Here’s What! (…TC Learning at York)
Inclusive Education is an ongoing focus in all of our courses and practicum work at York University. Teacher Candidates will consistently explore the questions and issues associated with inclusive education that respects all students in every classroom. While TCs will develop an understanding of the difference between accommodations and modifications, determining the actions they must take and the understandings they must develop to meet the needs of all the students they teach, it is important that our TCs develop an understanding that inclusion considers every aspect of student well-being and learning.
So What? (...Linking to Practice)
Teacher Candidates will understand explicitly that everyone has a right to be treated with respect and dignity, and to teach, learn and work in an environment that is equitable and free from discrimination and harassment. TCs also need to understand their professional responsibility in creating that environment.
Teacher Candidates will understand that all students can succeed and that each student has their own unique patterns of learning (Ontario Ministry of Education, Learning for All, 2013). They will recognize the diverse needs of every student.
Teacher Candidates need the opportunity to explore different inclusive education settings within the school and discuss scenarios they might encounter. They need to explore how stakeholders in education work to create and sustain an engaging, inclusive, safe and equitable learning environment They must consider how to respond professionally to discrimination and other sensitive and controversial issues in the classroom.
Whether creating a simple activity or developping complete lessons and units of study, TCs are expected to facilitate learning experiences that connect to students' background knowledge and experiences, and demonstrate respect for diversity in culture, ethnicity, language, sexual orientation, gender identity, gender expression, age, ability, learning needs, life circumstances and learning styles.
Now What? (…Suggestions for MT and TC Collaboration)
To provide an authentic context within which ED1 TCs can develop an understanding of inclusion, please discuss with your ED1 TCs how you ensure the inclusion of accommodations and modifications on your lesson plan
With ED2 TCs, please ensure that they are able to modify lessons or provide accommodations for students with diverse needs, recording modifications and accommodations in all lesson plans.
While it is understood that TCs will not have access to the IEP documents of individual students in the host classroom, modelling and discussion of how Individual Education Plans are respected within the overall lesson plan will provide TCs with insights into the process.
Importantly, consult and collaborate to help TCs to become competent in programming for student diversity and responsive to student needs in creating a safe, equitable and inclusive learning environment.
