Inclusivity in the classroom is a goal all educators strive for. Wanting what’s best for each of our students is at the core of what we do, and the ideal to have them all included is one that can’t be ignored. While it is important, it is also difficult. With 30 or so students coming from a wide range of backgrounds, cultures, and upbringings, it can seem nearly impossible even. Many people argue that it is impossible to include everyone and we should be streaming students early and often so that classes are more homogenous, but the failure in that logic lies in the fact that education is about more than just learning facts and theories. A student’s time in school should give them not just an education in maths, sciences, and arts, but also in empathy, understanding, and resilience. The diversity of a classroom should reflect the diversity of the world around us, and separating students up by race, creed, or perceived “intelligence” only results in more problems.
Inclusive education is possible with adequate support. Educators, working with a school-based team, are capable of supporting just about any student who comes their way. It is these students who are so often overlooked who fall through the cracks of not just the education system, but society overall. It is our duty to work with them, school support workers, and parents/guardians to find solutions that work for that student and the class.
One simple thing that can be done to make classrooms more inclusive is to create learning goals and intentions that scaffold such that there are minimum, moderate, and exceeding expectations. Using this system, you can identify the core ideas, skills, and competencies that you want students to get out of a lesson or string of lessons, and form your assessments to focus on those things. Some students may only be able to handle the most basic things, but factoring in the purpose (ie. did they learn the thing you intended them to learn) this can be more than enough. For many students who fall behind or have extra learning needs, this is already a big step forward. For students who have more needs, it is vital to have lesson plans and assessments made with them in mind. Referencing IEPs and consulting with school support workers can help in this situation, as well as keeping in contact with parents/guardians, as they often know the student better than anyone else.
Inclusion also means making your classroom a safe space for all learners. I had the pleasure of attending some SOGI workshops earlier this year which gave many good ideas and helped me better understand how I can make my classroom more welcoming, not just for LGBTQ+ students, but all students. You can check out that post here if you want to read more of my thoughts about that.