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EDFE 1300 Chapter --: Jan 16 - Equity and Social Justice as the Foundation for Inclusive Education

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York University
EDFE 1300
Julie Beattie

Equity and Social Justice as the Foundation for Inclusive Education Parekh, Gillian. (2015) Toronto District School Board Research Report : Inclusion: Creating School and Classroom Communities Where Everyone Belongs: Research, Tips, and Tools for Educators and Administrators. Toronto District School Board. Pages 1-8 http://ezproxy.library.yorku.ca/login?url=http://site.ebrary.com/lib/oculyork/detail.action? docID=11189130 - Accessibility for Ontarian's with Disabilities Act identifies school boards as organizations bound by the act and includes people with both visible and non-visible disabilities as entitled to accommodations - caring classrooms are one in which pedagogy and structural decision making are defined by the individual students and their interactions in the classroom - at the heart of inclusion are educators who understand the differences in students are part of what they ring to their social interactions and that interdependence of students is a natural part of the educational process - the social model of disability explores the complex relationships between an individuals perceived impairments and the physical, structural and attitudinal barriers encountered in society - disability is now understood as the interaction between the individual and their environment; it is not solely a characteristic of the child - critical to creating successful inclusive learning environments are: - understand that teacher attitudes are key in creating a successful inclusive program and educators who believe that all children have a right to participation are more likely to find ways to reduce barriers and to understand how each child learns - structure inclusive programming to ensure that equitable and meaningful engagement and participation is happening in the classroom - create space for diverse bodies and abilities — there should not be an exception of sameness or normalization as a result of intervention or inclusion strategies - inclusive education is: - a classroom as a place where all students experience a sense of belonging and social citizenship - classroom modifies the environment to fit the student, no the student to fit the environment - space where all identities and cultures are celebrated - classroom prioritized the right to participation and focuses on setting a positive climate where social engagement and friendship can be promoted - rejects deficit thinking and does not segregate or organize students according to ability - must value difference and celebrate diversity - must practice student-cantered pedagogy over curriculum entered pedagogy - must ensure accessibility to curriculum - end goal is participation, engagement and mastery of skills - provide support in the classroom by adapting structures, routines, instructional styles, teaching praxis to accommodate - promote students sense of belonging (feeling emotionally an physical safe within learning space and valued and important by teacher and peers - set goals and organize in collaboration with community, parents, educators, local government and non governmental agencies Rolheiser, Carol (2000) Inquiry into Practice: Reaching Every Student Through Inclusive Curriculum. Pages 15-16. http://ezproxy.library.yorku.ca/login?url=http://site.ebrary.com/lib/oculyork/detail.action? docID=10484490 - the language surrounding disability, special needs, exceptionalities, challenges, IEPS - we include student who come “with” conditions - disability is primary imagined as a negative condition that accompanies a student - people “with” conditions - every person is a embodied being, meaning to be conditioned by societal interpretations of bodily existence - students come with conditions of eye shift and hearing — conditions dependent upon light for reading texts and sound for speaking — for their engagement and inclusion in educational practice - some conditions are neath expected nor welcomed and if they show up, these conditions are expected to assume special spaces, or be engaged by special practices - some student re included as those with unanticipated conditions that are not necessarily welcomed but certainly worrisome— included as people with prob
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