Other Ways of Seeing Inclusive Education
Edition: 2
Copyright: 2025
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Other Ways of Seeing Inclusive Education has evolved over the course of several years teaching in an undergraduate teacher education program.
The modules and chapters included on the website focus on topics important if Inclusion is viewed from a social justice perspective. From the belief that “disability” is socially constructed and irrespective of disability labels teachers will have students in their classrooms who have diverse learning profiles.
Modules are constructed with learner diversity at the forefront. Students can watch (with closed captioning) or read each chapter, return to the content to review concepts or as a study guide for quizzes.
The author focus on pedagogical practices that allow teachers to support many students in their classrooms. These practices are only successful when a teacher believes that they can make a difference, that all children belong in the school community, and that inclusion is child driven rather than adult or institutionally driven. Thus, it is critical for students to consider their beliefs, attitudes, and perspectives about Inclusion.
Module 1: Inclusion
Module 2: Beliefs and Attitudes about Disabilities
Module 3: Universal Design for Learning
Module 4: Differentiated Instruction
Module 5: Scaffolding
Module 6: Diversity
Dr. Denyse Hayward began her professional career as a speech-language pathologist working in clinical and educational settings to support young children with speech and language delays. She completed her doctoral studies at the University of Alberta (Faculty of Rehabilitation Medicine), specializing in narrative comprehension in young children with and without language impairments. Following her doctorate, she completed two post-doctoral fellowships: the first with Dr. Ron Gillam in the Department of Communication Disorders at the University of Texas at Austin, and the second with Dr. Linda Phillips in the Department of Elementary Education at the University of Alberta.
Other Ways of Seeing Inclusive Education has evolved over the course of several years teaching in an undergraduate teacher education program.
The modules and chapters included on the website focus on topics important if Inclusion is viewed from a social justice perspective. From the belief that “disability” is socially constructed and irrespective of disability labels teachers will have students in their classrooms who have diverse learning profiles.
Modules are constructed with learner diversity at the forefront. Students can watch (with closed captioning) or read each chapter, return to the content to review concepts or as a study guide for quizzes.
The author focus on pedagogical practices that allow teachers to support many students in their classrooms. These practices are only successful when a teacher believes that they can make a difference, that all children belong in the school community, and that inclusion is child driven rather than adult or institutionally driven. Thus, it is critical for students to consider their beliefs, attitudes, and perspectives about Inclusion.
Module 1: Inclusion
Module 2: Beliefs and Attitudes about Disabilities
Module 3: Universal Design for Learning
Module 4: Differentiated Instruction
Module 5: Scaffolding
Module 6: Diversity
Dr. Denyse Hayward began her professional career as a speech-language pathologist working in clinical and educational settings to support young children with speech and language delays. She completed her doctoral studies at the University of Alberta (Faculty of Rehabilitation Medicine), specializing in narrative comprehension in young children with and without language impairments. Following her doctorate, she completed two post-doctoral fellowships: the first with Dr. Ron Gillam in the Department of Communication Disorders at the University of Texas at Austin, and the second with Dr. Linda Phillips in the Department of Elementary Education at the University of Alberta.