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An inclusive classroom is a 鈥渃ommunity of learners where all students鈥� needs, cultures, and voices are recognized within decision-making and allocation of resources.鈥� However, as Dr. Inna Stepaniuk and her co-author caution in 鈥溾�� (2024), inequities might be generated and perpetuated by some of the very practices considered inclusive. Dr. Stepaniuk calls for re-examining and disrupting cultural systems, including tools, practices, and meanings deemed 鈥渋nclusive鈥� in schools.

For her contribution to this paper, she drew on ethnographic excerpts from an elementary classroom to demonstrate how Cultural-Historical Activity Theory (CHAT) can serve as a powerful lens for examining the complexities of classroom interactions and activities鈥攊ncluding elements such as the division of labour, mediating tools, community, goals, and rules. Dr. Stepaniuk highlights that CHAT helps to 鈥渞eveal and [bring] to light structures, relations, and processes that might otherwise remain unnoticed鈥� in designing more accessible and equitable learning environments.

To what extent might artificial intelligence (AI) aid or constrain inclusivity and adaptability for diverse learners? In 鈥淓xploring Inclusivity in AI Education: Perceptions and Pathways for Diverse Learners鈥� (2024), Dr. Daniel Chang and his co-author drew from Adaptive and Inclusive AI Learning theory (AIAL) and a survey of 87 undergraduate students to explore the extent to which educational tools like Grammarly and ChatGPT address cultural and linguistic inclusivity, bias reduction, and equity.

Their findings acknowledge how AI helps reduce language barriers by translating or simplifying tasks like assignment requirements. However, AI has a limited ability to identify cultural nuances in language since it tends to default to 鈥渇ormal鈥� English, exhibits evidence of Eurocentric bias, and may compromise inclusivity (for example, some of Chat GPT鈥檚 affordances are paywalled). Thus, as Dr. Chang and his co-author conclude, 鈥渢he [student] feedback emphasizes the need for AI systems to go beyond mere translation. It calls for a deeper integration of cultural nuances and a more authentic representation of linguistic diversity.鈥�

Inclusive education must also consider increasing global insecurity and the resulting influx of refugees, which pose particular challenges for integrating displaced children with disabilities (RCDs). In one of two contributions鈥� 鈥淟essons Learned: Supporting Culturally Complex Students Within Inclusive Settings鈥濃�攖o the International Association of Special Education 18th Biennial Conference Proceedings (2024), Drs. Susan Barber and Robert L. Williamson (with Niayesh PazokiMoakhar) share the results of an international, SSHRC-supported study that used art as a 鈥渓anguage neutral鈥� way to capture participant experiences in a 鈥渢rauma-informed, organic, and individualized manner.鈥� Describing a case of puppet-making as a way for students to express themselves, the authors argue that arts-based approaches can foster inclusive practices in education by 鈥渆mbracing diversity, promoting engagement, facilitating expression, and offering flexible learning pathways.鈥�

To show how artmaking can reduce language and emotional barriers, Drs. Barber and Williamson offer 鈥淎rt as Inclusive Practice: Engaging Canadian Refugees with Disabilities鈥� (also in these Proceedings). Here, they focus on a study exploring how art can eliminate lost educational time for new RCDs who, because many lack English fluency, often face a years-long 鈥渟ilent phase鈥� while also processing trauma. 鈥淛ust by letting RCDs spend time creatively engaged ... under their control, they can slowly release bad memories.鈥�

The connection between mental health and youth career development is also integral to inclusive education, as Drs. Krista Socholotiuk and Kris Magnusson, with their co-authors (who include Faculty of Education graduate researchers) assert. They begin their chapter 鈥淐areer Development as an Inclusive Approach to Mental Health Promotion in Schools: A Culturally Responsive Teacher-Delivered Program鈥� (in the 2024 collection Understanding Mental Health Across Educational Contexts) by summarizing rising awareness about increasing mental health challenges in schools. Correcting misperceptions that 鈥渕ental health鈥� is the same as 鈥渕ental illness鈥� and that 鈥渃areer development鈥� focuses narrowly on occupations, the authors invite us to reimagine contemporary notions of career development as an opportunity to teach youth to be more adaptable and able to meet the challenges of a fast-changing labour market.

Toward these goals, Dr. Socholotiuk and her co-authors detail how a teacher-delivered program facilitates students鈥� mental health by emphasizing connections rather than a career-focused curriculum. Notably, teachers do not need to be experts in mental health because the focus is on 鈥渃ultivating a culture of career through connection.鈥� Outlining practical strategies for preparing teachers鈥攊ncluding a Four Career Challenges framework, eight Key Career Messages, and a Five Career Process model that highlights 鈥渃areer survival skills鈥濃�攖his chapter offers teachers the tools to help them 鈥渘avigate almost any career and mental health conversation that might come up.鈥� Thus, the classroom can become an inclusive space for fostering career development while supporting mental health.

References:

Barber, S., & Williamson, R. L. (2024). Art as inclusive practice: Engaging Canadian refugees with disabilities. In B. T. Ferguson & A. F. Napier (Eds.), International Association of Special Education 18th biennial conference proceedings (pp. 146鈥�150). University of West Bohemia.

Lin, M. P-C., & Chang, D. (2024). Exploring inclusivity in AI education: Perceptions and pathways for diverse learners. In A. Sifaleras & F. Lin (Eds.) Generative intelligence and intelligent tutoring systems (pp. 237鈥�249). Springer.

PazokiMoakhar, N., Barber, S., & Williamson, R. L. (2024). Lessons learned: Supporting culturally complex students within inclusive settings. In B. T. Ferguson & A. F. Napier (Eds.), International Association of Special Education 18th biennial conference proceedings (pp. 157鈥�161). University of West Bohemia.

Socholotiuk, K., Domene, J. F., Magnusson, K., Kind, C., & Rikert, N. (2024). Career development as an inclusive approach to mental health promotion in schools: A culturally responsive teacher-delivered program. In L. Jaber (Ed.), Understanding mental health across educational contexts: Promoting wellness in classrooms. Canadian Scholars.

Stepaniuk, I., & Ferholt, B. (2024). Cultural historical research in support of inclusive classrooms: Two approaches in dialogue. Outlines - Critical Practice Studies, 26, 37鈥�56.