Module 2: Inclusive Education in Canada -How will you implement what you've just learned in the field of education?

In module 3, I learned that the "inclusion" looks different in each province due to the way it is defined by the province. In British Columbia, we haven't quite moved as far as New Brunswick with our policies on inclusion, for instance, we have coded funding and we still provide alternative learning environments outside the mainstream classroom. We also have different diplomas that we give to students that complete high school. I have learned that there are many different ideas about how inclusion applies.

I know that I can continue to work on making my environment more inclusive by planning through UDL. There are some things I have done very well in, such as engagement and expression, but I need to do better in the representation area of UDL. I will continue to work on representing information in many means so that it is accessible to all learners. 

I will do a better job of advocating for inclusion in my classroom and ask for push-in resource support rather than pull-out, which may also benefit other students that need support. I will continue to learn more about how I can adequately implement inclusion.

Questions I Still Have

• There are some ideas that are beyond the comprehension of some students with exceptionalities -for example, the history of racism and oppression. It is imperative that these things be taught as best they can, but some students may not understand even with multiple means of representation because the concept itself is abstract. So if students are learning about Mae Jemison, the first black, female, astronaut, do the learning objectives for the student that doesn't understand the race/oppression piece change? For instance, would the objective then for this student possibly be building vocabulary (rocket, astronaut, space) and working on communication objections in IEP goals? How would UDL approach this?