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Getting Started

With Inclusive
Adult Education:
A Graphic Guide
By: Matthew Kennedy
What follows is a set of instructions for getting started with inclusive adult
education practices in your classroom. Of course, you can work through this
resource individually, but consider also working through it with a colleague or
group of practitioners.

Step 1: Review Key Frameworks

1 Familiarize yourself with ableism

2 Review Universal Design for Learning

3 Review Di erentiated Instruction

4 Review Response to Intervention

www.inclusiveadulted.weebly.com contains
infographics on each of these topics.

Step 2: The Pyramid

Inclusive Adult Education Pyramid

RTI
Of the three frameworks highlighted
here, UDL is the easiest to start with,
followed by DI and then RTI. UDL is
DI also the broadest of the frameworks,
which is why it forms the base of
the pyramid.
UDL

Step 3: Implementing UDL


Consider Access Select a Principle Implement a Principle

1 2 3

Before accesibilizing your UDL prescribes providing Select one principle and
curriculum, consider multiple means of: document how you will
classroom space. Are your Representation = Comprehension increase access in a
desks in rows? Try shapes - Expression = Communication lesson plan. If, for
- create groups in circles or Engagement = Choice & Collaboration example, you choose to
squares, or place all desks target engagement, design
in a U-shape, so students Accessibilize curriculum by your lesson in such a way
can see each other, but also re ecting upon how to reduce that builds collaboration
the teacher. Experiment barriers to the elements listed above into a class activity. Tip:
with stations, or consider through varying instructional try to be strategic in
setting up a quiet or strategies. In ELA, do you provide all terms of group formation.
reading corner, so as to students with the same text? In Consider what you know
allow for movement and Math, do students work on the exact about each student's
changes of scenery. same situational problems? Can interests, and group them
students draw on their individual accordingly.
strengths or learning styles in their
communication? Do students ever
get to choose how to engage with
their peers, and do they get to work
together so as to draw on each
other's strengths?

Q.: How can you use available technology to


accessibilize your classroom and curriculum?

Step 4: Implementing DI
Readiness Interests Learning Preferences

1 2 3

Use a pre-assessment Take stock of student Interview or survey


activity before each interests and use this students to determine
unit/LES in order to information when unit and their learning
determine where students lesson planning. At the preferences. Do
are in their learning. Get beginning of a term or particular students
used to building such unit, have students prefer to listen to or
pre-assessments into complete an Interest-a- read media texts and
each unit, or even before Lyzer activity (available other content? Would
you teach a major free online). This will allow they prefer to write by
concept. This is you to get a sense of their hand or use a computer?
especially important for writing/literacy abilities,
adult learners, whose but also their interests,
levels of readiness will and relevant teaching is
vary greatly. key for adult learners.

How does formative assessment gure into


Q.: your practice? Such assessments are key to
tracking student learning so as to better
tailor instruction and remediate learning.

Step 5: Implementing RTI


Universal Screening Tiered Interventions Ongoing Assessments

1 2 3

Provide a diagnostic test Use the data generated by It's important to screen
at the beginning of the diagnostics and tools (such students at the
term to identify students as formative assessments) beginning of the
who may require in order to determine which semester, but it's also
additional support to students will require important assess
achieve curriculum additional support in-class students in an ongoing
standards. Adult learners and which may require way. Part way through a
-- particularly those with one-to-one support outside semester, experiment
learning di iculties or of class. If you have with having students
who may have been out resource sta , this will help complete activities or
of school for a long time - you ensure that their time tests similar to the
- will likely require much is used appropriately and diagnostic they
additional support, e ectively. If you do not completed earlier. This
guidance, and have resource sta , use way, you can generate
remediation. data to determine how best new data for your entire
to use your own time class to gauge
outside of class, and don't improvement.
be afraid to ask for
guidance or time from your
colleagues.

RTI works best if it's implemented school-wide;


Tip: however, you can still use all of the elements
above in your individual classroom to much effect.

You can Here's

Level-Up
Once you've experimented with these frameworks, and have (hopefully)
discovered that they are e ective, share your (and your students') successes with
your colleagues and administrators. All of these frameworks (RTI in particular)
are more powerful if they are used school-wide. If, for example, you used a portion
of your classroom budget to purchase a variety of novels for your students,
perhaps your success will lead to your administrator infusing funds into the book
room or library. Alternatively, document your successes in a grant application and
generate those funds yourself! If you experimented with new con gurations in
your classroom space, invite your colleagues for a tour and show o the space --
or, better yet, have your students serve as tour guides and explain how the space
had a positive impact on their learning. And, nally, don't be afraid to start small.
You can make your classroom more inclusive by taking the littlest of steps, such
as: ordering an audiobook version of a written text; committing to learn 2-3
accessibility functions on a school tablet; changing the con guration of your
classroom, or simply moving (or even getting rid of!) your own desk; purchasing or
creating large visuals in the class, especially those that contain speci c strategies
and reminders for students; providing all students with extra time for tests and
assignments; incorporating free, online formative assessment tools into your
practice, such as Socrative and Kahoot!; creating a class website using Weebly or
Wix, or using a Learning Management System such as Edmodo, Schoology, or
Google Classroom; and, nally, using infographic software (as I've done here) to
create visually appealing and easy-to-read/navigate resources.

Happy Accessibilizing!
For more information, visit www.inclusiveadulted.weebly.com, or
email me directly at mkennedy08@lbpearson.ca

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