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Reducing the Barriers: Planning for All
Jun 9, 2024
Reducing the Barriers: Planning for All
Introduction
Host: Shelly Moore
Focus: Shifting paradigms in education to support inclusion and equity
Existing Educational Model
Special Education Lens
:
Plan made for most students
Special support for students who don't succeed in the original plan
Adapts or modifies to fit students into the original plan
Problems
:
Classroom diversity increases, making inclusion seem like more work
Teachers struggle to manage multiple plans
Shift Needed: One Plan for All Learners
Central Question: How to create one plan that addresses all learners' needs?
Requires change in thinking and response to struggling students
Medical Model of Education
Originated from a medical model (reactive approach)
Focuses on what's wrong with the student
Relies on processes that emphasize failure, expensive evaluations, and deficit-focused interventions
Learning from Disability Community
Key Takeaway
: Struggling does not mean broken; students do not need to be fixed
Alternative: Social Model
Failure due to contextual barriers, not individual disabilities
Changes in the environment can reduce barriers and improve success
Example: Hong Kong Experience
Personal story illustrating how contextual changes can create barriers
In Hong Kong, needed more support due to language and navigation barriers
Despite being the same person, success was context-dependent
Implications for Education
Assessment Focus
: Identify and reduce barriers rather than fix students
Anticipate barriers before students fail
Shift resources from fixing individuals to improving context
Supports the implementation of:
Universal Design for Learning
Response to Instruction
Collaborative Models of Support
Conclusion
Key Idea: Students are not broken; contexts need fixing
Challenge: Focus on reducing contextual barriers
Encouragement to subscribe and listen to more in-depth discussions on the podcast
Closing
Thank you and call to action: Subscribe to stay updated and tune in for more episodes
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Full transcript