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Spaces can create a sense of social inclusion or isolation.
—Hughes et al., 2019, xi
Space & Inclusivity
Regardless of how we individually perceive them, environments inherently offer opportunities for shared experience (Pourbagher et al., 2021). As current best practice in education moves toward fostering authentic inclusivity, there is a salient need to better understand how physical design and built environments can impact collective learning (Barrett et al., 2017; Cleveland & Fisher, 2014; van Merriënboer et al., 2017). Feelings of connectedness and inclusivity are naturally fostered through shared experiences in safe, universally accessible spaces, so the facilitation of inclusivity in educational settings may well be improved with greater understanding of spatial factors that both amplify experiences of belonging and promote lasting learning.
On this page, through the lens of student need, you’ll explore different factors to be considered when creating inclusive environments. I’ve included introductions to universal design (UD) and universal design for learning (UDL) as these concepts are pathways to inclusion. You’ll also see video resources highlighting current research and practice from around the world that relates space and place to inclusion.
We can’t talk about inclusive education without considering place.
Having a student BE in a specific location for a predetermined amount of time is often the goal of inclusion practice, but simply being in a location isn’t enough—for any of us. As Shelley Moore tells us in “The Role of Place” (2021), when we aim to have students with exceptionalities spend a certain number of minutes in the general education classroom for the purposes of “including” them, we are all too often upholding goals of compliance, normalization, and minimal disruption. Moore argues that when we ask anyone to exist in a specific location where the criteria is simply compliance, it can actually lead to disruptive behaviour.
Understanding the difference between location and place is key in cultivating effective and successful inclusive practice in our classrooms. It is particularly tied to the concept of belonging, which Berryman and Eley (2019) also identify as key to student success and wellbeing. Moore (2021) claims, “It’s not just about who we are, but who we are in a place, and who we’re with in a place over time.” With connections to indigenous world views, the essence of place has as much to do with community and shared history as it has to do with the land or built space. Giving learners access to places where they can use space flexibly, forge connections, and practice ownership over their decisions will ultimately support individualization, an underpinning principle of place-based learning (Barrett et al., 2017).
Moore says place-based perspectives help us understand that inclusivity is about community (not location); identity (not compliance); and belonging (not existing). “Every community is diverse, and every diverse identity needs to belong in ways that are meaningful to them” (Moore, 2021).
Understanding the difference between location and place is key in cultivating effective and successful inclusive practice in our classrooms. It is particularly tied to the concept of belonging, which Berryman and Eley (2019) also identify as key to student success and wellbeing. Moore (2021) claims, “It’s not just about who we are, but who we are in a place, and who we’re with in a place over time.” With connections to indigenous world views, the essence of place has as much to do with community and shared history as it has to do with the land or built space. Giving learners access to places where they can use space flexibly, forge connections, and practice ownership over their decisions will ultimately support individualization, an underpinning principle of place-based learning (Barrett et al., 2017).
Moore says place-based perspectives help us understand that inclusivity is about community (not location); identity (not compliance); and belonging (not existing). “Every community is diverse, and every diverse identity needs to belong in ways that are meaningful to them” (Moore, 2021).
All students can benefit from the use of visuals.
Augmentative and alternative communication (AAC) is a general term describing the range of tools and strategies that support or replace spoken communication. These include visual aids, symbols, communication boards and books, word boards, and voice output communication aids (CAYA BC, 2018). Incorporating the use of visuals to supplement auditory communication is an excellent approach for supporting all students, including those with challenges beyond auditory issues. As Kristin Wiens (2017) illustrates in ‘9 Reasons to Use Visuals’ there are multiple reasons visuals can help learners, including enabling them to see what is being communicated, providing a permanent reference they can refer back to, allowing time for language processing, offering opportunities for independence, and imparting information in an objective manner.
Inclusion means communication that is universal.
In school, we teach kids different ways of thinking and problem solving, but these ways usually rely on some basic methods of communication exchange—like reading or listening—that are not actually accessible to everyone. The truth is, finding ways to communicate that are universally understood is not easy, and it’s not something we commonly teach in schools. When it comes to inclusivity, this is a problem.
Everyone has a disability, says Michael Nesmith (2016) in his TEDx Talk. It might be temporary, like being pregnant or old or young, but given the right circumstances, at some point our disability will mean we face barriers where others do not. Nesmith frames disability as contextual and situational, supporting the theory that ability (or lack thereof) is not absolute, but environmentally-dependent. We need only imagine a common physical or social circumstance that might impact a person’s opportunity to participate in everyday life—say, a visual sign in front of someone who is blind, or a coat hook that is too high for a child—and we can see how the environment could be seen as ‘disabled’ rather than the individual (Field & Jette, 2007). Universal design helps cultivate belonging through accessibility, and in doing so, makes a tremendous difference for students (Watkins, 2005).
Everyone has a disability, says Michael Nesmith (2016) in his TEDx Talk. It might be temporary, like being pregnant or old or young, but given the right circumstances, at some point our disability will mean we face barriers where others do not. Nesmith frames disability as contextual and situational, supporting the theory that ability (or lack thereof) is not absolute, but environmentally-dependent. We need only imagine a common physical or social circumstance that might impact a person’s opportunity to participate in everyday life—say, a visual sign in front of someone who is blind, or a coat hook that is too high for a child—and we can see how the environment could be seen as ‘disabled’ rather than the individual (Field & Jette, 2007). Universal design helps cultivate belonging through accessibility, and in doing so, makes a tremendous difference for students (Watkins, 2005).
Understand and address stressors in the classroom.
A popular method of addressing self-regulation issues in the classroom, created by Stuart Shanker (2017), involves looking at demonstrated student behaviour through the lens of stress domains. Shanker proposes five stress domains that can impact learning: biological, emotion, cognitive, social, and pro-social. Research shows that a certain degree of arousal (or stress) can be effective for learning, as it can raise attention and concentration (Küller et al., 2006; Pourbagher et al., 2021), but students who are overly stressed and emotionally overwhelmed literally cannot pay attention to anything beyond their feelings (Curtis & Carter, 2015). Therefore, we need to reduce stressors where possible, because while stress may offer some benefits in the short term, it will hurt in the long term (Pourbagher et al., 2021).
Some important takeaways:
- Stress compounds in the body and takes energy to manage.
- When our energy is low, stress is more challenging to manage.
- Perceived threats can cause the same stress response as real threats, so we need to respect our students’ perspectives. Explaining why something shouldn’t feel stressful doesn’t make it any less of a stressor.
Some environmental strategies to consider in the classroom:
- Quality air circulation with open doors and windows, standing fans, etc.
- User-controlled blinds can help block direct sunlight and distractions outside
- Flexible seating options let students work comfortably
- Access to multiple modes of representation, engagement, and expression (e.g., provide verbal and written instructions; offer access to spatial and material resources for writing, drawing, enacting, speaking, etc.)
- Options for group, low-density, and private learning spaces
- Soft furnishings and fabric wall coverings for sound-absorption
Some important takeaways:
- Stress compounds in the body and takes energy to manage.
- When our energy is low, stress is more challenging to manage.
- Perceived threats can cause the same stress response as real threats, so we need to respect our students’ perspectives. Explaining why something shouldn’t feel stressful doesn’t make it any less of a stressor.
Some environmental strategies to consider in the classroom:
- Quality air circulation with open doors and windows, standing fans, etc.
- User-controlled blinds can help block direct sunlight and distractions outside
- Flexible seating options let students work comfortably
- Access to multiple modes of representation, engagement, and expression (e.g., provide verbal and written instructions; offer access to spatial and material resources for writing, drawing, enacting, speaking, etc.)
- Options for group, low-density, and private learning spaces
- Soft furnishings and fabric wall coverings for sound-absorption
Make inclusivity manageable with a checklist.
As teachers, we're incredibly busy people. It's completely understandable to think you might not remember some of the simple—yet often overlooked—stressors in your classroom.
Try printing this checklist, developed by The MEHRIT Centre. Keep it handy for a quick "sense survey" throughout the school day. Your students will thank you!
Try printing this checklist, developed by The MEHRIT Centre. Keep it handy for a quick "sense survey" throughout the school day. Your students will thank you!
Inclusive environments help students help themselves.
Research has found self-regulation to be a critical component in effective education (King, 2016; Shanker, 2013). “Self-reg” describes the psychophysiological processes that help an individual deal with stress. These responses can be in support of—or in conflict with—our recovery and growth, especially in the learning environment (Shanker, 2013). By providing spaces and resources for students to manage their own regulation, we enable kids and young people to find success in the classroom and build independence.
There are a variety of ways we can facilitate self-regulation in our students. Kristin Wiens (2017) illustrates some of these in “Features of Self-Regulating Learning Opportunities.” To offer students ways to manage their responses to stress, we can:
- Broaden learning content to incorporate different topic areas for a given subject
- Allow students to demonstrate their learning in creative ways
- Include a mix of independent and social forms of learning
- Include students in making choices; give them ownership over their learning
Source: Butler et al. (2017)
There are a variety of ways we can facilitate self-regulation in our students. Kristin Wiens (2017) illustrates some of these in “Features of Self-Regulating Learning Opportunities.” To offer students ways to manage their responses to stress, we can:
- Broaden learning content to incorporate different topic areas for a given subject
- Allow students to demonstrate their learning in creative ways
- Include a mix of independent and social forms of learning
- Include students in making choices; give them ownership over their learning
Source: Butler et al. (2017)
Differentiating instruction is easier than you think.
Many teachers hear the term ‘differentiation’ and imagine a customized, unique lesson or approach for each of their students. This wouldn’t be possible, and fortunately, it’s not what differentiation is all about. So, what is it about? As Larry Ferlazzo explains in “Differentiating Instruction: It’s Not as Hard as You Think,” it’s about maintaining relationships with your students; knowing their strengths, challenges, and interests; being flexible in your teaching; and creating a strong class culture of belonging, so that everyone understands why some students get different treatment some of the time. Differentiating isn’t about being equal—it’s about being equitable.
Differentiating instruction is a way of thinking; a process of making decisions in the moment. As educator Rick Wormeli (www.rickwormeli.com) says, fair doesn’t always mean equal, and this concept applies to differentiation as much as to universal design. When it comes to differentiating our instruction, there are three main areas to consider: content, process, and product (Tomlinson, 2014).
Give students choice around how they meet your learning objectives with variable content. Allowing them to choose an area of interest for their writing and research will often inspire greater learning than if you insist they focus on a specific assigned topic to practice their writing skills. Changing how you group students can differentiate the process of learning—alternate between mixed ability groups, same ability groups, pairs, and student choice, for example. We need to keep our eye on the prize: what are the learning objectives and what are the best roads for students to get there? Often, if given the chance, students will tell you what learning approach works best for them, making your job as teacher simply to support them in taking that approach. By incorporating flexibility and choice into our teaching, we can encourage ownership over student learning, which is known to be a key part of individualization and facilitating success in learning spaces (Barrett et al., 2017).
Differentiating instruction is a way of thinking; a process of making decisions in the moment. As educator Rick Wormeli (www.rickwormeli.com) says, fair doesn’t always mean equal, and this concept applies to differentiation as much as to universal design. When it comes to differentiating our instruction, there are three main areas to consider: content, process, and product (Tomlinson, 2014).
Give students choice around how they meet your learning objectives with variable content. Allowing them to choose an area of interest for their writing and research will often inspire greater learning than if you insist they focus on a specific assigned topic to practice their writing skills. Changing how you group students can differentiate the process of learning—alternate between mixed ability groups, same ability groups, pairs, and student choice, for example. We need to keep our eye on the prize: what are the learning objectives and what are the best roads for students to get there? Often, if given the chance, students will tell you what learning approach works best for them, making your job as teacher simply to support them in taking that approach. By incorporating flexibility and choice into our teaching, we can encourage ownership over student learning, which is known to be a key part of individualization and facilitating success in learning spaces (Barrett et al., 2017).
Inclusive practice doesn't have to be complicated.
Meaningful relationships support meaningful learning. Inclusion addresses inequities in the classroom, finds balance, and builds community. Inclusion is the degree to which all individuals in a community are welcomed, valued, respected, heard, and able to participate. With these five keys in mind, any teacher can assess and improve the quality of their inclusive practice.
To meet the needs of a diverse group of students, we can:
- Explore bias and assumption. People think differently and see the world from different perspectives. Age and ability are not the only elements we need to consider as teachers.
- Build relationships with students. Understanding how our students experience learning can help us increase their sense of belonging. Aim to use all students’ names with the same frequency (instead of just keen learners and those with challenging behaviour).
- Examine your content and curriculum. Look for opportunities to include authors, speakers, mentors, case studies, examples, and learning styles that reflect the diversity of your students. When students see their own experiences and cultures in course material, they will better connect and increase their academic performance.
Source: WTCSystem, 2020
To meet the needs of a diverse group of students, we can:
- Explore bias and assumption. People think differently and see the world from different perspectives. Age and ability are not the only elements we need to consider as teachers.
- Build relationships with students. Understanding how our students experience learning can help us increase their sense of belonging. Aim to use all students’ names with the same frequency (instead of just keen learners and those with challenging behaviour).
- Examine your content and curriculum. Look for opportunities to include authors, speakers, mentors, case studies, examples, and learning styles that reflect the diversity of your students. When students see their own experiences and cultures in course material, they will better connect and increase their academic performance.
Source: WTCSystem, 2020
All students have a voice that's worth listening to.
Give yourself 4 minutes to listen to the powerful, confident, honest words of Megan Bomgaars, a young woman with Down syndrome. Megan talks about her inclusive education experience and the success it brought her—academically, socially, and athletically, and professionally. Her message is loud and clear:
“Don’t limit me.”
On behalf of herself and all students, with and without disabilities, Megan urges teachers not to limit people with exceptionalities by thinking they can’t learn in a general education classroom; by thinking they will always need someone to help them; or by lowering your expectations for them.
“Don’t limit me.”
On behalf of herself and all students, with and without disabilities, Megan urges teachers not to limit people with exceptionalities by thinking they can’t learn in a general education classroom; by thinking they will always need someone to help them; or by lowering your expectations for them.
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