Pandemic Reminders About Inclusivity and Accessibility: For Now and in the Future

Patricia Jean Crain de Galarce (Lesley University, USA), Sue Cusack (Lesley University, USA), and Anthea Lavergne (Lesley University, USA)
Copyright: © 2022 |Pages: 138
EISBN13: 9781668461938|DOI: 10.4018/978-1-7998-9168-0.ch007
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Using the case study of a second-grade urban educator, this chapter details her approach to teaching and learning during the 2020-2021 pandemic school year and makes clear how equitable remote learning spaces are designed. The authors examine the instructional moves that provide a diverse classroom of students with opportunities to learn, demonstrate their knowledge, and affirm their voice and identity. The purpose of this chapter is to 1) retell this educator's journey during the pandemic to pivot her practice in ways that demonstrate lessons we can learn about inclusion, accessibility, and equity in remote classrooms; 2) explore the equitable and inclusive practices of remote learning that support meeting all students' needs; and 3) endorse the position that the application of these inclusive practices should not fade away when the pandemic ends but remain an integral part of teacher preparation and student learning.
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