We got the opportunity to participate in an Edcamp style of discussion that revolved around how to structure a classroom that enabled the inclusion of students with designations and different learning preferences.

This method of learning was in the form of proposing topics for conversation and then choosing a topic from these that you find interesting. After this, we separate into our groups and discuss our ideas together to understand multiple points of view to understand a concept deeper.

One thing we discussed is what inclusion is. This could mean that the students with designations are part of the class or how they feel or doing their own alternative work. I think that it is important to understand what the student would want and what the level of work that they could accomplish might be. Would the student rather do a modified version of the course and feel left out, or do the same work as other students but not feel like they are able to keep up?

We talked about how we are or are not able to include students with designations in a class without sacrificing the learning of other learners. On a similar note, being able to accommodate learners who are interested in extending their learning beyond the content of the curriculum. This seems to stem down to whether or not the designation does or does not allow the learner to follow the same curriculum and set of goals that the rest of the class is learning. This could decide whether you accommodate them into a lesson plan or if you cultivate an alternative form of the lesson.

Here is a resource for more information on these topics:https://www.access-ed.ngo/

The goal of this ultimately to find education for all. To teach and learn in a way that is accessible to all learners and that makes all learners feel as though they are able to learn and interact to the best of their abilities.

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