Four Principles for Inclusive Design and Resources to Support the Work
By Brooke Allen, Executive Director
A week ago, Metro Nashville Public Schools made the call that all students will begin school in the virtual classroom - at least until Labor Day. These are not easy decisions. There are so many variables to weigh, the most important of which is the health and safety of our students and all those who work tirelessly to help them learn. However, this decision has not caused the doggedness of educators to wane. Teachers, coaches, and leaders have been in touch, looking for resources, spending time developing their skills, and seeking feedback for ideas and plans they’ve developed over the last weeks and days. In many ways, this call has focused our attention on where we need to prepare and brought the vision for August slightly more into focus.
That said, there are still many unknowns to untangle before we begin school and certainly, challenges that will continue to surface as we do so. I am optimistic that schools will continue to invest the time and resources to create the new possibilities needed for students to be successful in this remote setting. When considering the most beneficial practices for diverse learners in this specific scenario, here are some things I am learning (and re-learning):
Start with families. Always, early, and often. Families truly hold the key to understanding our students. In addition to the many other roles a family plays, they have been frontline observers, facilitators, and educators for several months now - and will continue to be. Listen, ask, and then listen again. Find ways to communicate in their familiar mode and language. “Tell me about your child’s experience. Tell me about yours. What can I do to help your child learn more effectively?” are great places to start.
Return to purpose. Go beyond translating service minute for minute. Ask, “What purpose did this time serve in school? How can this time serve the same purpose even if through alternative means? What modes or methods will help this child move closer to this purpose?” Consider ways to leverage the virtual space to serve the same purpose, not just the same time
Consider the student experience. Map one student’s schedule over the course of a week. What do you notice about the student experience in a week’s time? In what ways does this schedule serve as an opportunity to balance being on and off, have voice and choice, make meaningful progress toward learning goals, and authentically connect with others do the same?
Write it down. This suggestion is not new to a special or EL educator, but may need to take on some additional weight as this season will carry a variety of unique challenges with it. Get input, make the draft, get feedback, and finalize the plan in writing. If you’re thinking about how to document specialized services in the virtual setting, here’s a guide and template that may help.
As I pen the most common talking points I’ve had in the last two weeks above, I realize these practices are not diverse learner specific but truly beneficial for all. In this confusing season, we cannot stray too far from families, purpose, experience, or our written agreements to those we serve. If we are intentional in our next steps forward, we can equip and empower our students to move toward theirs. For additional ideas to consider in planning for diverse learners, check out the Spotlight on Diverse Learners document - a recent collaboration with NIET.
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