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Article

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Published in: International Journal of Technology and Inclusive Education, vol. 9, issue 2, 2022.

Abstract

The authors of this conceptual paper propose a framework for creating a socially inclusive school environment using the backward design method, with considerations for social-emotional learning competencies and Universal Design for Learning. Inclusive education became an international priority since 1994 when the Salamanca Statement was signed at the World Conference on Special Needs Education. While many countries have progressed to more inclusive models of education, societal constructs, including the medical model of disability, contribute to the continued barriers of full inclusion. When designing educational environments, education providers should consider selecting desired outcomes based on the social-emotional learning framework developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL). Furthermore, the implementation of Universal Design for Learning principles ensure accessibility and engagement of all student learners regardless of disability or diversity. By using backward design to plan ahead and intentionally design educational environments to be inclusive and support the social-emotional needs of all students, education providers can construct new realities and dismantle disabling barriers that were first constructed by society.

Volume

9

Issue

2

First Page

1559

Last Page

1565

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