Inclusivity in science education

Over the 4 weeks, participants were engaged in a structured sequence of activities aimed at building an understanding of inclusive science teaching. The programme began by establishing relationships, sharing ways of working and reflecting motivations for participation. Participants then explore inclusion and diversity in science education, including disability, language, accessibility and Universal Design for Learning, alongside opportunities to reflect on live-session presentations and personal classroom practice. The final weeks focus on culturally responsive practice, student voice, and effective pedagogy, with participants sharing strategies, giving feedback to peers and reflecting on shifts in their thinking and practice towards inclusive education. 

Throughout the programme, participants developed a shared understanding of inclusion as the deliberate design of learning experiences, environments and resources that valued every learner’s identity, removed barriers to participation and ensured equitable opportunities for success. 

The article Puna Aronui – Inclusive science education provides pedagogical suggestions and additional resources that supported participants in the programme.

This interactive pulls out some of the valuable information from the programme to provide a learning framework, prompting you to work through the content for your own learning and reflection. 

To use this interactive, move your mouse or finger over any of the labelled boxes and click to obtain more information. 

Transcript

Week 1 focuses on exploring your thoughts on inclusivity in science education

We understand that inclusion in science education means designing learning environments where all ākonga can access, engage and succeed. We recognise and value the diverse identities, languages, cultures and strengths that learners bring. Inclusive science teaching ensures that all learners – including those with disabilities, neurodiverse learners, English language learners, Māori and Pacific learners and those whose voices are often underrepresented – experience science as relevant, respectful and empowering. Together, we commit to removing barriers, honouring te Tiriti o Waitangi and creating meaningful opportunities for every ākonga to participate, contribute and see themselves as capable learners.

Key aspects of inclusion in science education:

1. Culturally responsive teaching – integrating diverse cultural perspectives and real-world applications to make science relevant to all students.

2. Accessible curriculum – adapting science content, materials and assessments to be accessible to all learners, including using differentiated instruction and Universal Design for Learning principles.

3. Support for diverse learning needs – implementing accommodations such as assistive technologies, alternative assessments and scaffolded instruction to help students with disabilities or other challenges succeed.

4. Equitable opportunities – providing equal access to labs, experiments, STEM activities and career pathways, especially for students from underrepresented groups.

5. Encouraging participation – creating an inclusive classroom culture where students feel safe asking questions, sharing ideas and engaging in scientific discussions.

6. Diverse role models – highlighting scientists from various backgrounds to inspire students and help them see themselves as future scientists.

7. Collaborative learning – promoting peer learning and cooperative group work to foster an inclusive and supportive learning environment.

Actions:

• How do your own beliefs or assumptions influence the way you design science learning experiences?

• In what ways do your science contexts reflect the cultural identities of your ākonga?

• What actions can you take to ensure meaningful participation and success for every ākonga?

Rights: University of Waikato Te Whare Wānanga o Waikato

Week 2 focuses on research-informed understanding of inclusivity

Research shows that inclusive teaching works best when learning is designed for all learners. Differentiation tailors content and assessment to learners’ needs. Culturally responsive pedagogy values their identities and experiences. Universal Design for Learning provides multiple ways to engage, represent and share the learning. Together, these approaches create equitable environments where all learners can participate, contribute and succeed.

Diversity: Differentiation in teaching and learning

Differentiation is about deliberate teaching choices that remove barriers and create multiple pathways for learning while keeping the same high expectations for all learners. It is not about doing more work, it’s about doing smarter work.

What we differentiate (without changing the learning goal)

1. Content – How learners access the learning

• Same big idea, different entry points

• Visuals, hands-on materials, oral explanations, texts at varied levels

2. Process – How learners make sense of learning

• Flexible grouping

• Guided support, independent tasks, collaborative inquiry

• Choice in how to explore ideas

3. Product – How learners show understanding

• Writing, drawing, building, explaining, performing

• Focus on evidence of learning, not the format

4. Learning Environment – Conditions for success

• Physical, social and cultural safety

• Flexible spaces, routines and supports

We are not differentiating the destination — we are differentiating the pathways. All learners work towards the same big ideas, but they don’t all take the same route to get there.

Actions:

Watch this presentation from Dr Cathy Buntting and Dr Carrie Vander Zwagg, whose work draws on established research and professional expertise to support inclusive, evidence-informed practice in science education.

• What does it mean to design learning for all learners from the outset, rather than adapting it afterwards?

• What barriers to learning might exist in your current classroom context, and how could deliberate teaching choices help remove them?

• How can you maintain high expectations for all learners while offering different pathways to access the same learning goal?

Quote from Promoting Intentional Teaching, Brookes, 2018. Image background elements courtesy of Ministry for the Environment and Stats NZ. Crown copyright, CC BY 4.0

Rights: University of Waikato Te Whare Wānanga o Waikato

Week 3 focuses on exploring pedagogical approaches for inclusivity

Exploring approaches for inclusion involves examining and applying teaching strategies that ensure all learners can access, engage with and succeed in learning. This includes approaches such as differentiation (where teaching is adapted to learners’ strengths, needs and interests), culturally responsive pedagogy (which connects learning to students’ cultural knowledge and experiences) and Universal Design for Learning (which proactively removes barriers by offering multiple ways to engage, represent and express understanding). By reflecting on and experimenting with these approaches, educators can create learning environments that are equitable, empowering and responsive to the diversity of all learners.

Instead of fixing barriers after they show up, we are designing lessons and environments with all learners in mind right from the start. Inclusive planning from the beginning is proactive and reduces the need for later fixes or accommodations. Everyone benefits, not just a few, when planning for a wide range of abilities and needs (different ways of engaging, expressing and understanding), and lessons become more accessible and meaningful for all students, including those with diverse learning profiles.

This involves a shift in mindset from viewing the barrier as something the student must overcome to seeing the environment or lesson design as the thing we can shape. The result of planning for all learners means fewer supports are needed later, greater participation and increased success for students who might otherwise struggle to access the curriculum.

Actions:

• Watch Removing the Barriers: Planning for ALL! – a short YouTube video clip that explains how this approach benefits all learners.

• Think about a barrier that, when removed, has made learning more accessible for students. Did it have any flow-on effect on other learners?

Image background elements courtesy of Ministry for the Environment and Stats NZ. Crown copyright, CC BY 4.0

Rights: University of Waikato Te Whare Wānanga o Waikato

Week 4 focuses on collectively formulating actions to shift practice

A shift in teaching practice towards inclusive teaching is about moving from teaching a learner towards designing learning where all learners can participate, contribute and succeed from the outset, not as an afterthought.

From: We often experience lessons that follow a one-size-fits-all approach, relying heavily on text, worksheets and teacher talk. Learning can feel neutral, abstract and disconnected from our cultures with support provided only when we struggle.

To: We engage in lessons designed with Universal Design for Learning and culturally responsive pedagogy, offering multiple ways for us to explore, participate and show our understanding. Learning is connected to real-world, local and cultural contexts and recognises our identities, experiences and strengths. Success is valued through many forms, including talk, making, drawing, movement and collaboration.

Actions:

• What does it mean in practice to move from teaching a learner to designing learning where all learners can participate from the outset?

• What changes, big or small, could you make to ensure support is built into learning rather than added only when learners struggle?

Image background elements courtesy of Ministry for the Environment and Stats NZ. Crown copyright, CC BY 4.0

Rights: University of Waikato Te Whare Wānanga o Waikato