Learning Outcomes

Research and theory on school and early childhood environments has identified several factors that contribute to actions, activities, learning and social position of those within the space. The environment is often described as being comprised of physical space, social relationships, and the temporal pacing (Dinnebeil, et. al, 2009; McGhie-Richmond, et. al, 2007). The current Ontario early years curriculum framework, How Does Learning Happen? describes the environment itself as a teacher (Ontario Ministry of Education, 2014). The relationships and people who are both in, and who make decisions about the space, such as educators, children/students and their families are part of the environment. In order to create inclusive environments, we need to be able to design and adapt all aspects of educational spaces in response to the people and the activities of the program to ensure active participation of the whole group, and the individuals within the group.

There is not single approach to curriculum design that ensures inclusion. However, there are some approaches that can be part of your toolbox for inclusion. These approaches are a starting point but do not replace active relationships with people.

Note that disability and linguistic justice require that we consider the harms that might arise from someone being enrolled in a program under the guise of inclusion but not being understood in their full humanity. Snoddon (2024) describes the critical need for linguistic justice for deaf children; access to sign language is necessary to eradicate language deprivation and social isolation for deaf children. Inclusion means accessing what is necessary for a good education.

The aim of these activities is to learn ways to adapt the environment for groups and individuals through:

1. Universal Design for Learning

2. Differentiated instruction

3. Routines-based approaches

Additional Resources

Watch: McWilliam, R. A., Casey, A. M., & Sims, J. (2009). The routines‐based interview: A method for gathering information and assessing needs. Infants & Young Children, 22(3), 224-233. Robin McWilliam (YouTube) video about routine based questionnaires: Part 1 and Part 2 .

Watch: Goldmeier, R. (2025). Universal Design Myths Busted: Facts that Foster Inclusion.

Read: Ontario Ministry of Education (2014). How Does Learning Happen?

Read: McCarthy, J. (2015). Differentiation Is Just Too Difficult: Myth-Busting DI Part 3.

References

Darragh, J. (2007). Universal Design for early childhood education: Ensuring access and equity for all. Early Childhood Education Journal, 35, 167 – 171.
Dinnebiel, L., Pretti-Frontczak, K., & McInernery, W. (2009). A consultative Approach to Service Delivery: Considerations for the Early Childhood Community. Language, Speech and Hearing Services in Schools, 40(4), 435-445.
McGhie-Richmond, D., Underwood, K. and Jordan, A. (2007). Acquisition of Effective teaching practices in elementary classrooms. Education Exceptionality Canada.
Snoddon, K. (2025). Possible beings: Deaf children and linguistic justice. Deafness & Education International, 27(2), 202–217.
Weber, J., & Skyer, M. (2022). (PDF) The aesthetics of OER, deaf pedagogy, and curriculum design contra the “wicked” policy of deaf education. RIED—Revista Iberoamericana de Educación a Distancia, 25(2), 73–90. 10.5944/ried.25.2.33083

Page updated May 2026.