I really connected with how you linked ākids do well if they canā to Universal Design for Learning and inclusive education. That mindset shift, from seeing a lack of effort to recognizing a lack of tools or supports, is such a powerful foundation for teaching. It reminds me that UDL isnāt just about accessibility, but about empathy and proactive design. By anticipating diverse needs, we create environments where students can thrive rather than struggle to fit in.
I also liked your point about balancing synchronous and asynchronous learning; it reflects how inclusion extends beyond physical or academic barriers to also consider time, space and comfort zones. Your post made me think about how this applies to us as educators too, how we need grace and structure to grow when we ācanāt yet.ā In many ways, UDL supports both learners and teachers in moving from potential to capability through thoughtful, flexible design.
I really enjoyed your thoughtful exploration of how UDL, Inclusive Learning Design and hybrid models intersect. I especially enjoyed your connection between the Tortoise and the Hare performance (also very relevant as it is exploding on TikTok right now) and the idea that students shouldnāt have to overcome barriers on their own. That metaphor perfectly captures the purpose of scaffolding and gradual release, supporting learners until they can confidently move forward independently.
Your reflection on synchronous and asynchronous learning also resonated with me. Like you, Iāve found that hybrid or flipped classrooms often provide the best of both worlds. When students can engage with content asynchronously and then use synchronous time for collaboration or discussion, it mirrors UDL principles by offering multiple pathways to engagement and expression.
I also loved your example of anonymous online discussions, itās such a practical strategy to reduce anxiety and make every voice heard. It reminds me that inclusivity isnāt just about access, itās also about psychological safety and belonging.
This post beautifully highlights how UDL and Inclusive Design go beyond accessibility to foster true belonging. I really appreciate how you connect theory to practice, especially your example of using animal groups based on Coast Salish teachings to celebrate student strengths. That approach powerfully demonstrates your point that diversity should be seen as a resource, not a challenge.
I also found your discussion of online learning particularly relevant. The idea that connection must be intentionally designed into virtual spaces really resonates with me. Iāve noticed that when educators use interactive elements, like collaborative documents or short video check-insāstudents engage more deeply because they feel seen and valued.
Your reflection makes me think about how UDL applies not only to students but to teachers as learners too. Designing professional learning with multiple means of engagement could support educatorsā own diverse needs and contexts.
As I continue developing my professional identity as an educator, Iāve realized that inclusion and connection are deeply intertwined. This weekās focus on Personal Learning Networks (PLNs) encouraged me to think about how my digital presence and professional community can actively support inclusive education. Balancing my personal and professional identities online also shapes how I approach inclusion, not just in the classroom, but in how I engage, learn and represent myself as part of a wider educational community.
Defining Inclusion in My Practice
Inclusion, to me, means more than having all students in the same room. Itās about creating a learning environment where every student feels valued, respected and supported to thrive (BC Ministry of Education, 2019). During my practicum, I witnessed how powerful inclusion can be when it works well, students with different abilities and needs contributing meaningfully to a shared classroom community. Yet, I also experienced the challenges: limited resources, time pressures and my own inexperience sometimes created barriers to fully meeting each learner where they were.
This aligns with Katzās (2012) framework for Universal Design for Learning (UDL), which emphasizes designing lessons from the outset to meet diverse learner needs. True inclusion isnāt a fixed goal, itās a continuous process of reflection, adaptation and humility. There is often a gap between the ideal of inclusion and the daily realities of teaching and thatās where I see my greatest responsibility to grow.
A Personal Learning Network (PLN) bridges my professional growth and classroom practice. Trust (2012) defines a PLN as āa system of interpersonal connections and resources that support both formal and informal learning.ā My own network includes educators, advocates and researchers who share insights on inclusive pedagogy, trauma-informed practices and Universal Design for Learning (UDL). Engaging with these voices, through platforms like TikTok and Facebook, professional forums and webinars, has introduced me to strategies such as visual schedules, flexible seating and multimodal assessments that make inclusion more tangible in everyday teaching.
What I value most is how a PLN broadens my perspective. If I only surround myself with people who see teaching the same way I do, Iāll miss out on fresh ideas and meaningful challenges. By intentionally seeking out diverse voices, Indigenous educators, disability advocates and multilingual teachers, I not only expand my teaching toolkit but also confront my own blind spots. As emphasized in the video below, giving students a voice in their learning helps ensure they feel seen, respected and included. Hearing studentsā perspectives directly can highlight gaps in access or understanding that I might not notice on my own.
Looking Ahead
As I continue developing my professional identity, I want my PLN to mirror the inclusive community I hope to foster in my classroom. This means asking whose perspectives are missing and intentionally seeking them out. Managing my personal and professional identities online will also require ongoing reflection, maintaining authenticity while upholding professional ethics and digital boundaries.
The artwork in my blog post symbolizes inclusion, equity and student voice. It reflects that all students deserve meaningful access, support and a voice in their learning, reinforcing my blogās focus on creating an inclusive classroom.
References:
BC Ministry of Education. (2019). Inclusive education policy.
Universal Design for Learning (UDL) is a framework that helps educators design curriculum with learner variability in mind by offering multiple means of engagement, representation and expression (CAST, 2014). Rose, Meyer, and Gordon (2014) emphasize that learning differences are normal, not exceptions and that barriers exist in curriculum design, not in students. This idea has shifted how I approach teaching. During my practicum, I noticed lessons ran more smoothly when I gave students multiple entry points, through visuals, hands-on tasks or oral explanations. In an online context, this could look like providing transcripts with videos, using graphic organizers or offering choices in how students demonstrate their understanding. UDL reminds me that flexibility is an important form of equity.
This video highlights these ideas, which shows how intentional design can open up learning for all students.
Inclusive Learning Design
Inclusive Learning Design: This focuses on creating learning environments that prioritize equity, belonging and representation. It builds on UDL but goes further by focusing on equity, belonging and representation. It ensures that learners not only have access but also see themselves reflected in the curriculum and feel valued in the learning community. The BC Ministry of Education (2019) highlights the importance of representation in creating inclusive environments. I have tried to put this into practice by using picture books that reflect diverse cultural identities during early literacy lessons. In digital spaces, I imagine extending this by incorporating examples, images and case studies that highlight a range of voices and perspectives. For me, inclusion means that every learner feels both represented and respected.
Both synchronous and asynchronous formats play a valuable role in supporting diverse learners. Synchronous learning involves real-time interaction, such as Zoom classes or live discussions, which foster immediacy and community. Asynchronous learning, in contrast, allows learners to engage on their own schedule through tools like discussion boards, recordings or independent projects. This provides flexibility but requires careful design to maintain engagement (Hrastinski, 2008).
From my own experience, synchronous sessions have helped me feel connected to peers and instructors, while asynchronous options gave me the time I needed to reflect and process ideas. In my teaching, I plan to blend these approaches, for example, beginning with a live discussion and then extending it through reflective online activities. This balance allows students with different needs, schedules or processing speeds to participate fully.
Community of Inquiry & Effectively Online Education
The Community of Inquiry (CoI) framework outlines three key elements for effective online learning: teaching presence, social presence and cognitive presence (Garrison, Anderson, & Archer, 2000). Teaching presence comes from clear design and facilitation, social presence from building trust and interaction and cognitive presence from supporting reflection and sustained discourse.
Iāve experienced how powerful these elements can be. In courses with clear structure and instructions, I was able to focus on learning instead of logistics. When instructors provided timely feedback, I felt more connected, which increased motivation. In my practicum, I also noticed that when students engaged in dialogue with peers, their ideas became deeper and more collaborative, reflecting cognitive presence.
Closing Reflection
Module 3 reminded me that inclusion is not about adding extra supports but about designing from the beginning with variability, equity, and connection in mind. Moving forward, I want to bring UDL and inclusive design together with a thoughtful balance of synchronous and asynchronous learning, while using the CoI framework to strengthen presence and belonging. My goal is to create learning environments where all students feel capable, cared for and connected.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2ā3), 87ā105. https://doi.org/10.1016/S1096-7516(00)00016-6
