Disability Inclusion in Education: Building Systems of Support

Go to Course: https://www.coursera.org/learn/disability-inclusion-education

Introduction

### Course Review: Disability Inclusion in Education: Building Systems of Support In the ever-evolving landscape of education, one paramount challenge remains—ensuring equitable access to learning for all children. The Coursera course titled **"Disability Inclusion in Education: Building Systems of Support"** aspires to address this critical issue. Designed for educators, policymakers, and anyone interested in inclusive teaching practices, this course offers insightful perspectives and practical strategies for fostering an inclusive educational environment. #### Course Overview The course dives deep into the experiences of children with disabilities, focusing specifically on those with severe to profound hearing, visual, and intellectual impairments. By integrating the voices of various experts—from passionate educators to seasoned activists—the course emphasizes the necessity for teachers to be adequately supported to effectively cater to diverse needs. Throughout the curriculum, the importance of engaging with real-life experiences of individuals living with disabilities is highlighted, creating a strong framework for understanding and advocacy. #### Syllabus Breakdown The course is structured over five key weeks, each addressing different facets of disability inclusion: 1. **Inclusive Education and Special Education: Equality and Equity** This opening week sets the tone by examining various models of disability and the historical context of special and inclusive education. It challenges educators to think about how mainstream schooling can evolve into truly inclusive spaces, complemented by a graded quiz to assess comprehension. 2. **Supporting Disability Inclusion** Emphasizing teacher empowerment, this week shares findings from the Teacher Empowerment for Disability Inclusion (TEDI) project, uncovering what educators need to effectively support learners. Personal testimonials from individuals with disabilities underscore the vital role teachers play, making this week profoundly impactful. A peer review assignment encourages reflective learning. 3. **Systemic Support for Educators** Here, the focus shifts to systemic structures that bolster educators in inclusive practices. Insights from former teachers and district officers illustrate the mechanisms of support and policy implementation, enriching the discussion. Completion of a graded quiz and an optional honors peer review deepens engagement with the content. 4. **Principles and Approaches for Disability Inclusion** This week is dedicated to making curricula accessible, particularly for learners with severe impairments. Through expert guidance, participants learn about strategies to address specific learning challenges. A graded quiz reinforces comprehension, while discussion forums allow for the exchange of personal teaching experiences. 5. **Inclusive Teaching** The final week introduces the principles of Universal Design for Learning (UDL) as a fundamental approach to inclusive education. Seasoned educators share practical strategies, culminating in a peer review assignment where participants create inclusive teaching plans based on UDL. #### Recommendations This course is a **must for every educator**. Not only does it offer comprehensive knowledge about disability inclusion, but it also fosters a deep sense of empathy and responsibility toward students with disabilities. By utilizing real-life experiences and concrete strategies, educators will be better equipped to create inclusive environments where all learners can thrive. **Key Benefits:** - **Expert Insights:** Learn from leaders in inclusive education about best practices and strategies. - **Engaging Format:** The course combines informative lectures with reflective assignments, encouraging deep engagement and practical application of concepts. - **Community Learning:** Collaborative discussions with fellow educators provide a platform to share experiences and challenges, enhancing learning outcomes. ### Conclusion "Disability Inclusion in Education: Building Systems of Support" is not just an educational course; it's a call to action for building a more inclusive future in education. For anyone passionate about making a difference in the lives of all students, this course provides both the knowledge and tools necessary to foster an inclusive learning environment. Whether you are a seasoned educator or a newer professional, this course will inspire and empower you to champion inclusivity in your educational practices. Don’t miss the opportunity to transform your understanding and approach to disability inclusion—enroll today!

Syllabus

Inclusive education and special education: Equality and equity

This week, we consider what disability inclusion means by exploring different models of disability as well as disability rights and policies. Drawing from the history of special and inclusive education we look at how mainstream schools can move towards becoming inclusive schools and how special education can fit into an inclusive education framework. At the end of this week, there is a graded quiz, where you can check your understanding of the key concepts. Every week, you are invited to reflect on the topics in the discussions where you can talk with others about what this means for your practice as an educator.

This week focuses on teacher empowerment and what teachers need to know to better support learners with disabilities. We begin by sharing with you what the Teacher Empowerment for Disability Inclusion (TEDI) project's research findings revealed about teachers’ educational needs. This week we hear powerful personal testimonies of individuals living with disabilities about their schooling which highlights the importance of the empowered teacher in their lives when they were learners. At the end of this week, there is a graded peer review and opportunity for reflection through discussion.

This week focuses on the systemic support structures that are available to teachers and educators in order to support learners with impairments. A former teacher and two district officers share their experiences of support structures and the roles they had to shape and implement policies within the spaces they found themselves in. We will also explore some insights from the TEDI research project on how teachers feel they are supported. At the end of the week, there is a graded quiz and optional Honours Peer Review assignment where you can explore these topics further.

This week discusses how to make the curriculum accessible for all - particularly focusing on those with severe to profound disabilities. This includes understanding some of the causes of specific impairments (hearing, visual and intellectual) and their impacts on learning. We also have the pleasure of learning from experts who outline which principles and approaches can be adopted to best support learners with these specific impairments. At the end of the week, there is a graded quiz where you can test your knowledge of what you have learnt, and through a discussion reflect on your own teaching practices.

In this week, the concept of universal design for learning is introduced as a way of approaching teaching and learning to tackle any problems of exclusion from education. Building on the lectures from last week, this week, experienced teachers describe in some detail what teaching strategies they use in their classrooms to include and support learners with specific impairments. Finally, in the peer review assignment you will be given the chance to create your own plan to support a learner, using the universal design principles.