Inclusion in Canada, oh where to start!
This was the very first course I completed in the program, and I wanted to highlight this paper because it marked the beginning of my deeper exploration into inclusion within Canada’s education system. I feel that I was on the right track with my ideas about what needs to be done to make inclusion a reality in schools, like developing a clear definition on what inclusion actually means and how to acheive it; or, highlighting that we need more information on inclusivity in Bachelor of Education programs. However, since then, I’ve grown and evolved my thoughts on the subject. Through further coursework, research, and reflection, I’ve gained a more nuanced understanding of the complexities of inclusion, and my perspectives have expanded to include more considerations, such as identity, diverse needs, and how we create truly supportive environments for all students.
In the last three years, my understanding of inclusion has evolved into a framework that continues to grow and adapt. Since then, I’ve integrated Universal Design for Learning (UDL) strategies into my classroom, allowing me to offer multiple ways for students to engage with content and demonstrate their learning. Additionally, I’ve taken inspiration from Dr. Shelley Moore, particularly her approach of changing the environment rather than trying to change the students themselves. This shift in perspective has been transformative, and I’ve also embraced strength-based learning, which focuses on identifying and building upon the strengths each student brings to the classroom. Together, these approaches have helped me create a more inclusive and supportive learning environment where all students can thrive, regardless of their unique needs.
While my paper is short and I would argue not my best artifact among this portfolio, it seemed important to include because it represents the foundational ideas I began with, but it also serves as a reminder of how much I’ve developed and will continue to develop in my thinking over time.
