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Responsive Teaching and Learning

The Vision of Inclusive Education                                        

The vision of inclusive education is to advance the value, respect, and learning and development of all students, as well as the relationships between all members of the school community.

The Department of Education defines inclusive education as a philosophy that promotes:

  • the right of all students to attend school with peers, and to receive appropriate and quality programming;
  • a range of supports and services in the most appropriate setting (large group, small group, individualized) respecting the dignity of the child;
  • a welcoming school culture where all members of the school community feel they belong, achieve their potential, and contribute to the life of the school;
  • an atmosphere which respects and values the participation of all members of the school community;   
  • a school community which celebrates diversity; and
  • a safe and caring school environment.                                                                  
 an image with VISION in the center of a lightbulb with a hand drawing.

These tenets apply to all members of the school community regardless of race, colour, nationality, ethnic origin, social origin, religious creed, religion, age, disability, physical characteristics, sex, sexual orientation, gender identity, gender expression, marital status, family status, source of income, political opinion or other facet of diversity.

For more information on Inclusive Education, see Inclusive Schools on the Department of Education Website          

  
The Vision of Inclusive Education through Responsive Teaching and Learning

The practice of responsive teaching and learning supports the philosophy of inclusive education. Responsive teaching and learning recognizes diversity among the entire student population and provides opportunity for students and teachers to learn, reflect, and grow.


At its core, responsive teaching and learning requires educators to examine teaching and learning data, reflect on student progress and teacher practice, and make a plan to improve both. Educators are supported in this process by educational frameworks that:

  • embrace the diverse nature of school communities,
  • recognize that students learn in different ways, and
  • seek to support learners to achieve the most they possibly can.

 

For more information on Responsive Teaching and Learning, see Responsive Teaching and Learning: An Overview on the Department of Education Website.

 

 

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