Creating an Inclusive Online Learning Environment

Creating inclusive online learning environments where all students feel valued, inspired, and supported is very important. As a teacher and someone who has first hand knowledge of the difficulties of adjusting to a new language and culture, this subject truly spoke to me.

I found the workshop's emphasis on self-reflection to be a particularly effective tool. I think that in order to design learning environments that are truly inclusive, we must first comprehend ourselves—our histories, prejudices, and life experiences. For me personally, this is a really important problem. I know how lonely and daunting it may be to adjust to a new language and society because I was an immigrant who had to learn English. I have a strong feeling of empathy as a result of this and it influences how I interact with my students.I place a high value on empathy, patience, and cultural sensitivity in my instruction because of my personal experiences. 

I now believe that kids should feel free to express who they are and what they have experienced in the classroom. These concerns will continue to shape my work going forward, and I'll be looking for methods to help each student feel appreciated and involved. This entails selecting a variety of resources, posing thoughtful queries, and staying receptive to my students' growth and development.I collaborated with a group of bilingual students from diverse cultural backgrounds during my practicum. I recalled how I used to feel when I was a student who was just starting to study English. I deliberately tried to match the student with a multilingual friend, provide visual aids, and simplify instructions without "dumbing down" the subject. What I discovered in the workshop—that inclusive, well-considered tactics may have a significant impact—was reaffirmed by this experience. It also made me realize how crucial it is to have a supportive environment in the classroom.When I think back on my own experience as a student, I see how important it was for teachers to truly understand me as a person, not simply as someone studying English. That is the type of teacher I aspire to be. 

The workshop's discussion on inclusive tactics made me realize the power of understanding and representation, particularly for children who might not always see themselves reflected in conventional classroom resources. Outside of the formal program, reading literature by diverse authors and listening to stories from friends and community members from different backgrounds has added depth to my understanding. I've also found podcasts and articles about inclusive teaching strategies incredibly helpful. These real-world perspectives continue to inform my thinking and remind me that inclusivity is not just a teaching strategy—it's a mindset and a commitment.

Link: Carter, D., & Abawi, L. (2023). Canadian schools in transition: Moving from dual education systems to inclusive schools. Education in the Knowledge Society, 24(1), Article e7692. https://doi.org/10.14201/eks.26990

Specht, J., & Young, G. (2021). Promising practices for preparing Canadian teachers for inclusive classrooms: Analysis through a transformative learning lens. International Journal of Inclusive Education, 25(14), 1576–1592. https://doi.org/10.1080/13603116.2021.1882058

OTECD Roya@NUO