EDU170 Inclusive Classroom Part 1 (0)

CSU Discipline Area: Education Studies (EDSTD)

Duration: One session

Abstract:

This introductory course is designed to assist teachers seeking to enhance professional practice, and extend knowledge and skills in the development and delivery of educational programs that honour and validate equity and diversity in Inclusive Classroom Part 1. This course explores the theoretical foundations, the development of learners, program planning and implementation and the assessment, the learning environment and ethical considerations related to teaching and learning across the divisions.

+ Subject Availability Modes and Locations

Term 2
Internal	Canada
Distance	Canada
Session 2
Internal	Canada
Distance	Canada
Term 3
Internal	Canada
Distance	Canada

Continuing students should consult the SAL for current offering details: EDU170

Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Enrolment restrictions:

Ontario College of Teachers accredited teachers only.

Objectives:

Upon successful completion of this subject, students should:

be able to understand and interpret Ontario Ministry of Education curriculum, policies and guidelines
be able to develop the theoretical understanding necessary to implement and assess programs and/or practices related to Inclusive Classroom
be able to have awareness and integrate expectations, strategies and assessment practices in response to the individual needs of students, and the promotion of student success
be able to enhance awareness of holistic learning environments (intellectual, social, emotional, physical, linguistic, cultural, spiritual and moral)
be able to explore strategies for collaboration with school / board personnel, parents/guardians and the community
be aware of a variety of appropriate resources, including technological and communication resources, to be able to enhance professional knowledge in support of student learning
be able to explore professional practice through ongoing inquiry, dialogue and reflection
be able to develop an awareness of ethical practices
be able to understand the role of professional learning communities in enhancing professional knowledge and supporting student learning
be able to develop awareness of First Nations, Métis and Inuit (Aboriginal) ways of knowing and perspectives
be able to integrate environmentally respectful practices
be able to create and sustain safe, equitable and inclusive learning environments that honour and respect diversity

Syllabus:

The subject will cover the following topics:

Module 1:

Understanding and embodying care, trust, respect and integrity
Demonstrating commitment to students and student learning
Integrating professional knowledge
Enriching and developing professional practice
Supporting leadership in learning communities
Engaging in ongoing professional learning
Revisiting theories of child and adolescent physical and social development, and identity formation through the lens of equity and human rights
Exploring a variety of conceptual and cross-curricular frameworks that support Inclusive Classroom
Understanding and interpreting all Ontario curriculum and government policies through the lens of equity and human rights
Exploring the Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession as the foundation for teacher professionalism within the Additional Qualification Course: Inclusive Classroom Part I
Understanding that Inclusive Classroom is responsive to individual and systemic biases related to all of the Prohibited Grounds for Discrimination in the Ontario Human Rights Act as well as socioeconomic status and gender identity
Deconstructing how the concept of meritocracy can contribute to discrimination and individual and systemic biases
Understanding the complexity of the concept of culture (beyond ethnicity and race) and the intersection of cultures (for example, youth cultures, gender cultures)
Deconstructing the concept of multiculturalism and other limited approaches to inclusivity in order to create the foundation for Inclusive Classroom
Understanding that each person lives a diverse social reality that promotes or denies their equitable access to opportunities within the educational system
Understanding the continuum implicit in movement from a contributions approach toward a social action approach (for example, the James Banks Model for Transformational Education) that is foundational to Inclusive Classroom
Understanding theories of power, privilege and oppression and their impact on student and community engagement
Understanding the historical context that affects the present-day education of First Nations, Métis and Inuit peoples (for example, residential schools)

Module 2:

Understanding and embedding in practice instructional strategies and assessment and evaluation practices that are responsive to the needs of students who live diverse social and cognitive realities
Understanding that the creation of positive, equitable, accepting and safe learning communities applies to all students and members of the school community
Understanding of how the Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession must inform a program planning framework that fosters respect, builds trust, embodies integrity, and engenders care for students from all social realities
Understanding formal curriculum planning (content, pedagogy, accessibility, and community partnerships), development, implementation strategies and frameworks through the lens of equity and human rights
Understanding how differentiated instruction and universal design enhance opportunities for student engagement and student success
Identifying and accessing community, human, print, electronic, and media resources that reflect diverse social realities
Creating opportunities for teachers to develop or modify expectations, teaching strategies, and assessment practices based on the principles of integrative equity in order to meet the needs to all students
Fostering a collaborative community of learners
Having awareness of appropriate information and communication technology to support student learning in Inclusive Classroom
Understanding a variety of instructional strategies to support the teaching of Inclusive Classroom
Implementing strategies for the creation of a learning environment that reflects the ethical standards and the standards of practice and affirms the need to respect and conserve resources in the environment
Using pedagogies that reflect the professional identity of educators as described in the ethical standards, the standards of practice and in the Foundations of Professional Practice
Understanding how voice, language and interactions include or exclude
Creating safe, equitable and enabling learning communities by connecting students’ authentic experiences with the curriculum
Exploring how to implement differentiated instructional practice within a classroom to meet the diverse needs of all learners
Developing and fostering critical literacy
Using a variety of technologies as teaching and learning tools to achieve informed, purposeful and active citizenship
Creating a learning environment in which students are engaged in constructing and sharing their own knowledge
Promoting respectful and equitable peer and community relationships that foster independence, interdependence, resilience and confidence
Developing instructional strategies to engage students in addressing individual and systemic acts of bias and discrimination and the prejudicial premises from which they are derived
Nurturing student leadership and activism in response to equity issues
Exploring a variety of strategies which enable students to be active and constructive problem solvers and communicators, contributing to the development and maintenance of a safe classroom environment
Using theories of power, privilege and oppression to inform the development of teaching/learning strategies
Developing self-awareness regarding attitudes and perspectives that undermine students’ potential
Understanding and implementing fair and equitable assessment and evaluation methods that honour the dignity, emotional wellness and cognitive development of all students within a culturally responsive framework
Understanding and implementing formative and summative assessment (assessment for learning and assessment of learning) strategies that employ a variety of methodologies for the study of Inclusive Classroom
Understanding how systemic inequities impact student achievement as conventionally measured and defined
Understanding the equity issues connected with externally applied assessment and evaluation

Module 3:

Understanding theories of advocacy that cultivate the resilience of students and all members of the school community (students, teachers, administrators, support staff, parent/guardian/caregivers, community partners) within an equity and human rights framework
Understanding the strengths of a culturally responsive pedagogy that honours and validates classroom diversity by promoting and developing equitable practices and the inclusion of all students
Understanding and embedding in practice instructional strategies and assessment and evaluation practices that are responsive to the needs of students who live diverse social and cognitive realities
Understanding the experiences and impact of marginalization of students and members of the school community and exploring strategies of reengagement
Understanding the ethical and social issues surrounding access to and use of technology.
Reflecting on teaching practice and engaging in professional dialogue on the relationship of theory and practice in the creation of Inclusive Classroom
Developing critical consciousness through self reflection on identity, power and privilege using a culturally proficient lens
Understanding and exploring the relevance and implications of demographic data specific to student achievement and social engagements at school
Connecting Inclusive Classroom to students’ real life experiences through an inclusive curriculum that:

• reflects a variety of realities,
• builds response to student issues and
• develops and supports a meaningful student voice and opportunities for leadership, guidance and mentorship

Understanding the impact of informal (hidden) curriculum on equity and inclusivity in the school community
Understanding how a school board’s commitment to equity and inclusivity will inform aspects of its mission, vision and practice
Understanding the role of appropriate Ontario Ministry of Education equity policy documents and school board equity policies (for example, Education for All)
Exploring how boards and schools provide opportunities for various marginalized groups to network, provide support, build resilience and develop strategies to overcome barriers
Understanding the importance of continuous, meaningful, appropriate, detailed and supportive communication with parents/guardians, caregivers and the community
Understanding the importance of professional collaboration that supports student learning
Understanding and respecting the importance of shared responsibility and partnership as conveyed in the Foundations of Professional Practice
Understanding that learner, parent/guardian, caregiver and community engagement is affected by inequities associated with power and privilege and exploring models to enhance access and engagement
Understanding how the invitation for dissonance can enrich and empower the School community
Exploring strategies to activate the existing knowledge and advocacy inherent within the students’ communities and embodied in caregivers, community, Elders/leaders, and community agencies

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