3-2-1: Inclusive Education:
3 Big takeaways:
- Strong commitment and shared vision are key components of creating inclusion within education. Knowing what the issue is or what needs to be worked on needs to be properly and carefully observed in the classroom before making any sort of plans or preparations.
- Senior and school-based administrators have the biggest impact on creating visions of inclusion that gives a variety of attitudes, beliefs, and approaches when in the classrooms. They are the people in charge and have the best knowledge of what is happening.
- Inclusive education is not limited to just the classroom. The goal is to accomplish successful learning in the classroom AND in the students’ homes and communities around them. By doing this, it will bring out the students to be comfortable sharing interests, backgrounds and life experiences
2 Connections:
- Inclusion is a belief and an attitude. I think that this speaks a lot of truth relating to my life. If I do not believe that I can achieve something or have a good attitude when things get hard, then I am never going to be successful. When creating inclusion, people and students need to believe in one another that what they are doing is to help those around them and to be positive about it.
- Students work their best when they feel confident. I know this from my own experience that when I feel supported, I feel more confident because I know that someone else sees my potential and believes in me. When creating an inclusive environment, individuals should feel accepted, valued, and safe.
1 Question:
- How can teachers create a inclusive environment with students with learning disabilities? What would be altered? What would stay the same? How would this effect the students and teachers?
3-2-1 Gender Sexual Diversity
3 big takeaways:
1. Having visual representations of efforts of inclusion and recognition of gender diversity so students can feel safe and seen by the school and it’s community
2. Gender is made up of three parts: 1. Our bodies (gender biology) 2. How we dress/act (gender expression) 3. How we feel (gender identity). Each of these areas are decided within a person, assumptions should not be made by other people.
3. If unsure about people’s pronouns, one should apply unexpected pronouns to that person until either asked or it is revealed
2 Connections
1. the life chances of transgender women of colour and Indigenous transgender women are drastically lower than those of transgender people who are white, middle-class, and masculine and/or men. Schools should stay sensitive to these different degrees of risk. Not only should students feel safe, but they should BE safe. School should be a safe space for everyone
2. Gender diversity should be viewed and accepted in the same way as culture diversity. People come from all sorts of backgrounds, and we respect them and welcome them as they are.
1 Question:
1. How can I make historical books and lessons be more gender inclusive?