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Oh inclusive practices seminar, I have no words for thee. Our inclusive practices seminar ended today on a very demure note. Class began with the handing in of film study papers and the return of our course books, which had been collected last week. You probably don’t really know what I’m talking about, so allow me to elaborate.
The inclusive practices seminar is a weekly course that revolves around, well…developing inclusive classrooms. Originally designed as a true seminar course in which the class would be divided into small groups of say 20 students, it was changed at the last minute to a lecture-style course while still retaining the assignment and discussion aspects of a seminar. The class came with a course book loaded with readings that covered topics ranging from the specifics of gifted and talented learners to curriculum considerations to partnerships in inclusive practice (collaboration between teachers, parents and students). In addition to weekly readings from the course book, we were asked to participate on a weekly basis in online discussion forums. Assignments for the course would include two self-assessments, a paper on high incidence learning exceptionalities, and a film study on an exceptionality of our choice.
Today was the first ‘last seminar’ of the four that I’ve been taking this semester at the university. They call this one Professional Seminar, or Prosem for short. The goal of our particular prosem was to examine diversity and how it affects our ability to create inclusive classrooms for our students. To accomplish this, we’ve conducted a cultural fair and participated in group presentations on readings from the book, Talking About Identity: Encounters in Race, Ethnicity, and Language by Carl E. James and Adrienne Shadd.
The retrospective continues after the jump…
