{"id":78628,"date":"2025-10-20T00:00:40","date_gmt":"2025-10-20T04:00:40","guid":{"rendered":"https:\/\/world.edu\/?p=78628"},"modified":"2025-10-20T00:00:40","modified_gmt":"2025-10-20T04:00:40","slug":"how-alternative-teaching-models-can-foster-inclusive-classrooms","status":"publish","type":"post","link":"https:\/\/world.edu\/how-alternative-teaching-models-can-foster-inclusive-classrooms\/","title":{"rendered":"How alternative teaching models can foster inclusive classrooms"},"content":{"rendered":"

\"\"<\/p>\n

The education of children with disabilities is a\u00a0complex issue<\/a>\u00a0more than 30 years after \u201cinclusive education\u201d appeared for the first time in an\u00a0important 1994 United Nations statement<\/a>.<\/p>\n

Children with disabilities too often\u00a0face varied forms of exclusion<\/a>\u00a0with minimal interaction with their non-disabled peers \u2014 as well as disrupted or curtailed classroom time with their peers because of\u00a0delayed hiring practices for support staff<\/a>\u00a0or urgently needed supports that never arrive.<\/p>\n

Teachers often struggle to keep up\u00a0with the challenges<\/a>.<\/p>\n

They learn during teacher education how to adapt learning content and outcomes to the diverse learners in their classrooms. But in practice, approaches such as\u00a0Universal Design for Learning<\/a>\u00a0often do not radically change the reality for children with disabilities.<\/p>\n

Part of my recent research has examined\u00a0classroom approaches that can disrupt teaching catered to an imagined average group of learners<\/a>\u00a0to better foster the meaningful participation of a broader ranger of students in regular classroom routines, including disabled students.<\/p>\n

\u2018Alternative pedagogies\u2019<\/h4>\n

Alternative approaches to modern western classroom teaching \u2014 \u201calternative pedagogies\u201d \u2014 can be traced to 20th century educators like\u00a0Maria Montessori<\/a>\u00a0in Italy,\u00a0C\u00e9lestin Freinet<\/a>\u00a0in France,\u00a0Peter Petersen<\/a>\u00a0in Germany or\u00a0Helen Parkhurst<\/a>\u00a0in the United States.<\/p>\n

While the movements associated with these educators didn\u2019t have the same roots, they had a common theme: seeking to address traditional forms of classroom learning that either didn\u2019t engage students or foster their learning \u2014 and excluded some students. All these movements recognized children\u2019s agency and gave children more control of their learning.<\/p>\n

Recognizing student agency<\/strong><\/h4>\n

\u201cWeek plan work\u201d is a method that developed out of these movements, and is a mode of learning that recognizes student agency and independence. Students autonomously work on curricular content within a particular time frame \u2014 most often for one week. Educators (sometimes in collaboration with children) set a plan\u00a0in which learning outcomes and steps to reach those outcomes are laid out<\/a>.<\/p>\n

This method is very common in countries like Germany and the Netherlands. It\u2019s\u00a0much less common<\/a>\u00a0in Canada, although there are some schools that use self-directed learning,\u00a0corresponding to the same ideas<\/a>\u00a0and principles as the week plan work. A high school in Bedford, N.S., opened its doors a couple of years ago based\u00a0on self-directed learning<\/a>.<\/p>\n

As a researcher with expertise in inclusive education and practices, I collaborated with a teacher, Harriet Johnston, in the Halifax Regional Education Centre school district in Nova Scotia to test if this method would work well in Canada. We implemented the \u201cweek plan work\u201d method in her rural high school classroom in Grade 9 and 11 English language arts. Another goal was to contribute to a culture where experimenting with alternative teaching methods is normalized.<\/p>\n

Week plan work method<\/strong><\/h4>\n

The week plan in its current iterations goes mostly back to the French reformer\u00a0C\u00e9lestin Freinet<\/a>. Practitioners have since adapted the method to their own context.<\/p>\n

With this approach, each week, students receive an individualized folder with a plan of tasks and activities. They have to complete this plan by the end of the week, but they can prioritize and organize tasks in the order they wish. There are materials and activities for individual or collaborative work.<\/p>\n

The teacher monitors and mentors students. At the end of the week, there is a debriefing session and folders are collected to assess the accomplished work.<\/p>\n

Week plans can be adapted to each student\u2019s learning level. In a class with a rather homogeneous group of learners, the week plan might look the same for every student. In classes with heterogeneous groups of learners, week plans can be differentiated. It can vary based on outcomes, or by interests, strengths and weaknesses of particular learners.<\/p>\n

In\u00a0German elementary classes I observed in the early 2000s<\/a>, teachers assigned blocks of time for students\u2019 week plan work. As I documented in this earlier study, students learned to become more autonomous and increasingly plan and organize independently.<\/p>\n

Week plans and staff<\/strong><\/h4>\n

Teaching with week plans inverts the regular teacher-centred model, where the educator teaches and supports each student \u2014 and it can become complicated and potentially overwhelming when there is \u201ctoo much\u201d diversity.<\/p>\n

With week plans, the teacher has to \u201cfrontload\u201d their preparation of students\u2019 plans, with preparation being about creating the plans.\u00a0Teacher-led instruction<\/a>\u00a0remains a part of the class, but isn\u2019t the predominant strategy.<\/p>\n

The teacher is a coach or mentor. Students can solicit help, or continue to progress individually and autonomously. This frees up the teacher to focus on one-on-one work with those who require it.<\/p>\n

Week plan and students<\/strong><\/h4>\n

For our week plan project in Nova Scotia, we invited Grade 9 and 11 students to participate in focus groups and reflect on their learning.<\/p>\n

We have not yet published the outcomes of the study \u2014 only about\u00a0the approach<\/a>\u00a0\u2014 but our preliminary findings suggest some of the ways that changing the approach to learning positively changes the experience for all students, not only students with disabilities.<\/p>\n

What we heard was that many appreciated the approach, as it gave them more control over their learning. It activated engagement and curiosity, while students were still achieving the Nova Scotia curriculum outcomes. Some commented on how this prepared them for the requirements of university.<\/p>\n

Our project was also positively received by an education assistant (EA) supporting a student with a disability in the classroom. The project gave the EA explicit direction on what the student had to work on, the time frame and the resources. This shows how the week plan method structures classroom life for the support staff.<\/p>\n

On the other hand, there were students who didn\u2019t like the approach, as they preferred the teacher to tell them what to do and when. This was useful knowledge for us, as many students are accustomed to direct instruction. The teacher was consequently able to\u00a0do more \u201cscaffolding<\/a>\u201d \u2014 breaking down instruction into smaller chunks or systems for tackling a project.<\/p>\n

For example, she would go over the plan with a student and discuss which task could be first and how to order the rest. She checked in more often. Students could increasingly gain more comfort and autonomy with this approach.<\/p>\n

Self-directed learning<\/strong><\/h4>\n

How might such approaches grow? The\u00a0pillars of inclusion<\/a>\u00a0in a school are often the principal and the special education teacher, or learning support teachers.<\/p>\n

Optimally, effective leadership and support from educational leaders \u2014 in concert with learning opportunities and resourcing for teachers \u2014 encourages them to challenge the often-difficult reality of children with disabilities in the regular classroom and respect their right to participation and belonging.<\/p>\n

Author Bio:<\/strong> Cornelia Schneider is Professor, Education at Mount Saint Vincent University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

The education of children with disabilities is a\u00a0complex issue\u00a0more than 30 years after \u201cinclusive education\u201d appeared for the first time in an\u00a0important 1994 United Nations statement. Children with disabilities too often\u00a0face varied forms of exclusion\u00a0with minimal interaction with their non-disabled peers \u2014 as well as disrupted or curtailed classroom time with their peers because of\u00a0delayed […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[435546],"coauthors":[11733],"class_list":["post-78628","post","type-post","status-publish","format-standard","hentry","category-education","tag-teaching-models"],"acf":[],"yoast_head":"\nHow alternative teaching models can foster inclusive classrooms - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/how-alternative-teaching-models-can-foster-inclusive-classrooms\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"How alternative teaching models can foster inclusive classrooms - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"The education of children with disabilities is a\u00a0complex issue\u00a0more than 30 years after \u201cinclusive education\u201d appeared for the first time in an\u00a0important 1994 United Nations statement. 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