Module 12: What is K-12 education that values and embraces diverse disabled students like? Part 2
“Inclusion is not an educational plan to benefit disabled children. It is a model for educating all children equitably” (Linton, 1998, p. 61)
Overview
A Message From Shaheen
In this module, you will learn from more teachers about what they think inclusion means in today’s educational context, and how we can create classrooms that welcome and embrace disabled students and students of color.
Musical Moment
An intimate performance of “Emily” | Martha Marlow | TEDxSydney
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Component |
Estimated Time to Complete |
|---|---|
|
Engage |
30 mins-1 hr 10 mins |
|
Reflect |
1 hr |
|
Chat |
1-2 hrs |
|
Self-Assess |
10-15 mins |
Engage
Required
|
Source |
Summary |
Estimated Time |
|---|---|---|
|
UDL in 15 Minutes By Dr. Loui Lord Nelson Note: Pick 1-2 episodes that are relevant to your future teaching context |
These podcast episodes focus on the practical applications of UDL in real schools, with examples from different grade levels. |
8-30 mins |
|
A Disabled Student’s Guide to Earning Teacher of the Year By Anja K. Herrman |
In this article, a disabled student named Anja discusses how individual teachers can either contribute to ableism or become allies to disabled students. |
2.5-4 mins |
|
The Importance of Presuming Competence By Shelley Moore |
This video addresses the harmful effects of assuming incompetence and argues that teachers should presume their disabled students are competent. |
4-7.5 mins |
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8 Simple Strategies for Students With ADHD by Gretchen Vierstra of Understood |
This short article outlines 8 strategies to support students with ADHD in the classroom. |
3-5 mins
|
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Demystifying Disability: Conclusion: Calling All Allies & Accomplices By Emily Ladau |
Ladau highlights the most important steps to take to be an ally to disabled people. |
9-11 mins |
Pick 1: Anti-Racist and Culturally Responsive Teaching
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Source |
Summary |
Estimated Time |
|---|---|---|
|
Chicago Public Schools Restorative Practices Guide and Toolkit By Chicago Public Schools |
This toolkit describes what restorative practices are, and how these practices help students to understand their emotions, think about the impact of their own and other’s actions, and teach them how to find solutions to problems. |
6-10 mins |
|
What Anti-racist Teachers Do Differently By Pirette McKamey |
This magazine article focuses on how systemic racism presents in schools, and describes the practices anti-racist teachers employ. |
4-7 mins |
|
This video discusses some key components to being an anti-racist educator and how anti-racism is part of student-centered education. |
1.5-3 mins |
|
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5 Culturally Responsive Teaching Strategies By Kristin Burnham |
This article explains what culturally responsive teaching is, why it is important, and how to implement it in your classroom. |
3-6 mins |
Optional
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Source |
Summary |
Estimated Time |
|---|---|---|
|
One Out of Five – Angelina’s (A.J.’s) Story By The Office of the Education Ombuds Transcript: One Out of Five – Angelina’s (A.J.’s) Story |
This video shares the personal story of a disabled student who has faced exclusion throughout school. |
3-5 mins |
|
Improving Math Performance by Supporting Executive Function By Lisa Carey and Taylor Koriakin |
This article provides information on attention, working memory, mental flexibility, and automaticity, and how these concepts relate to helping students succeed in math. |
3.5-6 mins |
Reflect
Use the prompt below as a jumping off point. Do not let the prompts confine your reflection.
- To embrace diverse disabled students in your future classroom, therapy practice, or other setting, what knowledge do you still need to develop? Be specific. Your answer will guide your work in Unit 5.
Chat
Use the prompts below as a jumping off point for a conversation with others in your class or community.
- What beliefs, values, attitudes, commitments, and actions must teachers have to create learning environments that value diverse disabled students?
- What is your answer to this question?
- How would the Engage thinkers from Modules 11 and 12 answer this question?
Self-Assess
- What idea/concept from this module was the CLEAREST to you?
- What idea/concept from this module was the MUDDIEST to you?
- Rate your knowledge on the ideas discussed in this module
- Expert
- Mastered
- Competent
- Still Developing
- Undeveloped
FAQ
Q1: Why is it taking so long to change education and classrooms to support diverse disabled students if we already know there are problems?
A1: This could be a long conversation, but we’ll keep it brief. The quick answer is there are 2 reasons.
Reason 1: Ableism is systemic in K-12; it is baked into how humans in this country (and others) have decided to do school.
Reason 2: Educational change takes time, no matter what it is. In the book Tinkering Toward Utopia, education historians explain that while the slow pace of educational change is very frustrating it is actually a feature (not a bug). It took me (Shaheen) some time to really understand this argument. But think about it, if a group of people could change education on a dime that would mean people who have very different ideas than you could quickly make education something you would not approve of. On the other hand, that means that none of us can quickly make education what we want it to be. Basically, educational change is slow because it requires lots of conversations and negotiations between people who have very different ideas about what education should be.
Q2: Why is implementing inclusion such an issue?
A2: See the answer to Q1. Beyond that, teaching is easiest when the students are as similar as possible (interestingly learning is richer for students when their peer group is diverse). And, most schools do not provide teachers all the supports they need to effectively implement inclusion. So, what can you do? Learn how to fight for the supports you will need to effectively include disabled students in all classrooms and school activities.
Q3: How do we make an environment welcoming for everyone when each student may need different environmental settings?
A3: Great question. There are two key strategies. First, anticipate and remove barriers as you set up your classroom, create documents to share with students, and plan your lessons. Second, be flexible. The more flexible you are the more accessible and equitable your classroom will be for disabled students. For example, can students demonstrate what they know in your class using many mediums (writing, speaking, drawing, physical movement)? Do you allow many “ways of being” in your class; in other words, can students sit, stand, lie down, stim? And so on.
