One way to look at building inclusion into daily practices in the classroom is to reframe activities by asking the question “Is this inclusive?” This can be particularly useful, although not necessarily simple, when designing lesson plans.
It is important when examining lesson plans in this way to be careful not to equate inclusion with accommodation. Accommodation is an important way to make an activity more likely to be successful for specific students. But to be truly inclusive, the entire activity is reframed so that the accommodation is a seamless part of the whole.
In a blog post on this subject, an example describes a student who is a perfectionist, and the activity is one in which students are rewarded for having to write as few revisions as possible for an assignment.
To approach this activity in a more inclusive way, students are taught that making mistakes and failing are part of the learning process. Students get to put a marble in a jar when they make a mistake, and the class earns a reward when the jar is full. This approach teaches all students that it’s okay to make mistakes. And the student who is a perfectionist will no longer be singled out when making a mistake; in fact, the student will be celebrated and feel valued. This system also celebrates diversity rather than penalizing students for not all being the same.
To read the post about celebrating mistakes as an inclusion activity, click here.