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Building an Inclusive Classroom by Mind Map: Building an Inclusive Classroom

1. Atmosphere

1.1. Create and equitable classroom that respects gender differences, diverse ethnocultural and faith communities, family structures, student abilities/needs and differences in socioeconomic status.

1.2. Emphasize and model values of fairness, empathy, acceptance, kindness, respect and responsibility to and for other people.

1.3. Convey openness and warmth and encourage students to interact with others in the same way.

2. Classroom Environment

2.1. Provide images and visual displays in the classroom that are gender balanced and reflect the diversity of the community and the world outside the classroom.

2.1.1. Students should see a reflection of themselves in the materials and resources used.

2.2. Establish classroom routines that are sensitive to the individual needs and cultural norms of students.

2.3. Allow students to display their best work


3. Assessment Practices

3.1. Consider the Steps to Proficiency- Where is the students according to the STEPS?

3.2. reflects students learning styles and areas of strength

3.3. provide accommodations

3.3.1. Material presented in first language/ use of technology

3.4. Provide descriptive feedback to families, students and staff members that focus on formative assessment strategies.

3.4.1. What are the next steps?Goals?


4. Differentiated Instruction

4.1. No two learners thinks and learns a like

4.2. Cater to Multiple Intelligences

4.3. Provide supports and accommodations for students

4.3.1. Provide each student with a balance of challenge and support for learning experiences

4.4. Help each student choose topics of high interest and engagement for independent reading, writing and inquiry.

4.5. Frequent use of technology to motivate student and achieve success

4.5.1. Use technology to provide additional visual and oral support

5. Best Practices

5.1. Provide opportunity to demonstrate

5.2. Tap into students’ family, language and culture as foundations for learning.

5.3. Group students in ways that are sensitive to students’ varying comfort levels with group interaction

5.4. Use various grouping strategies – e.g., gender, abilities, interests, backgrounds, reading levels, first language.