Curriculum Framework
Inclusion and Equity
OVERVIEW
Inclusion is an ongoing process aimed at ensuring learners’ identities, languages, strengths, interests, needs, abilities, and characteristics are recognized and affirmed. Equity is achieved by identifying and addressing barriers faced by learners to support each learner’s future success. Inclusion and equity foster a complete school experience based on a system of values and beliefs promoting the best interest and affirmation of each learner, active participation, and social cohesion and belonging through positive interactions with peers and the school community.
Inclusive and equitable education is put into practice in school communities that affirm diverse identities and nurture the well-being and future success of each of their members. Inclusive education is carried out through a range of public and community programs and services available to each learner.
ENACTED IN THE CURRICULUM
This tenet is enacted in the curriculum when each learner feels valued, respected, confident, and safe to participate with peers to learn and develop to their full potential. Meaningful inclusive and equitable education is offered via learner-centred curriculum that engages each learner through representations of their identity. Curriculum is enacted and personalized to develop a sense of belonging, foster relationships, and support success. In practice this:
- looks like flexible learning environments (evidence-based, tiers of support, etc.) in which each learner is engaged in authentic, personalized planning and learning in collaboration with their education team—family, classroom teachers, Educational Support Services (ESS), and community;
- sounds like each learner’s voice being heard, respected, and celebrated by their collaborative education team in the common learning environment and school community (tier 1) and, when evidence suggests, in small group settings (tier 2) and individual interventions (tier 3); and
- feels like learner and family affirmation, pride, and hopefulness with caring, respectful educators encouraging the combination of knowledge, skills, and attitudes in the right way at the right time for success.
COMMON MISCONCEPTIONS
A common misconception is that inclusion is only about disabilities and is the same as equity. However, inclusive education is based on learners’ diverse social identities, languages, strengths, needs, interests, and abilities, which overlap to create a unique experience. Equity goes beyond inclusion. It is concerned with ensuring success in society through the intentional identification of supports to address barriers that unevenly impact learners. Equity is based on a ‘fair is not always equal’ approach. Inclusion and equity are the responsibility of ALL school community members. ESS and other school-community resources must support the classroom teacher to enact curriculum and personalize learning in a way that affirms and respects the dignity of each learner.
Alignment with New Brunswick Global Competencies
The tenet, Inclusion and Equity, is closely aligned with four of the New Brunswick Global Competencies:
- Self-Awareness and Self-Management as inclusion and equity rely on self-determination of the learner through advocacy and collaborative goal setting, planning, and monitoring of learning through knowledge of one’s identity, assets, and needs and a belief in oneself.
- Communication due to each learner’s need to receive and express meaning to their educational team to share their identity, needs, and strengths in different contexts within the learning community.
- Sustainability and Global Citizenship and Collaboration are critical to fostering inclusive and equitable education settings as they involve reflecting on and appreciating diverse worldviews; the skills and dispositions to be an engaged citizen with an appreciation of diverse perspectives; and, the ability to foster social well-being and inclusivity for oneself and others through positive and respectful relationships.
Tools
- Wabanaki Framework and Companion Guide
- Curriculum and Resource Development Tool Kit (on SharePoint)
- Response To Intervention with Pyramids of Intervention Model (see pp. 4—6 in Standards of Practice for NB School Psychologists)
- Universal Language Actions at a Glance
- Provincial School Improvement Look Fors