Our topic is Education: Inclusive Education Practices.

Overview of the Topic:

1. Concise Description of the Topic:

Inclusive education is related to an educational strategy where all students, no matter their strengths or weaknesses, are taught in the same learning setting. Through the distribution of suitable materials, instructional strategies, and assistance, it seeks to accommodate and meet the various learning requirements of all students. Equal access to education is encouraged by inclusive education, which also highlights the value of social integration, acceptance, and student participation in the classroom.

Buchholz, N. (2023a, December 13). Breaking barriers: The vital role of Inclusive Learning. All Kids Bike. https://allkidsbike.org/uncategorized/breaking-barriers-the-vital-role-of-inclusive-learning/?gad_source=1&gclid=CjwKCAjwjeuyBhBuEiwAJ3vuoUt82mc5bEXc7-Xde0JCAwwPC3tETCXs_KtZM9LKjA0kvs08kGQ30RoCfXAQAvD_BwE#:~:text=for%20all%20involved.-,Strategies%20for%20Creating%20Inclusive%20Learning%20Environments,-Creating%20inclusive%20learning

Thomson, H. (2018, November 20). What is inclusive education? – inclusive education. Inclusion BC. https://inclusionbc.org/our-resources/what-is-inclusive-education/

Misconceptions about Inclusive Education:

Misconception 1: It is the goal of inclusive education to treat every student equally.

Clarification: Accepting variety in the classroom and modifying instructional strategies and materials to suit the needs of varied learners are key components of inclusive education. Making sure each student has the assistance they require to achieve something is more important than giving them all the same instructions.

Misconception 2: Only students with disabilities can benefit from inclusive education.

Clarification: By encouraging an environment of acceptance, diversity, and respect for each other, inclusive education helps all students. All learners benefit from the improvement of social skills, empathy, and collaborative learning.

2. Rationale for Developing Learning Resources:

Personal Interest: Because it supports the primary goal of establishing an accessible and equal education for every student, this topic is very interesting. By emphasising inclusive education strategies, we can help reduce educational inequality and achieve social justice in the classroom.

Educational Impact: Creating an educational resource on inclusive education techniques may help in the understanding of the value of inclusion by educators, parents, and politicians, as well as offer feasible strategies for putting it into reality in the classroom.

Learning Design Plan:

Big Idea	1. What is inclusive education?When studying, it is crucial to be clear about what we are going to learn, to clarify the goals and concepts. 2. How to apply inclusive education into daily life and learning?When you figure out how to apply these concepts in your life, how to practice this concept in education as an educator or as the educated.
Learning Outcome(s)	1. Clarify what inclusive education is and understand some principles and definitions.2. Learn to use inclusive education in class.3. Understand the benefits and drawbacks of inclusive education.
Evidence of Learning	For the purpose of understanding and applying inclusive education, learning should be comprehensive, for example, accurately understand the concepts, use the terminology correctly, and apply it skillfully in teaching.
Assessments	Learners can be judged on their learning outcomes through a speech, some in-class performances during the semester, or blog posts.
Learning Activities	A presentation is the best way to show what inclusive education is, or just a test is also a good way.

Resources:

Books: 

1. Foreman, Phil, and Michael Arthur-Kelly. Inclusion in Action. Google Books, Cengage Learning Australia, 2014. https://books.google.ca/books/about/Inclusion_in_Action.html?id=IglKngEACAAJ&redir_esc=y

2. “Universal Design for Learning: Theory &Amp; Practice – CAST.” CAST, 9 Nov. 2022. 

www.cast.org/products-services/resources/2014/universal-design-learning-theory-practice-udl-meyer.

3. Villa, Richard, and Jacqueline Thousand. The Inclusive Education Checklist, 2nd Edition: A Checklist of Best Practices. Google Books, National Professional Resources, Inc., 15 May 2021.  https://books.google.ca/books/about/The_Inclusive_Education_Checklist_2nd_Ed.html?id=gOc8zgEACAAJ&redir_esc=y
4. Inclusion and Diversity: Communities and Practices Across the World. India, Taylor & Francis. https://www.google.ca/books/edition/Inclusion_and_Diversity/ebiqEAAAQBAJ?hl=en&gbpv=0
5. Koreeda, K., Tsuge, M., Ikuta, S., Dalton, E. M., & Ewe, L. P. (2023). Developing Inclusive Environments in Education : Global Practices and Curricula. (1st ed.). IGI Global. https://search.library.uvic.ca/permalink/01VIC_INST/8gqp8f/alma9957760227207291
6. Inclusive Education for the 21st Century : Theory, Policy and Practice. (2023). Routledge. https://search.library.uvic.ca/permalink/01VIC_INST/8gqp8f/alma9957797798307291

Scholarly articles:

1. San Martin, C., Ramirez, C., Calvo, R., Muñoz-Martínez, Y., & Sharma, U. (2021). Chilean Teachers’ Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices. Sustainability, 13(4), 2300-. https://doi.org/10.3390/su13042300
2. San Martin, C., Ramirez, C., Calvo, R., Muñoz-Martínez, Y., & Sharma, U. (2021). Chilean Teachers’ Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices. Sustainability, 13(4), 2300-. https://doi.org/10.3390/su13042300
3. Woodcock, S., Sharma, U., Subban, P., & Hitches, E. (2022). Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices. Teaching and Teacher Education, 117, 103802-. https://doi.org/10.1016/j.tate.2022.103802
4. Woodcock, S., Sharma, U., Subban, P., & Hitches, E. (2022). Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices. Teaching and Teacher Education, 117, 103802-. 

https://doi.org/10.1016/j.tate.2022.103802

‘Grey literature’:

1. Hehir, Thomas. A SUMMARY of the EVIDENCE on INCLUSIVE EDUCATION. Aug. 2016. https://files.eric.ed.gov/fulltext/ED596134.pdf
2. McManis, Lilla Dale . “Inclusive Education: Definition, Examples, and Classroom Strategies | Resilient Educator.” ResilientEducator.com, 20 Nov. 2017.  resilienteducator.com/classroom-resources/inclusive-education/.
3. Sandoval, Jennifer. “Introduction to Inclusive Teaching Practices.” YouTube, 24 July 2020. https://www.youtube.com/watch?v=fpIsyKo-wKA
4.  GEM Report UNESCO. “Inclusion and Education : All Means All Animation.” YouTube, 22 June 2020. https://www.youtube.com/watch?v=kEyjlqixq9c
5. “Education, Children on the Move and Inclusion in Education.” https://www.unicef.org/reports/education-children-move-and-inclusion-education

Technology tools : WordPress

Project Plan:

Harry Tang: An overview of the resource (revised from your blueprint and expanded)

• A concise definition of your topic, citing at least two academic sources.
• One-two misconceptions about your topic, e.g., what do people usually misunderstand?
• A rationale for developing your learning resource based on this topic.
• A description of your learning context/target audience/learners, e.g., High schoolers, professional development, learners’ age, interests, lifestyle, social factors, prior knowledge and experience, and any specific learning needs they may have (e.g., colour blindness, hearing loss, ADHD,  English language learner, single parent,  working full-time, no access to a computer, etc.), etc.
• A description of a platform where your interactive learning resource/course will be hosted.
• A description and rationale for the learning theory upon which your resource will be based (behaviourism, cognitivism, or constructivism).
• A description and rationale for the learning design you chose (inquiry, project-based, direct instruction, etc.).

YuNuo He:

Alignment Part 1 (revised from your blueprint and expanded):

• Subtopics with a brief commentary about each (if you decide to submit a theoretical rationale).
• Content for each subtopic (if you decide to submit an actual resource/course).
• Essential questions about each of your subtopics.
• Learning objectives that address each of your essential questions.
• An assessment plan, including formative assessment activities learners, will complete and how you will provide feedback, summative assessment tasks, and how you will determine a learner’s final standing in relation to the outcomes. This might be a proficiency rating, complete/incomplete, a percentage, or a letter grade. Make sure you include a discussion of how confident you can be in your determination (if you decide to submit an actual resource/course).

Qiantong Guo: Alignment Part 2 (revised from your blueprint and expanded):

• Actual assessments (if you decide to submit an actual resource/course).
• Description of one interactive activity for each learning objective/subtopic based on a resource aligned with that topic, e.g., blog post, video, article, etc. (if you decide to submit a theoretical rationale).
• An actual interactive activity for each learning objective/subtopic based on a resource aligned with that topic, e.g., blog post, video, article, etc. (if you decide to submit an actual resource/course).

Jingyi Liu: Alignment Part 3 (revised from your blueprint and expanded):

• An overview of your plans to design for the inclusion of diverse learners you identified in your “ learning context/target audience/learners,” using the UDL Guidelines and specific CAST principles.
  • Actually, incorporate the UDL Guidelines into your resource (only if you decide to submit an actual resource/course).
• A rationale for your technology choices.
  • You should use at least one, and ideally a combination, of the technology tools that we discussed in the course.
• Links to each peer review of your resource.
• A rationale for why you did or did not incorporate your peers’ recommendations into your final resource.
• A bibliography or reference list of all resources cited.
  • Use whatever citation format you are comfortable with (APA, MLA, etc.), but please be consistent throughout.