Equity in lesson planning
Universal Design for learning is deeply entwined with equity. UDL allows educators to plan lessons that are fair, inclusive, and respectful of individual student strengths and needs. However, these lessons are not necessarily equal.
Equality means that students are treated the same way and that differences are ignored. Equity, on the other hand, aims to ensure that all students have the same chances of succeeding in spite of their differences. Inclusion goes even further. It seeks to ensure that everyone has a place where they belong. This concept requires creating an atmosphere where every student feels welcome, respected, and rightfully appreciated such that they can fully participate in their learning to the best of their skills and abilities. This also requires acknowledging the needs of every student and establishing the right conditions so that every student will be able to affirm their personality and use their ideas, experiences, and talents for the benefit of their peers and their community.
Small, simple actions can make your classroom a safe space for all your students, including those who have learning disabilities (LDs) or who come from historically marginalized communities. Over time, many small actions will add up to significant results.
To help promote equity, diversity, and inclusion (DEI) in your classroom, focus on:
Belonging:
Students need to feel that they belong to their school community. They need to see similarities between themselves and their peers, and a connection with the content that they are learning.
Creativity:
Enabling students to share their life experiences promotes a better understanding of the world in which they live. In this way, students can learn to appreciate the different experiences and perspectives of their peers.
Your own attitudes:
Anchor your teaching practices in the belief that every child has the ability to learn. Teachers can ensure that they maintain a developmental mindset by continually striving to bridge gaps in school success and access among minority and marginalized groups.
Knowing your students:
Teachers can design their classroom space so that students feel at home by displaying their work and by welcoming students into this space. Teachers must know their students, where they come from and what their areas of interest are in order to select rich mathematical tasks that they enjoy.
To learn more click here to view CAST’s “UDL to reduce stereotype threat”