A mind map of inclusion

Mind mapping

Activity: Reflect on the following statements on inclusion.

An international definition of inclusion

…a process of addressing and responding to the diversity of needs of all children, youth and adults through increasing participation in learning, cultures and communities, and reducing and eliminating exclusion within and from education.  It involves changes and modifications in content, approaches, structures and strategies with a common vision that covers all children of the appropriate age range and a conviction that it is the responsibility of the regular system to educate all children.
(UNESCO 2009)

Inclusion and schooling

The Queensland Governments Inclusive Education Statement (2005) raises issues and approaches to education that require an immediate and ongoing response from school communities. The statement includes:

  • fostering “a learning community that questions disadvantage and challenges social injustice”
  • maximising “the educational and social outcomes of all students through the identification and reduction of barriers to learning, especially for those who are vulnerable to marginalisation and exclusion”
  • ensuring “all students understand and value diversity so that they have the knowledge and skills for positive participation in a just, equitable and democratic global society”

In a think/pair/share activity answer the following questions:

  • What are the key words from each of these two statements that indicate the essence of inclusive school and classroom practices?
  • In what ways do you see, or not see, the essence of these statements reflected in society?
  • Share an experience of your own in which you have felt ‘excluded’ and for what reasons?
  • Share an experience of your own where you have either experienced or witnessed racism?
    • How did it make you feel?
    • What did you do?
    • What could you have done?

Combine pairs forming groups of around 6 students:

  • Discuss what can be done within classroom practice to ensure all students are connected to learning and feel included.
  • On large pieces of paper draw a mind map illustrating pedagogical practices that ‘include’ all students regardless of race, religion, ability, social background or language.


Queensland Government 2005, Inclusive Education Statement.

UNESCO 2009, Policy guidelines on Inclusion in Education, United Nations Educational, Scientific and Cultural Organization, viewed August 30 2016, <http://unesdoc.unesco.org/images/0017/001778/177849e.pdf>.