providers to being teachers being learning facilitators.

• Explore ways to connect with educators globally to enhance my practice

Concepts: Not all scholars are able to complete the task at hand. Removing barriers and focusing on there is not average student.

Challenge: General Ed and Sped Teachers collaborating to ensure lessons are appropriate for special population scholars.

Change: Allow student's more control over their education and how they want to learn.

1. The more you know your learners and their background, the more likely you are to make intentional learning connections

2. The importance of valuing students backgrounds and cultural differences

3. Inclusion through an IB lens

I want to learn more about:

1. How to help learners integrate into the IB "culture"

2. How to encourage reluctant students to share more in order to make those deeper connections

Question I have:

1. Where can I go to find more IB resources specifically for SPED/inclusion teachers?

The learning environment sets the stage for successful learning opportunities.

Challenges:

Having the time/resources to remove the barriers for all students in order to promote successful learning opportunities.

Concepts:

It is our responsibilities as educators to identify and remove the barriers for our learners.

Changes:

How can we provide more educational experiences for teachers to help them better understand these principles?