How will you include learners with exceptionalities in your classroom?

I’ll start with this, I believe that it is our job as educators to provide equitable education for all… Through my own community of practice I have learned many ways to create a inclusive classroom and one common factor is the…flexibility and choice. By using a Universal Design of Learning approach, all students including those with exceptionalities will have the opportunity to thrive in the learning sphere.

When working with a student with an exceptionality I would ensure that my students are learning and exploring in a way that allows academic freedom but also provides room for reflection. Universal design is built from three main concepts, that being presentation, action and expression and engagement. Where I would provide multiple entry points for concepts and ways for student expressing their knowledge and understanding. While most importantly,giving students a choice to fuel their interest while reaching the learning objectives.

For example, if I were to work with a student who has giftedness, or ADHD (Attention Deficit Hyperactivity Disorder), I would ensure that my classroom environment and approach to learning takes into account of their needs and goals so that I can adequately support them in the classroom.

Picture this, I have completed a unit on poetry. Where together as a class we have explored different types of poetry limericks, haiku, acrostic, free verse - and we’ve discussed the significance and power of the message behind the words found in songs and raps. The culminating task is to now create digital Poetry assignment. Where students select 3 of the types of poetry we’ve covered thus far and create their own poem based off of their interest.

Students will have the option to make their final product digital - meaning a video, podcast, slideshow or non-digital - like , make a sculpture, painting or drawing pictures.

Immediately we have implemented freedom and choice with the various types of poems, also presenting multiple ways to express their ideas and understanding. Allowing for students with exceptionalities to select their course of action and expression to present their knowledge.

When I respond to a child with ADHD, I believe providing flexibility and options will be beneficial for the learning experience. For example, giving a choice board for an activity, here the options to various types of poems, access digital and non-digital forms of presentation allow for some freedom. With the use of technology, i-pads, and chromebook extensions are simple elements that I would implement into the lesson to give choice. I would then work collaboratively with the student to find outlets work for them. Let’s say this particular student was very tech savvy, so he was able to create a video using the green screen app on the ipad to design an Spoken word poem on climate change. The student was able to change the backgrounds to match the verses in is poem. One being a rainforest, fresh and green, to a clear cut forest, to the an image of the melt ice caps and drought around the world. Student feels accomplished and confident in their product.

Using Universal Design of Learning principles encompasses the essences of learning; encourages student agency and positive classroom climate. For example, when I respond to a child with giftedness I would encourage Divergent thinking, thinking outside the box as they embark on their learning journey. As an educator I play role for support and empowerment rather than a facilitator. Which is a hard concept but Learning along with the student, motivating exploration, and a seeing what I can do the help the student reach their academic goal is what I am learning to embody.

A key element in my philosophy, in fact, is developing strong relationships. In all cases, building trust and faith within a educational relationship is essential for exploring in a learning environment. A Learning Contract is a strategy I would use if the student wanted to go further independently but is also developing responsibility skills for example. Where we co-construct a contract based on learning goals, objectives and periodic times of assessment to keep learning accountable as they emerge themselves into their project. If a student wanted to dive even deeper into this assignment they may organize a Poetry Slam where students can present their poems to the school or at a local bookstore. Experiencing the responsibilities of making a committee, engaging and working within a community of learners; to extending their skills to share with others.

Both students in this example may have the option to work within a learning community, with a partner or work independently. That is the beauty of Universal Design.

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It is key to think about the multiple factors that work within a learning process. It’s a complex and ongoing process that lives throughout everyday life. Knowing when to use structure and how to step back and have student explore is the key to becoming an adaptive expert and is something I continue to work through during my learning journey; in hopes of building healthy communities of learning through movement in all aspects of the learning experience.