Multimodal Reflection on Inclusive Education

Hello and welcome to my multimodal reflection on inclusive education.

This video will serve as a brief overview, but for

more information, you can click through the presentation at your

own pace.

My idea behind my inclusive education reflection is to work

through the six modules that we learned about this course

and reflect on my greatest takeaways that expand on my

understanding of inclusive education.

Now, thinking first about my initial understanding of inclusive education,

I focus here on the idea of differentiated instruction as

a way to support all learners.

But I find here that after going through this course,

there are many more ways to support all learners beyond

providing differentiated instruction.

Starting off with critical inclusivity and module one, I focus

first on the negative consequences of labels and stereotypes, and

I reflect on Maris upon Shevin discussion on disability spread

and how focusing on a single aspect of a student's

identity does not allow one to understand the student as

a whole.

That this leads to the development of labeling a student

in creating a stereotype.

This connects to the tax contemplating invisibility of disability, Baikonur

and valet, and thinking about the question.

What is normal.

Where they talk about the basic conceptualization of the disability

is one of human difference that deviates from what is

considered normal.

And this connects to the text presuming competence by Brooklyn

and Burke, where they talk about where that schools are.

The site where labeling most often occurs thin, once labeled

students are routinely expected to prove that they could benefit

from inclusive academic instruction in order to be maintained in

the regular class, often was supportive, and SAPO specialized service

is, and what this demonstrates is that there's this value

of what is considered normal, and there's a priority around

fitting a mold of what we consider normal.

But this comment here, you know, reflects on this idea

that it's unrealistic to expect all learners to fit this

rigid idea of what we consider normal and proving that

they can fit this mold is should not be our

goal here.

And so thinking about valuing differences, Marzipan Shevin discusses how

there are many components to ah person's individual, um, identity

and individuals are complex.

But beyond accepting these differences, we should be valuing these

differences and thinking about diversity is normal.

Where then we can benefit from equal worth and mutual

benefit of learning from each other's differences, and that we

create a sense of belonging for all learners.

I can focus on some questions that Dr Salia Oiler

posed during her discussion on critical inclusively, and she discusses

thes ideas of questioning.

How do we create opportunity for everyone to be successful

in the context?

And then she also talks about thinking about what are

the barriers for a person's full participation as an equal

member in the group and also wondering, How do we

take these barriers down?

And these were some of the main points from Module

one that have helped guide me through the rest of

this course when I reflected on what critic inclusive education

is, and so jumping into module to frameworks to support

diverse learners.

Tomlinson and Ties discuss backward design and differentiated instruction on

dhe. We talk about backward design as how it encourages

educators to plan by first thinking off that I desired

results of a lesson or unit than evidence that will

demonstrate students understanding off the content followed by a plan

for learning experiences and instruction.

Um, and so here is ah, planning template that embodies

these ideas that we first want to think about the

goal that our students are going to achieve.

Then how will they be assessed and demonstrate proficiency of

the skill and then the learning plan?

How are we going to provide instruction, Onda learning experience

for them and this closely relates to, um, differentiated instruction

and makes a great connection to differentiate instruction where we

think about what should be differentiated, what might be differentiated

and what should be differentiated where we want to differentiate

the learning experience.

Um, in how students are connecting to the content and

accessing the content.

Um, but we don't want to differentiate the end goal.

We want students to still try to reach that, um,

that end goal.

And so we reflect here on thinking about what we

want a different shape.

How are we differentiating for our students based on their

readiness, interest or learning profile?

And why are we differentiating, um, for them?

And so the connection to backward design really helps to

think about what are the things we should be differentiating?

Um, and what we shouldn't be.

And how are we tailoring, um, to our students Educational

experience Now, in module three.

We talk about universal design for learning, and how you

deal serves as a proactive approach to remove and eliminate

all barriers for students.

And I first reflect on Todd Rose's idea of designing

to the edges in that there is no such thing

as an average student and that we shouldn't be planning

for the average student because they were not planning for

anybody on dhe.

What you d l really encompasses is that there is

learner variability and it's the norm.

So the idea that no learner learns in the same

way no brain learns in the same way, Um and

really valuing this idea of difference and universal designed for

learning guidelines demonstrate how we can incorporate all of our

different learners through multiple means of engagement, representation, act and

action and expression.

And these guidelines here are proactive way of planning to

ensure that all of our learners are gaining access to

the content.

Um, yeah, in its entirety here I reflect on the

differences and the similarities between you, d l and differentiated

instruction, creative and diagram off how they're similar in different

and the main takeaways from this is that you deal

emphasizes proactive design of the environment in curricula while differentiated

instruction with emphasizes responding to the individual needs.

But together they can provide a powerful combination off strategies

to reach the needs of all students as they were

to successfully reach the goals of instruction and so thes

two structures and frameworks can work together to meet the

needs off all learners and referring back to my guiding

questions. This really helped me think about how to remove

barriers for our learners and how are we thinking about

the barriers that might be getting in the way you

deal is a proactive way to reflect on those barriers

and attempt to remove them.

Prior Thio The learning experience You know, here I reflect

on assistive or accessible technology and briefly talk about the

T pack framework and how teachers can be thinking about

incorporating their content, knowledge, pedagogical knowledge and technological knowledge.

In order, Thio, uh, incorporate technology to, ah support all

learners. And here I talk about how you d l

anti pak kind of come together, how assistive technology can

help to remove barriers, um, for students and provide access

for all learners here I highlight portions of the U.

D L guidelines that, um, assistive technology can answer to

the why of learning the what of learning and the

how of learning she jumping into co teaching in collaboration.

I talk about the inclusive contexts included in an I

C T classroom and how this variety of structures can

work to support all learners.

Um, and co teachers can use these interchangeably based on

what they think would best support their students.

So we have station teaching parallel T chain alternate teaching,

duet teaching and one teach one observed So these air

different ways that, um, co teachers can provide instruction for

their learners in response to their needs.

And here I talked about the importance of teamwork and

collaboration through communication.

Um, that communication between co teachers is key in providing

support for their learners that co teachers need a work

as a unit and have the same um, goals in

mind for their students in order to make sure that

there are learners are provided access to a cohesive, um,

learning environment.

And so, with co teaching communication is key to ensure

their learners are getting what they need.

Module six, we talk a bit about student behavior in

the IAP and first thinking about challenging behaviors.

I reflected on Ross Greens text.

Kids will do well if they can.

And so this quote stood out to me where it

says behind every challenge, challenging behavior is an unsolved problem

or lagging skill or both.

The big take away from this is being able to

see a student with a challenging behavior, um, beyond the

diagnosis they may be carrying with, um, and being able

to see past that narrow focus in order to think

about the context and the environmental factors that might be,

um, inhibiting their learning experience.

And so this reminds me of reflecting on Oilers question.

But what are the barriers for a person's full participation

as an equal member of the group?

And then how are we creating workarounds?

Or how do we take these barriers down, Um, in

order to create opportunities for them to be successful in

this context.

And so this idea from Ross Green is seeing beyond

diagnosis and responding Thio supporting the student through the skills

that they may be needing thio, um, work on in

this module.

We also talk about the IAP and first and thinking

about the whole team approach.

You think about how it's important to have the whole

team approached in order to gather, um, information from all

the adults that work with the child, including their family.

And it might also include the student themselves.

What's really um Why this is necessary is to make

sure that all these perspectives air coming together to ensure

that they're creating a well rounded, um, plan for this

child's education.

Um, and so being able to use all these perspectives

and see this student in many different perspectives eyes away

to ensure that all of their identities are being incorporated

in their plan, similar to what mirrors Sapone Shevin was

talking about making sure all identities air included in the

environment that you are providing for a learner.

And then what comes from an IPE is especially designed

instruction where a student has specific accommodations or modifications to

suit their needs to help them meet their personal goals.

And so here we talk about, um, the difference between

accommodations and modifications, where accommodations help the student fully access

the general education curriculum, we're modifications.

Change the expectations of what a student is expected to

know or dio and so making sure that we're not

providing too many modifications, um, to support a learner just

to make sure that we're not over adapting and make

sure that the student, um, develops a rich array of

general adaptations in the classroom so that they, um providing,

uh, education that is best suited for them.

And these other adaptations can be incorporated through the U.

D L framework.

Now, an important conversation during an I P meeting is

talking about the lottery and making sure that a student

is gaining access to all of this, um, instruction and

having an educational experience through the Ellery.

And what's great about that you d l framework is

that incorporated in the U.

D L framework.

Is this idea that differentiated instruction and specifically designed instruction

can be incorporated in the L.

R. E.

And this connects to my shift in my understanding where

inclusive education provides successful instruction for all learners and under

universal design, we can incorporate all of the factors, um,

that all individual students need to be included in the

least restrictive environment, so making sure that they all have

equal opportunity and that all of their bears were taken

down

Multimodal Reflection on Inclusive Education

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