Defining Inclusion in My Practice
Inclusion, to me, is more than having all students in the same classroom. It is about creating a space where every learner feels valued, respected and supported in a way that allows them to thrive. During my practicum, I witnessed the power of inclusion when it works well: students with different abilities and needs contributing meaningfully to the classroom community. At the same time, I felt the challenges. Sometimes classroom routines, limited resources or my own inexperience created barriers to meeting each student exactly where they were.
This experience has made me realize that inclusion isn’t a fixed achievement but an ongoing practice. My definition aligns with what I aim for daily, yet there is often a gap between the ideal of full inclusion and the reality of what happens in the classroom. That gap is where I feel the most responsibility, to keep learning, adapting and asking better questions about my teaching.
How a PLN Supports Inclusion
This week’s readings on Personal Learning Networks (PLNs) reminded me that I do not have to navigate these challenges alone. A PLN is the network of people, resources and communities, both online and in person, that I intentionally connect with to support my professional growth. For educators, PLNs are more than networking, they are sources of ideas, tools and perspectives that help make inclusion practical and achievable.
I’ve seen this in my own learning. Following educators who focus on Universal Design for Learning and trauma-informed practices has given me strategies I might not have discovered on my own, such as flexible seating, visual supports and multiple ways for students to demonstrate understanding. These shared practices make inclusion feel more attainable, even when classroom constraints exist.
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, I’ll 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 students’ perspectives directly can highlight gaps in access or understanding that I might not notice on my own.
Looking Ahead
As I move forward in my teaching, I want to strengthen my PLN in ways that reflect the diversity I hope to foster in my classroom. Asking myself whose voices are missing and intentionally bringing those perspectives in will help me model for my students what it looks like to learn inclusively.
References:
Edutopia. (2023). Students collaborating in an inclusive classroom [Photograph]. Edutopia. https://www.edutopia.org/article/inclusive-classroom-strategies
Inclusive Schools Network. (2025, October 1). The power of student voice [Video]. YouTube. https://youtu.be/2WATlAOSCWI?si=HANGN6iajIryL2QC
