Module 6_Differently-Abled Resource Wall by Prof. Dauph

Issac and His Amazing Asperger Superpowers! (SAMPLE ANSWER)

ponybirdmusic — 2025-08-11 23:12:04 UTC

The inclusive resource I found is a picture book for early Elementary students called, Issac and His Amazing Asperger Superpowers! This book is fun, bold, and colorful, and will certainly entice every reader (even adults). One thing I love about this book is that it shifts from the idea of Aspergers as a disability to understanding it as a superpower. This will help students to think of themselves or their classmates in more empowering, and less "ableist" ways. I used the Checklist for Inclusive Classroom Community, and this book matches the criteria under the Environment header: Provide texts, resources and learning materials in the classroom that reflect diversity of culture, ethnicity, faith, and language, and differences in socioeconomic status, physical ability and family structure. https://www.littleparachutes.com/books/asperger-superpowers/

Building Thinking Classroom - Ashley Snyder

2025-08-13 16:25:48 UTC

This is a professional development resource I was interested in using for this assignment because I wanted to see it through the lens of inclusivity. It is Building Thinking Classrooms in Mathematics by Peter Liljedahl. Teachers would work directly to implement Liljedahl's 14 teaching practices, such as visible random grouping, vertical non-permanent surfaces, rich problem tasks, and defronting the classroom. This fosters active learning, supports equity in student participation, and equips teachers with inclusive and problem-solving practices to transform their classrooms. This PD aligns with multiple criteria in the checklist given, which include fostering equitable engagement, active learning scaffolding, and reflective professional growth. First, it fits because of the random grouping and defronting because it reduces the teacher-centered classroom and supports diverse participation. Second, the vertical surfaces and rich thinking tasks engage students fully and physically as they can make their thinking visible. Third, the tasks given vary in terms of entry points, which ensures accessibility for learners of all levels. Finally, the model supports growth, feedback, and continuous adaptations through check-your-understandings and observations as they work on the vertical whiteboards. Overall, BTC aligns well with the checklist because the strategies are made to support learners of all types.

When Sophie Gets Angry -- Really, Really Angry...

torirothschild — 2025-08-13 19:33:29 UTC

The inclusive resource I found is a picture book for PreK and early Elementary students called When Sophie Gets Angry -- Really, Really Angry... by Molly Bang. This story follows Sophie, a young girl who becomes extremely upset and must find ways to calm herself down. This is valuable for introducing emotional regulation strategies, empathy, and perspective-taking for students.

This book aligns with the Reading criterion “enable students to experience the world through the eyes of another” by connecting reading to their own backgrounds and experiences. Students can step into Sophie’s perspective as she navigates her intense emotions. The story encourages connections between the text and students’ own experiences, making it relevant for discussions about how different people handle anger. This book is helpful to support inclusive classroom conversations. By fostering role-play, reflection, and perspective-taking, this resource allows students and teachers to form an inclusive classroom community.

Morning meetings/greetings

2025-08-14 04:06:15 UTC

Morning meetings are an important part of building classroom community, especially at the beginning of the year when students are getting comfortable and learning about each other. The book provides multiple ideas for morning meetings, including activities like Bug in the Rug, where a student hides under a sheet and a “detective” has to guess who is hiding. Activities like this not only create fun and laughter but also help students form friendships and develop a sense of belonging. These practices align with the atmosphere section of the checklist, as they convey openness and warmth while encouraging students to interact positively with one another. By fostering kindness, cooperation, and social engagement, morning meetings help establish a supportive classroom environment where all students feel valued.

Mama Zooms

2025-08-14 14:23:14 UTC

The resource I found is for a 1st-grade reading and SEL lesson built around Mama Zooms by Jane Cowen-Fletcher, a children’s book narrated by a young boy whose mother uses a wheelchair. The lesson reframes physical disability as empowering and positive, showing the mother as active, adventurous, and loving. Students engage in read-aloud discussions, creative drawing/writing activities, and role-play comparisons to help them empathize and connect with the story’s themes. This book helps to promote diversity, empathy, and provide an accurate representation of people with physical disabilities.

This resource meets several checklist criteria for reading materials. It provides reading experiences that build on students’ own experiences, language, and culture, because students can share and compare their prior knowledge of mobility aids. It presents images of gender, ethnicity, and physical disability in a positive way, uses texts to create role-play opportunities through having students imagine themselves or others using a wheelchair in fun, everyday activities and it addresses topics of social relevance through inclusion, diversity and challenging stereotypes. Lastly, it encourages connections between reading and students’ backgrounds through personalized drawings and sentence starters that link story themes to their own lives.

Skin Like Mine

2025-08-15 02:34:57 UTC

The resource I found was the book titled "Skin Like Mine" by Latashia M. Perry. This book can be read at any grade level in Elementary School. This is a book about inclusivity and that all students have values and the color of ones skin does not matter. The author makes a point to celebrate everyones skin tone, however, the main point the author is conveying is that it is what is inside that truly matters.

In regards to the elementary checklist for inclusive classrooms, I decided to focus on "atmosphere". This story connects to the following ideas:

-Create an equitable and inclusive classroom that respects gender differences, diverse ethnocultural and faith communities, family structures, student abilities/needs and differences in socioeconomic status.

-Take care that all students feel accepted and gain a sense of belonging.

-Convey openness and warmth and encourage students to interact with others in the same way.

-Challenge any and all stereotypical comments and inappropriate behaviors.

I believe all of these aspects are important in having a positive and inclusive classroom environment. I also think this book would be perfect for an SEL lesson that discusses different races and that everyone is equal.

The Morning Meeting Book

2025-08-15 13:23:25 UTC

I decided to choose Elementary and find a resource based on this. The resource I found was The Morning Meeting Book by Roxann Kriete and Carol Davis. This book’s purpose is to to integrate content-specific (academics + SEL) engagement through a daily classroom practice. Morning meetings are a great way to bring your class together as a community. These are ways to add SEL to your day and for students to get to know each other better, in a respectful and kind atmosphere. This book is a great tool to make these morning meetings effective. This teacher-oriented guide equips elementary educators with a structured yet flexible framework to launch each school day through Morning Meetings. It blends social-emotional learning components (greeting, sharing, activities, message) with academic readiness, providing step-by-step guidance, adaptable templates, and tech-enhanced support like QR-linked videos. Based on my research of this book, I was able to complete the Elementary Checklist for inclusive classrooms. This does a great job at meeting the needs of the classroom atmosphere. It actively engages students, fosters SEL and community, intertwines academic content, and offers adaptable, teacher-friendly tools for varied classroom settings. Based on the checklist, it is able to “Convey openness and warmth and encourage students to interact with others in the same way.”

ClassDojo

2025-08-17 15:58:02 UTC

ClassDojo is a classroom communication and behavior‐support platform designed for elementary teachers, students, and families. It offers tools for reinforcing positive behaviors, sharing announcements with families, and posting student work through “class stories.” According to ClassDojo, “it aims to create a positive learning environment and foster collaboration between home and school.” This resource supports inclusive teaching practices in several ways. It builds classroom community by allowing students to publicly celebrate one another and feel recognized for their effort & growth. Referring to the checklist, I would say it checks off a majority of the boxes under atmosphere, environment & community. It encourages home–school partnerships by translating posts into multiple languages for caregivers, which promotes equitable family engagement. The “Big Ideas’’ videos offer explicit SEL instruction (growth mindset, empathy, emotional regulation, etc.). These mini‐lessons easily connect to morning meetings, ELA, or social studies while supporting students’ social‐emotional development alongside academic standards. Students can also post their own work & reflections, choose their monster avatar, and receive feedback related to their specific actions. This gives them a voice in how they show their learning!

Where you See Yourself

2025-08-18 13:20:27 UTC

Where You See Yourself by Claire Forrest (2023) is a young adult novel which would work well in a secondary classroom and meets multiple points on the inclusion checklist. This book follows the life of Effie who is a high school student with cerebral palsy who uses a wheelchair. The book is about the challenges of her daily life and the big decision of selecting a college that meets her academic, social, and accessibility needs. I think this book would be excellent because it will promote productive conversation about inclusion and build awareness of struggles that those with physical disabilities may face. In regards to the Inclusive Course Checklist this book has accessible materials and incorporates diversity. This book has digital and audio formats making it accessible students. This book of course incorporates diversity, but in a relatable setting so students will best be able to realize and connect with the struggles a differently abled student experiences school. This book also models positive interactions and communication because Effie learns how to advocate for herself in a world that is not designed for her. Another way this book could meet the Inclusive Course Checklist is that it supports assignments and assessments by encouraging teachers to design reflective writing or discussion activities where students analyze the book in a low stakes way with a myriad of different formats, which is a part of the checklist.

True Inclusion with UDL Resource

2025-08-18 21:14:24 UTC

I chose this resource because it emphasizes how Universal Design for Learning (UDL) should be the main framework for inclusive instruction, since it is designed to support all learners at whichever stage they're at in their learning. The book discusses how culturally relevant pedagogy fits in perfectly with the UDL framework and it provides real world examples on how to implement these resources. True Inclusion with UDL also encourages collaboration among teachers, families, and admin to build strong school climates, which can only improve upon the classroom climate.

A Day With No Words

2025-08-19 01:01:10 UTC

The resource I chose is a book for elementary-aged students. “A Day With No Words” is about a little boy who has Autism, and is non-verbal. The story follows him throughout a typical day, and highlights the idea that although he does not speak, he still has complex thoughts and emotions. This is a powerful book to teach students about people with different abilities, and promotes acceptance of others, especially those who communicate in different ways. Students would love this book as it has beautiful illustrations and a compelling story, and teachers can use it as a tool for talking about diversity and classroom norms.

This book aligns with many aspects of the checklist, especially those in the reading category. One is “Use texts to create role-play opportunities that enable students to experience the world through the eyes of another.” If I were to use this book in a social emotional learning lesson, I might have students meet this criteria even more by doing a writing or talking activity in which they try to communicate without words to see what it would be like.

Second Step SEL Lessons

2025-08-20 14:27:05 UTC

The screenshot is from a free curriculum provided by Second Step for ideas on how to include Social-Emotional Learning concepts into a second or third grade classroom during the first few days of school. I chose this resource because a major goal of mine in my future classroom is to regularly embed social emotional learning and language into everyday routines. The school I interned at utilized Second Step to provide a structure for formal SEL instruction and I liked their resources. The lessons outlined above specifically check "Take care that all students feel accepted and gain a sense of belonging." on the list. This is because the goal of lessons is to convey that all students are feeling relatively similar feelings at the start of the school and that they are not alone. Additionally, this checks off "Convey openness and warmth and encourage students to interact with others in the same way." because students are encouraged to have vulnerable conversations and develop a sense of belonging in their classroom and school. I think that through these lessons, one could establish a routine of having SEL centered discussions in class, students can gain and utilize relevant language to express their feelings, and form bonds with their classmates to last the whole school year.

Kurzweil 3000

2025-08-21 23:18:03 UTC

The Kurzweil 3000 is a multi-faceted tool for students who struggle with a wide variety of reading skills. It boasts tools like text-to-speech, visual dictionary images for multiple tens of thousands of terms, many languages/translation tools, a speaking spell checker, text size adjustments, highlighting and organizational tools, supports/resources for tests, essays, notes, citations, and more. This resource can be especially helpful to those with dysgraphia, dyslexia, and other disorders or disabilities that interrupt students' abilities to process information or express ideas in written form. Because dyslexia is the most common learning disability (according to Walden University), followed closely by dysgraphia and language processing disorder (among a few others), this would be a massively influential tool in a large amount of students' learning. In a modern world where so many students get frustrated and resort to cheating using technology provided to everyone to make things 'easier', why not make learning truly accessible for those students so they don't even feel the need to look elsewhere to find a way to process and organize information, and to express themselves clearly? I would say this tool touches on each section of the checklist for secondary inclusion; Syllabus and Policies (it can help students highlight important aspects, note take, and process the information provided), Materials and Activities (it provides multi-sensory approaches to information and activities, and makes them more accessible to a broader range of abilities), Assignments and Assessments (it provides tools like graphic organizers and practice tests/essays, and can even help teachers assess their students more efficiently and more accurately), Interaction and Communication (it makes information clear, as well as easy to remember and organize, helps with studying, and supports students while helping to point out mistakes or areas that they need more help in), Canvas (works well with other tools and technology), and Taking it Further (there is such a broad range of supportive tools provided by this one resource, it can be used in creative and innovative ways in order to support students and teachers alike while sharing and processing information in written form).

Lucas tiene superpoderes

2025-10-13 03:06:14 UTC

I chose the book, Lucas tiene superpoderes, by Ana Luengo and Marisol Díaz. The book follows Lucas, a 4 year old boy with Autism as he visits his extended family for family reunion. There, his aunts, uncles, cousins, and grandparents learn from the younger family members what it means to have Autism through playtime with Lucas.

I chose the book, Lucas tiene superpoderes, because it is supposedly the first book, written and published in Spanish, intended to help teach children of the target age group (6-10) the misconceptions surrounding autism and how to care for loved ones with autism. I believe that it would be beneficial to incorporate this book in a Spanish World Language classroom when it is very centered around the family. With Family and Friends unit topics incorporated in World Language curriculum, a critique I have is that they don’t go far enough in educating students on going further in describing their family members and friends. I believe that by excluding any language that would describe people with exceptionalities, it would make that content taboo in the classroom and open the opportunity to improperly discuss exceptionalities in exclusive ways in the target language. I would say that this satisfies the Incorporate Diversity in Examples checkbox under the Materials/Activities section of the checklist for Secondary Education.

mrabuffo — 2025-11-11 00:46:50 UTC

I chose the UDL as my resource. This is a resource that I believe every teach should be using. This specific text is focused on helping teachers to translate UDL after covid, something that we have all struggled to do since the pandemic. This book discusses relevant pedagogy in a digestible way for teachers to implement UDL. It provides examples to make a classroom equitable, inclusive, and how to include diverse perspectives into a classroom.