Add to favoritesWritten by Idrine Matenda-Zambi, Principal of École catholique Georges-P.-Vanier, Part-time professor at the University of Ottawa (Windsor Campus)
Introduction
In an increasingly diversified school environment, it is crucial to put in place practices that foster inclusion and that value each student, in particular those with learning disabilities (LDs). E.J. Lajeunesse Catholic Secondary School has adopted an inclusive approach to guarantee that all students feel valued and supported. This article explores effective strategies to support students with LDs, by highlighting the practices implemented in this school and the positive results obtained.
An inclusive practice for students with LDs
Description of the targeted competency areas
The inclusion strategy is focused on several core competency areas:
- Social and emotional competencies: Encouraging collaboration, empathy, and recognition of differences.
- Academic competencies: Adapting teaching methods to meet individual needs.
- Technological competencies: Using digital tools to facilitate learning.
Context of application
At E.J. Lajeunesse Catholic Secondary School, these practices are implemented in various contexts, including music classes led by Jessica Defoe, a music teacher and an Equity, Diversity and Inclusion (EDI) educational consultant. The music classes provide an environment conducive to inclusion, allowing students to express themselves and to collaborate, thus reinforcing their self-esteem and sense of belonging.
Characteristics of the students who are benefiting
Music class students who benefit from these inclusive practices present various characteristics:
- Age group: Adolescents from 13 to 18 years old.
- Areas of difficulty: Reading and writing disabilities, concentration problems and memory impairments.
- Compensatory strengths: Artistic talents, technology, and communication skills.
- Inclusive strategies are particularly beneficial for neurodivergent students, who find support adapted to their specific needs, allowing them to progress academically and socially.
Positive effects on learning
The inclusive approach adopted at E.J. Lajeunesse Catholic Secondary School has had significant positive effects on the learning of students with LDs:
- Improved academic performance: Students benefit from adapted teaching in the music class, which helps them to overcome or compensate for their specific difficulties.
- Reinforcement of self-esteem: The feeling of being included and valued contributes to greater self-confidence.
- Development of social skills: Collaborative and inclusive activities reinforce competencies in communication and collaboration.
Inclusion and appreciation: A demonstration video
To illustrate the impact of these practices, a video was produced at E.J. Lajeunesse Catholic Secondary School, featuring an inclusive instrumental music class. The video, filmed in Ms. Defoe’s music classroom, shows in concrete ways what it looks like when each student feels included and valued in your class.
This video discusses the crucial role of the administration team and the teachers in promoting equity and inclusion. The school proudly displays symbols of diversity, such as pride flags, the "Every child matters" flag, bulletin boards throughout the school, and symbols of Francophone and Catholic identity, showing a clear school-wide commitment to inclusion.
Promotion of equity and inclusion
One of the key points addressed in the video is the importance of cultural diversity and the way in which it is recognized and valued in the lessons. Every class can incorporate discussions on equity and inclusion, and this should be the collective responsibility of all members of the school community.
Neurodivergent students are also integrated into the classroom, and it is essential to emphasize that they are not a burden. On the contrary, their presence enriches the learning environment for everyone. The video shows how teachers adapt their practices in order to meet the needs of these students, helping them to feel valued and supported.
The role of the administration team and the staff as a whole
As the School Principal and EDI Consultant for Providence Catholic School Board, I firmly believe that the school's administration team sets the tone for an inclusive school culture. By encouraging the staff to value the students' multiple identities (2SLGBTQIA+, neurodivergent, disabled, ethnocultural, different religions, socioeconomic levels, etc.), we create an environment where each student can thrive. The entire staff plays a crucial role in integrating diversified perspectives into the lessons, using inclusive educational resources, and attending continuing education sessions on equitable and inclusive practices. Resources such as pedagogical guides, awareness workshops, and partnerships with community organizations are available to staff to support this approach.
Conclusion
Including students with learning disabilities is an essential step to promoting equity and respect for diversity in our schools. The practices implemented E.J. Lajeunesse Catholic Secondary School, such as those illustrated in our video, demonstrate the positive impact of these approaches on the students' learning and well-being. By continuing to value and support each student, we are contributing to building a more inclusive and equitable school community.
The commitment to inclusion and diversity should be collective, involving the administration team, teachers, social workers, special education technicians, support staff, students and the entire school community. This is how we can truly make a difference and enable every student to feel valued and included in their school environment.
About the Author:
Idrine Matenda-Zambi is a part-time professor at the Windsor campus of the University of Ottawa. He was an educational consultant in numeracy for Grades 7 to 12 and he is currently an educational consultant responsible for equity and inclusive education at Conseil scolaire catholique (CSC) Providence. In this capacity, his role is to model equitable and inclusive teaching and to encourage other educational advisors from various sectors to initiate practices that promote equity and an inclusive approach, and to create relevant resources for teachers to support them in their work in schools. A several-time member of EQAO's Equity, Diversity and Inclusion and Content Review Committee, he has been interested in issues related to inclusive education and diversity for a number of years.
