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Teacher preparation in Canada benefits from innovative programming that supports vibrant, inclusive classrooms. We examine two Canadian-made programmes: The Three-Block Model of Universal Design for Learning, with particular focus on the social emotional learning block, and the Teaching Continuum, a model for inclusive physical education settings. We use the 3H Model of inclusive teacher education to analyze the fit of these two approaches to pre-service teacher inclusive education preparation and suggest ways they can become more entrenched within Canadian schools. [ABSTRACT FROM AUTHOR]

Research in inclusive education reveals multiple studies that explore the efforts of individual stakeholders to create an equitable educational experience for students with disabilities. However, these individual efforts are often examined discretely, compartmentalising the contributions of various stakeholders. As a consequence, the complex interplay between these contributions has not been fully explored, with the capacity for a rich network of support being assumed rather than explicitly constructed. This report draws on the personal reflections of nine academics in the field of inclusive education from Australia, Canada, Germany, Greece, Italy, and Switzerland. Serving as both contributors and participants, this study draws together their personal interpretations and their expertise regarding the value of collective and collaborative inclusive education. Inductive thematic analysis of participant reflections yielded the view that stakeholders working together within an educational setting, offers more effective and appropriate opportunities to support learners with additional needs. [ABSTRACT FROM AUTHOR]

The purpose of this study was to gather the thoughts and opinions of students and their teachers around the benefits of outdoor exploration time. Students within three grade 3 classes in one western Canadian province were afforded opportunities to connect with the outdoor elements and each other in designated forested areas near their school, while also enjoying free outdoor learning time. Semi-structured focus group interviews were conducted for participants to share their experiences. Using a thematic approach, four key findings emerged from these interviews: expanding perspectives, connection to nature, sense of choice, and enjoyment. According to the findings, affording an outdoor space and the opportunity for students to spend time outside on a consistent basis may be an important way to give students the chance to learn in an organic way from nature, form deep connections to nature, develop within themselves a sense of choice, and find enjoyment in the natural environment. [ABSTRACT FROM AUTHOR]

In this paper, a group of nine international scholars reflect on the collective responsibilities of stakeholders within inclusive educational settings. This reflection was prompted by the need to identify specific elements which would support intentional, collective responsibility to support authentic inclusion for all students. In order to engender this collectivist mindset, mirroring the metaphor of the nurturing village, the group conducted a qualitative study based on structured and semi-structured dialogue, written reflections and previously constructed research to inform a framework to support inclusivity more collectively. Results suggest that nurturing spaces, empathetic relationships, supportive networks and targeted teaching, all contribute to bona fide inclusion, especially if this responsibility is shared and cohesive. Data further revealed that inclusivity is a values-driven process which flourishes when all stakeholders subscribe to common values and tenets regarding socially just educational provision. The authors inculcate the village-mindset, a now popularly received notion, reinforcing the need for active and deliberate dialogue focusing on shared responsibilities and vision. In this paper, we intend to reiterate the need for educational systems which foster more collective, compassionate and nurturing inclusive practice in educational settings. [ABSTRACT FROM AUTHOR]

This article discusses the importance of PE teacher embracement of AEAs, provides several specific practical examples for PE teachers looking to enhance AEA inclusion in their PE programs, and concludes with practical strategies to help overcome common PE teacher-cited barriers related to embracing AEAs. [ABSTRACT FROM AUTHOR]

Due to the overemphasis of traditional sports at the expense of other movement domains in physical education (PE) programmes, there is a need to consider what factors might enable or limit PE teachers' incorporation of some of these other domains that can support student learning. The focus of this article is on one such marginalized domain – alternative environment activities (AEAs). AEAs can afford students a breadth of opportunities for moderate-to-vigorous physical activity in different environments (i.e. land, snow and ice, water, air) and improve environmental awareness and stewardship. This article reports on a comparative investigation of Nova Scotian (Canadian) and Irish PE teachers' incorporation of AEAs in their PE programmes. To understand what similarities or differences might exist with respect to these PE teachers' incorporation of AEAs, along with existing enablers and barriers, a self-selected sample of current PE teachers (Nova Scotia = 53; Ireland = 64) completed a 22-item online questionnaire. Descriptive and inferential statistical analyses were employed to conduct comparisons among the two data sets. PE teachers' understandings of curricular requirements for AEAs were found to be an issue in both Nova Scotia and Ireland. Reported significant differences include: AEA-related professional development participation; most important factors for deciding not to include AEAs; and feelings of school administrative support towards AEA incorporation. Findings also suggest that various issues may be hindering incorporation of AEAs in PE programmes, and that some of these issues do differ based on where the PE programme is situated. [ABSTRACT FROM AUTHOR]