{"branchingScenario":{"content":[{"type":{"library":"H5P.Image 1.1","params":{"decorative":false,"contentName":"Image","expandImage":"Expand Image","minimizeImage":"Minimize Image","file":{"path":"images\/file-65b855aa398ea.png","mime":"image\/png","copyright":{"license":"U"},"width":1920,"height":1080},"alt":"Equity, Diversity, and Inclusion in ECE Environments: Scenarios & prompts to support reflection & responsivity in the early years","title":"Equity, Diversity, and Inclusion in ECE Environments: Scenarios & prompts to support reflection & responsivity in the early years"},"subContentId":"c57ac20f-bf04-4bd9-8620-a7a5d54120c3","metadata":{"contentType":"Image","license":"U","title":"Equity, Diversity, and Inclusion in ECE Environments"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":1},{"type":{"library":"H5P.Image 1.1","params":{"decorative":false,"contentName":"Image","expandImage":"Expand Image","minimizeImage":"Minimize Image","alt":"On the next screen, you will have the opportunity to choose which topic and scenarios you want to explore. These examples are centered around fictional cases connected to concepts of equity, diversity, and inclusion.","title":"On the next screen, you will have the opportunity to choose which topic and scenarios you want to explore. These examples are centered around fictional cases connected to concepts of equity, diversity, and inclusion.","file":{"path":"images\/file-65e29f1591d0b.png","mime":"image\/png","copyright":{"license":"U"},"width":1920,"height":1080}},"subContentId":"9eba4e21-1a4f-4f1d-8941-3628b66319d7","metadata":{"contentType":"Image","license":"U","title":"Intro to the DLO"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":2},{"type":{"library":"H5P.BranchingQuestion 1.0","params":{"branchingQuestion":{"alternatives":[{"nextContentId":3,"feedback":{"title":"","subtitle":""},"text":"What is Inclusion?"},{"nextContentId":4,"feedback":{"title":"","subtitle":""},"text":"What is Equity?"},{"nextContentId":5,"feedback":{"title":"","subtitle":""},"text":"What is Diversity?"}],"question":"

Which topic would you like to explore?<\/p>\n"}},"subContentId":"f54e75ec-8cd2-44eb-b993-43676bddefcb","metadata":{"contentType":"Branching Question","license":"U","title":"Choose your topic"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural"},{"type":{"library":"H5P.Image 1.1","params":{"decorative":false,"contentName":"Image","expandImage":"Expand Image","minimizeImage":"Minimize Image","file":{"path":"images\/file-65b8569129cb9.png","mime":"image\/png","copyright":{"license":"U"},"width":1920,"height":1080},"alt":"clusion is the act of intentionally identifying and removing barriers so that all people can engage and participate in the learning environment to the best of their ability.","title":"clusion is the act of intentionally identifying and removing barriers so that all people can engage and participate in the learning environment to the best of their ability."},"subContentId":"ae659f87-e198-4ed5-aaa7-38a14403cd48","metadata":{"contentType":"Image","license":"U","title":"What is inclusion?"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":6},{"type":{"library":"H5P.Image 1.1","params":{"decorative":false,"contentName":"Image","expandImage":"Expand Image","minimizeImage":"Minimize Image","file":{"path":"images\/file-65b856cd88069.png","mime":"image\/png","copyright":{"license":"U"},"width":1920,"height":1080},"alt":"Equality means to provide the same levels of opportunities and supports to all persons. Equity means to provide various levels of supports and assistance, depending on needs or abilities of specific individuals.","title":"Equality means to provide the same levels of opportunities and supports to all persons. Equity means to provide various levels of supports and assistance, depending on needs or abilities of specific individuals."},"subContentId":"70b83260-7208-4b1f-a785-99eea05f1761","metadata":{"contentType":"Image","license":"U","title":"What is Equity?"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":11},{"type":{"library":"H5P.Image 1.1","params":{"decorative":false,"contentName":"Image","expandImage":"Expand Image","minimizeImage":"Minimize Image","alt":"There are many definitions and understandings of what diversity is. Variety. Different. Individual. Things that connect us to others through commonalities, and things that make us stand out as uniquely ourselves.","title":"There are many definitions and understandings of what diversity is. Variety. Different. Individual. Things that connect us to others through commonalities, and things that make us stand out as uniquely ourselves.","file":{"path":"images\/file-65b8570c15460.png","mime":"image\/png","copyright":{"license":"U"},"width":1920,"height":1080}},"subContentId":"f193bda1-acc4-410b-96c6-6fa7100a366c","metadata":{"contentType":"Image","license":"U","title":"What is Diversity?"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":12},{"type":{"library":"H5P.AdvancedText 1.1","params":{"text":"

Read the cases and example provided. Identify whether these are instances of inclusion, or if they depict an opportunity to reflect and take deliberate action to make the learning environment more inclusive. <\/p>\n"},"subContentId":"db0ff797-8671-43ac-9328-7802019ca234","metadata":{"contentType":"Text","license":"U","title":"Interactive Reflection"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":7},{"type":{"library":"H5P.BranchingQuestion 1.0","params":{"branchingQuestion":{"alternatives":[{"nextContentId":10,"feedback":{"title":"","subtitle":""},"text":"Inclusion: intentionally identifying and removing barriers so that all people can engage and participate to the best of their abilities"},{"nextContentId":10,"feedback":{"title":"","subtitle":""},"text":"Exclusion: the process of excluding and\/or the state of being excluded (due to barriers, physical, mental, etc.)"},{"nextContentId":8,"feedback":{"title":"","subtitle":""},"text":"Integration: bringing someone into an existing system, without removing any\/all barriers to total engagement and participation"},{"nextContentId":10,"feedback":{"title":"","subtitle":""},"text":"Segregation: the state or action of setting someone(s) or something(s) apart from others, can be intentional or non"}],"question":"

You work at a small daycare centre in a small remote town. A new child whose parents have just moved to town is placed in your class. Everyone else has been in your class for almost a year and most were together in the younger groups or know each other since it\u2019s such a small town. <\/p>\n\n

You and your colleagues invite the child into the room, saying \"welcome\" and naming some of their peers while telling the other children in the room the name of the new child. Then, you let the children go off and enjoy their free play. <\/p>\n\n

What is this scenario an example of?<\/p>\n"}},"subContentId":"4044a7c6-049c-47cc-9d97-421740a958e9","metadata":{"contentType":"Branching Question","license":"U","title":"New town, New names"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural"},{"type":{"library":"H5P.AdvancedText 1.1","params":{"text":"

Correct! This is an example of integration: the child has been physically and verbally included in the room, but they have not been intentionally<\/em> included as a member of the classroom community. Barriers to their engaging and participating in the classroom to the best of their abilities likely exist, as the educators have not identified any strategies used for inclusion. <\/p>\n\n

What could you do as the ECE in this classroom to help the new child feel a sence of beinging, mattering, and inclusion in your classroom?<\/p>\n"},"subContentId":"2c6c6fa5-abaa-4f27-9814-5acba6b15ee1","metadata":{"contentType":"Text","license":"U","title":"Correct!"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":9},{"type":{"library":"H5P.BranchingQuestion 1.0","params":{"branchingQuestion":{"alternatives":[{"nextContentId":13,"feedback":{"title":"","subtitle":""},"text":"Segregation: the state or action of setting someone(s) or something(s) apart from others, can be intentional or non"},{"nextContentId":14,"feedback":{"title":"","subtitle":""},"text":"Integration: bringing someone into an existing system, without removing any\/all barriers to total engagement and participation"},{"nextContentId":14,"feedback":{"title":"","subtitle":""},"text":"Exclusion: the process of excluding and\/or the state of being excluded (due to barriers, physical, mental, etc.)"},{"nextContentId":14,"feedback":{"title":"","subtitle":""},"text":"Inclusion: intentionally identifying and removing barriers so that all people can engage and participate to the best of their abilities"}],"question":"

An ECE has recently taken a job as an EA for a grade 8 class. Recently, the handed out the course seelction forms for students to choose their grade 9 courses. In high school, they have a choice of what level they want to take: Academic, Applied, or Workplace. When the EA\/ECE asked what that means, the teacher explained that based on what students wanted to do after high school and what grades they had (and could keep up with), students could choose if they wanted to do the hardest, the mid-level, or the version of the course with the most support. The teacher also said that the levels used to be called University (academic), College (applied), and Workplace, as those were the course levels needed for the corresponding goal for after high school. The EA had attended a high school where these streams were not options, and was a little confused and concerned. <\/p>\n\n

What could<\/em> the different levels\/streams in this high school be an example of?<\/p>\n"}},"subContentId":"6cd67c81-721d-41e0-816d-71a11679c62c","metadata":{"contentType":"Branching Question","license":"U","title":"EA and Separation in High School"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural"},{"type":{"library":"H5P.AdvancedText 1.1","params":{"text":"

Hmm, not quite. <\/p>\n\n

This is an example of integration: the child has been physically and verbally included in the room, but they have not been intentionally included as a member of the classroom community. Barriers to their engaging and participating in the classroom to the best of their abilities likely exist, as the educators have not identified any strategies used for inclusion. <\/p>\n\n

What could you do as the ECE in this classroom to help the new child feel a sence of beinging, mattering, and inclusion in your classroom?<\/p>\n"},"subContentId":"77bae8a9-c4cf-450f-980a-11996a902977","metadata":{"contentType":"Text","license":"U","title":"Incorrect"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":9},{"type":{"library":"H5P.AdvancedText 1.1","params":{"text":"

Read the cases and example provided. Identify whether these are instances of equity, or if they depict an opportunity to reflect and take deliberate action to make the learning environment more equitable.<\/p>\n"},"subContentId":"127bb142-d77b-4b21-93c4-95e4202c0990","metadata":{"contentType":"Text","license":"U","title":"Interactive Reflection"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":27},{"type":{"library":"H5P.AdvancedText 1.1","params":{"text":"

Read the cases and example provided. Identify whether these are instances of diversity, or if they depict an opportunity to reflect and take deliberate action to make the learning environment more diverse.<\/p>\n"},"subContentId":"9dad0cc2-f96b-4927-b379-abd88760ee82","metadata":{"contentType":"Text","license":"U","title":"Interactive Reflection"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":31},{"type":{"library":"H5P.AdvancedText 1.1","params":{"text":"

Correct: While this is a very mild case and often seen as harmless, this is technically an example of segregation. Separating people and limiting contact in everyday life based on something like grade level or where students will 'likely' end up after high school can be a form of segregation. This can inadvertently send a message about who is or is not an apporpriate person to interact with, which can have impacts on social development.<\/p>\n\n

As well, separating (streaming) students in this way makes it difficult (ex. from Applied to Academic, or Workplace to Academic) to rise up to the next stream level. While this method does allow students to go at a pace that may be more developmentally appropriate for them, it limits their choices for after high school. Steaming can also disproportionately divert equity-deserving and diversable students from the path to higher education. <\/p>\n"},"subContentId":"75ebc597-18fb-4a77-8fbb-f6824856b9ed","metadata":{"contentType":"Text","license":"U","title":"Correct!"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":15},{"type":{"library":"H5P.AdvancedText 1.1","params":{"text":"

Hmm, not quite.<\/p>\n\n

This is an example of segregation: While this is a very mild case and often seen as harmless, this is technically an example of segregation. Separating people and limiting contact in everyday life based on something like grade level or where students will 'likely' end up after high school can be a form of segregation. This can inadvertently send a message about who is or is not an apporpriate person to interact with, which can have impacts on social development.<\/p>\n\n

As well, separating (streaming) students in this way makes it difficult (ex. from Applied to Academic, or Workplace to Academic) to rise up to the next stream level. While this method does allow students to go at a pace that may be more developmentally appropriate for them, it limits their choices for after high school. Steaming can also disproportionately divert equity-deserving and diversable students from the path to higher education. <\/p>\n"},"subContentId":"4f1a6d71-d1fe-4e8a-8f8f-9701fd8155ac","metadata":{"contentType":"Text","license":"U","title":"Incorrect"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":-1},{"type":{"library":"H5P.ImageHotspots 1.10","params":{"iconType":"icon","icon":"question","color":"#ffffff","hotspots":[{"position":{"x":45.607021441474885,"y":51.581442115185425},"alwaysFullscreen":false,"content":[{"params":{"text":"

Inclusion<\/h3>\n\n
Circle A depicts a variety of differntly coloured circles, in different sizes, all included and integrated within the cirlce. If we imagine the line of the circle as a 'barrier' to learning and the space within as the classroom, we can see that the learners (represented by the dots) do not face any barriers to being able to participate and learn in the classroom. <\/p>\n\n
\n\t
Have you ever had an experience where everyone was included meaningfully and supported to participate to the best of their abilities?<\/li>\n\t
What strategies might we as educators use to remove barriers to diverse learners being able to feel included in the learning environment?<\/li>\n\t
Are there any potential barriers in your practice for yourself or for your learners?<\/li>\n<\/ul>\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"7cd8457a-98b1-4e70-9e5b-d60c19093998"}],"header":"Inclusion"},{"position":{"x":12.460056585244859,"y":85.80739939511545},"alwaysFullscreen":false,"content":[{"params":{"text":"
Exclusion<\/h3>\n\n
Circle B depicts a variety of differntly coloured circles, in different sizes. However, the red dot are all inside the circle and the yellow and green dots are outside the line of the circle. If we imagine the line of the circle as a 'barrier' to learning and the space within as the classroom, then we can see that the yellow and green learners are not included within the classroom at all. They have been excluded form the space and are facing a barrier to accessing it. Many things can be a barrier to being included in the classroom; physical accessibilty, a grade or capability requirement for entry\/acceptance, fees, and more. <\/p>\n\n
\n\t
Have you ever felt as though you were on the outside, looking in? Consider the impact that had on you, and what the barrier might have been that caused the exclusion.<\/li>\n\t
If, for example, entry fees are the barrier which causes exclusion and prevents diversity, equity, and\/or accessibility in a [class, daycare, workshop, extracurricular activity], then what could we as educators do to challenge and break down barriers that cause exclusion?<\/li>\n\t
What kind of lasting impacts could there be on children's development if they are regularly excluded, especially if it is based on an aspect of their life which is beyond their control? For example, familial socio-economic status, genetics (race, gender), and\/or disability (physical, cognitive, environmental, from birth). <\/li>\n<\/ul>\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"3044189e-139d-4dad-b211-3cf479861ccb"}],"header":"Exclusion"},{"position":{"x":46.40574348620332,"y":86.08023197109311},"alwaysFullscreen":false,"content":[{"params":{"text":"
Segregation<\/h3>\n\n
Circle C shows two separate circle that do not intersect or connect. The one circle has all red dots, and the other circle has yellow and some blue dots. If the cirlces are our learning environments, then what might the barriers (lines of the circle) be? We see the children (dots) are in separate areas that do not intersect, which prevents the children from interacting and from being included in the other circle. That is, there are barriers both to keep the learners in their own circle as well as out of the other circle. One example of this could be choosing not to include some learners in a typical classroom based on things beyond their control (such as disability or soemthing genetic) and instead placing them in separate classroom that are just for them and others like them. <\/p>\n\n
\n\t
What kind of barriers might exist which create (intentionally or not) segregation of learners based on characteristics or intersectionalities which are beyond their control?<\/li>\n\t
What can we do to tear down barriers that create (or perpetuate) segregation? <\/li>\n<\/ul>\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"383ce2a6-3582-4cb8-9e4b-5b3a47bcdb86"}],"header":"Segregation"},{"position":{"x":77.55590323061227,"y":85.62550510045685},"alwaysFullscreen":false,"content":[{"params":{"text":"
Integration<\/h3>\n\n
Circle D shows one larger circle of red dots, and within it, a smaller circle holding blue and some yellow dots. If we see the larger circle as our classroom and the smaller circle as representative of learners who are different from the red dots, then one might say that all the learners have been included in the classroom. While this is technically true in that they have physically joined the classroom, the black outline of the smaller circle indicates a lack of intentional or complete inclusion. This black line represents barriers that can come in many different forms for the students in our classrooms. These differently coloured dots - diversible learners - have been brought into the existing environment without<\/em> removing barriers which limit total participation and angagement. While they are<\/em> in the room, <\/em>they would likely not feel a sense of belonging within the space. <\/p>\n\n
\n\t
What kinds of barriers to total participation might exist for student who ar ein the same classroom, which may or may not affect all learners? For example, a lack of sufficient space between furniture for physically disabled students, or no\/insufficient differentiated instuction for learners who are at different developmental stages.<\/li>\n\t
What strategies could you utilize to better facilitate the inclusion of learners who have been integrated into the classroom, but who still face barriers to total engagement (participation)?<\/li>\n\t
How might prolonged integration (without intentional inclusion) impact the social-emotional development of children? <\/li>\n<\/ul>\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"ac08abc1-6234-460f-96d8-b97bd5104b60"}],"header":"Integration"},{"position":{"x":20.047916010164986,"y":12.575783263123988},"alwaysFullscreen":false,"content":[{"params":{"text":"
To be intentional<\/em> about inclusion is to take time to purposefully look for, identify, and address real and potential barriers to our learners feeling a sense of belonging, mattering, and inclusion in the learning environment. This also includes challenging our our beliefs, possible biases, and purposefully searching out new strategies and information. <\/p>\n\n
\n\t
Why might it be important to be intentional<\/em> (purposeful) about inclusion and fostering a sense of belonging (mattering, inclusion)? Consider this both for the students, and also as an educator - do you<\/em> feel a sense of inclusion and belonging?<\/li>\n\t
What strategies do you use - or could we use - to incorporate inclusivity in our learning spaces?<\/li>\n\t
What new strategies have you learned or want to learn in order to more effectively support your learners so they feel intentionally included? <\/li>\n\t
Can you think of a time when you may have been physically<\/em> included within a space or situation, but in which you did not feel<\/em> as though you were truely a part of the group? How did that impact you? How might this feeling impact our learners if they are in a space where they are technically included, but do not feel<\/em> included intentionally?<\/li>\n<\/ul>\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"9271b8c4-f12f-407b-9a6e-c9248efbb37e"}],"header":"Be intentional about inclusion"}],"hotspotNumberLabel":"Hotspot #num","closeButtonLabel":"Close","disableScaling":false,"image":{"path":"images\/image-65e274d3e4de0.png","mime":"image\/png","copyright":{"license":"U"},"width":469,"height":455,"originalImage":{"path":"images\/image-65e274b8706b5.png#tmp","mime":"image\/png","height":1080,"width":1920}},"backgroundImageAltText":"Circle A has dots of all colours inside. Circle B: green & yellow dots outside the circle with only the red dots inside. Circle C: red dots in the big circle with yellow dots in a separate one. Circle D: inside are red dots & a smaller circle of blue dots"},"subContentId":"4be7f494-5ca2-482d-9003-d7fe3e3a04a6","metadata":{"contentType":"Image Hotspots","license":"U","title":"Inclusion Terms"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":16},{"type":{"library":"H5P.BranchingQuestion 1.0","params":{"branchingQuestion":{"alternatives":[{"nextContentId":17,"feedback":{"title":"","subtitle":""},"text":"They are likely to feel a sense of inclusion"},{"nextContentId":18,"feedback":{"title":"","subtitle":""},"text":"The children probably feel segregated from their peers"},{"nextContentId":19,"feedback":{"title":"","subtitle":""},"text":"They most likely feel a sense of exclusion in this situation"},{"nextContentId":20,"feedback":{"title":"","subtitle":""},"text":"This is a case of integration"}],"question":"
The children are outside for free play. You see a group of children huddled over by the tree, and hear one say \u201conly people who came to my birthday party can play with us \/ you can\u2019t play because you\u2019re not invited to my party.\" While you know it is not unusual for children to want - or not want - to play with others as they develop friendships and interests, you have noticed that the group of children who are told they are not allowed to play are the same few every time. You also know they are never invited to the birthday parties, as the invitations are generally sent with the birthday child to school for them to hand out. <\/p>\n\n
What would the children who are told they cannot play with the others likely to feel is the most accurate term to describe their feelings in this situation? <\/p>\n"}},"subContentId":"1a469a5d-bca5-407f-9697-96895108e680","metadata":{"contentType":"Branching Question","license":"U","title":"Outdoor Play"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural"},{"type":{"library":"H5P.AdvancedText 1.1","params":{"text":"
Hmm, not quite. <\/p>\n\n
If some children are told they cannot play with their peers and are not invited to birthday parties, then those children are not likely to feel a sense of inclusion (belonging). Remember:<\/p>\n\n
Inclusion refers to intentionally identifying and removing barriers so that all people can engage and participate to the best of their abilities. This also includes the feeling associated with being included - accepted, belonging. <\/p>\n\n
Let's try that again.<\/p>\n"},"subContentId":"6c07da9d-0913-41e8-bb7d-498ee347feaf","metadata":{"contentType":"Text","license":"U","title":"Incorrect"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"title":"
Let's try again<\/p>\n","subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":16},{"type":{"library":"H5P.AdvancedText 1.1","params":{"text":"
Hmm, not quite. <\/p>\n\n
Some children are told they cannot play with their peers and are not invited to birthday parties, but they are not set apart from their peers in a way that would indicate segregation. While this could be possible, it is not the most-likely feeling based on what we know of the situation. Remember:<\/p>\n\n
Segregation: the state or action of setting someone(s) or something(s) apart from others, can be intentional or non<\/p>\n\n
Let's try that again.<\/p>\n"},"subContentId":"bb6bbf6c-e1e2-496a-b27e-b331e414ec12","metadata":{"contentType":"Text","license":"U","title":"Incorrect"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":"","title":"
Let's try again<\/p>\n"},"contentBehaviour":"useBehavioural","nextContentId":16},{"type":{"library":"H5P.AdvancedText 1.1","params":{"text":"
Correct - this case most closely relates to exclusion. While it is not unusual for children to not be invited to parties or to not be invited to play with some of their peers during recess, in this case, the educator has indicated this is a consistent behaviour which effects a specific group of children. We know the reason given is a lack of invitation to the birthday parties, but what might be the root cause of the specific group of children being excluded from playing and from being invited? Some considerations might include: <\/p>\n\n
\n\t
the invited children all loving close together or their parents being friends, which would mean those children see more of each other regularly outside of school\/daycare<\/li>\n\t
physical differences, such as disability or genetic characteristics (race, gender, hair colour)<\/li>\n\t
socioeconomic status, such as having\/not having popular toys or clothing, or their parents refusing birthday invitations based on something like not being able to afford to buy a gift<\/li>\n<\/ul>\n"},"subContentId":"58916d92-1191-4a7c-b239-e59c2cff3b9b","metadata":{"contentType":"Text","license":"U","title":"Correct"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":"","title":"
Well done!<\/p>\n"},"contentBehaviour":"useBehavioural","nextContentId":21},{"type":{"library":"H5P.AdvancedText 1.1","params":{"text":"
Hmm, not quite. <\/p>\n\n
Some children are told they cannot play with their peers and are not invited to birthday parties. An example of integratoin in this case might be that the children are invited to the parties, but not invited\/permitted to partcipate in party games. While connections to integration are seen and some could be possible in a classroom (or at recess), it is not the most-likely feeling based on what we know of the situation. Remember:<\/p>\n\n
Integration: bringing someone into an existing system, without removing any\/all barriers to total engagement and participation<\/p>\n\n
Let's try that again.<\/p>\n"},"subContentId":"7fe76924-f51d-4df4-b186-a7070e0a9ee1","metadata":{"contentType":"Text","license":"U","title":"Incorrect"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":"","title":"
Let's try again<\/p>\n"},"contentBehaviour":"useBehavioural","nextContentId":16},{"type":{"library":"H5P.BranchingQuestion 1.0","params":{"branchingQuestion":{"alternatives":[{"nextContentId":2,"feedback":{"title":"","subtitle":""},"text":"Return to the section\/topic menu"}],"question":"
Well done on investigating your way through What is Inclusion?<\/strong><\/p>\n\n
Click below to return to the original menu to explore (or re-explore) one of the topics.<\/p>\n"}},"subContentId":"f8e44a4d-b0da-438d-96d5-92e2946e700e","metadata":{"contentType":"Branching Question","license":"U","title":"Continue"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural"},{"type":{"library":"H5P.BranchingQuestion 1.0","params":{"branchingQuestion":{"alternatives":[{"nextContentId":23,"feedback":{"title":"","subtitle":""},"text":"Yes, this is equitable"},{"nextContentId":23,"feedback":{"title":"","subtitle":""},"text":"No, this is not equitable"}],"question":"
Mx. Bea is a brand new Designated Early Childhood Educator in a kindergarten classroom. Their educator partner has been a kindergarten teacher for more than 10 years. When Mx. Bea joined the classroom, they were told that no holidays are taught about or celebrated in this classroom because it wouldn't be fair to celebrate some and not celebrate others. The kindergarten teacher has also said there are too many holidays to keep track of and it would take way too much time to cover them all anyway, so it's better to just not do any.<\/p>\n\n
Is it an equitable decision to forgo all talk, teaching, and celebrating of holidays within the classroom so as not to leave out any or take up too much time?<\/p>\n"}},"subContentId":"7da2add2-6d64-4974-b66f-c83b539f8fe2","metadata":{"contentType":"Branching Question","license":"U","title":"Mx. Bea's class"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural"},{"type":{"library":"H5P.AdvancedText 1.1","params":{"text":"
Technically, this would not be a case of equity<\/strong>. Instead, this is an example of equality. <\/em><\/strong>In the case described with Mx. Bea, all the holidays are being treated the same by being excluded from the classroom. While this approach is not right or wrong and it is an attempt to make the situation fair to everyone, we need to remember that fairness (equity) is not sameness (equality). <\/p>\n\n
\n\t
Is there a possible alternative approach that could be more equitable and representative of the diverse children in the class? <\/li>\n\t
Would it be possible to learn about all holidays? Is it necessary to do so?<\/li>\n\t
Would learning about different cultures be an inclusive and equitable alternative to focusing on (or in this case, eliminating) all holiday celebrations? <\/li>\n\t
If you were an educator in a classroom (daycare or kindergarten), what would you do when it comes to holidays? Why?<\/li>\n<\/ul>\n"},"subContentId":"2e969b6d-2083-4ec9-bd57-8e097a7aabee","metadata":{"contentType":"Text","license":"U","title":"Equality"}},"showContentTitle":true,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":29},{"type":{"library":"H5P.BranchingQuestion 1.0","params":{"branchingQuestion":{"alternatives":[{"nextContentId":25,"feedback":{"title":"","subtitle":""},"text":"Equality"},{"nextContentId":26,"feedback":{"title":"","subtitle":""},"text":"Equity"}],"question":"
Our daycare classroom has only one shopping cart toy and it\u2019s very popular. We\u2019ve had children fight over it, so now, we have a timer and each child gets it for five minutes, at which point it goes to the next child who wanted it.<\/p>\n\n
Is this equality or equity?<\/p>\n"}},"subContentId":"b9aa9fcf-33c1-4b91-b73d-9fdb0d8bb082","metadata":{"contentType":"Branching Question","license":"U","title":"The shopping cart toy"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural"},{"type":{"library":"H5P.AdvancedText 1.1","params":{"text":"
Correct: this is an example of equality. Everyone is receving the same amount of time with the shopping cart, and everyone who wants a turn gets to have a turn of exactly the same ammount of time. <\/p>\n\n
\n\t
If you were the educator in this scenario, what would you do?<\/li>\n<\/ul>\n"},"subContentId":"3c6e5f98-d1d3-4803-9c97-e1d24839e3a4","metadata":{"contentType":"Text","license":"U","title":"Equality"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":28},{"type":{"library":"H5P.AdvancedText 1.1","params":{"text":"
Technically, this is an example of equality - not equity. Everyone is receving the same amount of time with the shopping cart, and everyone who wants a turn gets to have a turn of exactly the same ammount of time. <\/p>\n\n
\n\t
If you were the educator in this scenario, what would you do?<\/li>\n<\/ul>\n"},"subContentId":"4630db12-10c5-48ef-9a5c-41fc49e23ba0","metadata":{"contentType":"Text","license":"U","title":"Equity"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":"","title":"
Let's proceed<\/p>\n"},"contentBehaviour":"useBehavioural","nextContentId":22},{"type":{"library":"H5P.Image 1.1","params":{"decorative":false,"contentName":"Image","expandImage":"Expand Image","minimizeImage":"Minimize Image","file":{"path":"images\/file-65e2b90b82e99.png","mime":"image\/png","copyright":{"license":"U"},"width":1920,"height":1080},"alt":"The shopping cart","title":"The shopping cart"},"subContentId":"4981958d-7911-47ed-9040-267126119bb5","metadata":{"contentType":"Image","license":"U","title":"The shopping cart"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":24},{"type":{"library":"H5P.Image 1.1","params":{"decorative":false,"contentName":"Image","expandImage":"Expand Image","minimizeImage":"Minimize Image","file":{"path":"images\/file-65e2beb8a1d49.png","mime":"image\/png","copyright":{"license":"U"},"width":1920,"height":1080},"alt":"All or none title, with a word cloud of various international and multicultural holidays on the right-hand side","title":"All or none"},"subContentId":"946f2a9a-4cfb-4db3-bfb1-e012d9916674","metadata":{"contentType":"Image","license":"U","title":"All or none"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":22},{"type":{"library":"H5P.CoursePresentation 1.25","params":{"presentation":{"slides":[{"elements":[{"x":0,"y":0,"width":100,"height":100,"action":{"library":"H5P.Image 1.1","params":{"decorative":false,"contentName":"Image","expandImage":"Expand Image","minimizeImage":"Minimize Image","file":{"path":"images\/file-65e2c30ea6499.png","mime":"image\/png","copyright":{"license":"U"},"width":870,"height":455,"originalImage":{"path":"images\/file-65e2c101d382e.png#tmp","mime":"image\/png","height":1080,"width":1920}},"alt":"Equity or Equality"},"subContentId":"6da82365-5e25-4924-81a9-7f0d43b2c8a2","metadata":{"contentType":"Image","license":"U","title":"Equity or Equality"}},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"buttonSize":"big","goToSlideType":"specified","invisible":false,"solution":""},{"x":3.820063694267516,"y":7.562972292191436,"width":95.54140127388536,"height":92.4433249370277,"action":{"library":"H5P.DragText 1.10","params":{"media":{"disableImageZooming":false},"taskDescription":"
Drag the words into the correct boxes for the given sceanrio.<\/p>\n","overallFeedback":[{"from":0,"to":100}],"checkAnswer":"Check","submitAnswer":"Submit","tryAgain":"Retry","showSolution":"Show solution","dropZoneIndex":"Drop Zone @index.","empty":"Drop Zone @index is empty.","contains":"Drop Zone @index contains draggable @draggable.","ariaDraggableIndex":"@index of @count draggables.","tipLabel":"Show tip","correctText":"Correct!","incorrectText":"Incorrect!","resetDropTitle":"Reset drop","resetDropDescription":"Are you sure you want to reset this drop zone?","grabbed":"Draggable is grabbed.","cancelledDragging":"Cancelled dragging.","correctAnswer":"Correct answer:","feedbackHeader":"Feedback","behaviour":{"enableRetry":true,"enableSolutionsButton":true,"enableCheckButton":true,"instantFeedback":false},"scoreBarLabel":"You got :num out of :total points","a11yCheck":"Check the answers. 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This is same.","distractors":"inclusion diversity accessibility unfair awesome milk inequitable inequality deserve"},"subContentId":"eea3dcfe-e858-4094-a861-f2b6e2f91115","metadata":{"contentType":"Drag the Words","license":"U","title":"Drag the Words"}},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"buttonSize":"big","goToSlideType":"specified","invisible":false,"solution":""}],"slideBackgroundSelector":{"fillSlideBackground":""}}],"keywordListEnabled":true,"keywordListAlwaysShow":false,"keywordListAutoHide":false,"keywordListOpacity":90,"globalBackgroundSelector":{"fillGlobalBackground":""}},"override":{"activeSurface":false,"hideSummarySlide":false,"summarySlideSolutionButton":true,"summarySlideRetryButton":true,"enablePrintButton":false,"social":{"showFacebookShare":false,"facebookShare":{"url":"@currentpageurl","quote":"I scored @score out of @maxScore on a task at @currentpageurl."},"showTwitterShare":false,"twitterShare":{"statement":"I scored @score out of @maxScore on a task at @currentpageurl.","url":"@currentpageurl","hashtags":"h5p, course"},"showGoogleShare":false,"googleShareUrl":"@currentpageurl"}},"l10n":{"slide":"Slide","score":"Score","yourScore":"Your Score","maxScore":"Max Score","total":"Total","totalScore":"Total Score","showSolutions":"Show solutions","retry":"Retry","exportAnswers":"Export text","hideKeywords":"Hide sidebar navigation menu","showKeywords":"Show sidebar navigation menu","fullscreen":"Fullscreen","exitFullscreen":"Exit fullscreen","prevSlide":"Previous slide","nextSlide":"Next slide","currentSlide":"Current slide","lastSlide":"Last slide","solutionModeTitle":"Exit solution mode","solutionModeText":"Solution Mode","summaryMultipleTaskText":"Multiple tasks","scoreMessage":"You achieved:","shareFacebook":"Share on Facebook","shareTwitter":"Share on Twitter","shareGoogle":"Share on Google+","summary":"Summary","solutionsButtonTitle":"Show comments","printTitle":"Print","printIngress":"How would you like to print this presentation?","printAllSlides":"Print all slides","printCurrentSlide":"Print current slide","noTitle":"No title","accessibilitySlideNavigationExplanation":"Use left and right arrow to change slide in that direction whenever canvas is selected.","accessibilityCanvasLabel":"Presentation canvas. Use left and right arrow to move between slides.","accessibilityProgressBarLabel":"Choose slide to display","containsNotCompleted":"@slideName contains not completed interaction","containsCompleted":"@slideName contains completed interaction","slideCount":"Slide @index of @total","containsOnlyCorrect":"@slideName only has correct answers","containsIncorrectAnswers":"@slideName has incorrect answers","shareResult":"Share Result","accessibilityTotalScore":"You got @score of @maxScore points in total","accessibilityEnteredFullscreen":"Entered fullscreen","accessibilityExitedFullscreen":"Exited fullscreen","confirmDialogHeader":"Submit your answers","confirmDialogText":"This will submit your results, do you want to continue?","confirmDialogConfirmText":"Submit and see results","slideshowNavigationLabel":"Slideshow navigation"}},"subContentId":"455485e9-e77c-4d9a-93d3-edfeee5b803c","metadata":{"contentType":"Course Presentation","license":"U","title":"Equitable or Equal?"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":36},{"type":{"library":"H5P.Image 1.1","params":{"decorative":false,"contentName":"Image","expandImage":"Expand Image","minimizeImage":"Minimize Image","alt":"Diversity examples: diversible traits","title":"Diversity examples: diversible traits","file":{"path":"images\/file-65e2c63ac817b.png","mime":"image\/png","copyright":{"license":"U"},"width":1920,"height":1080}},"subContentId":"769a5853-68f4-4a27-a622-81c13d5a1ae6","metadata":{"contentType":"Image","license":"U","title":"Diversity examples: diversible traits"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":32},{"type":{"library":"H5P.AdvancedText 1.1","params":{"text":"
The following image shows examples of different areas of possible diversity called \"diversible traits\" here. There are many ways in which we are similar and different from others - let's take a look of some of them!<\/p>\n"},"subContentId":"8cfa212c-5693-45b7-ace3-07f72b60b34b","metadata":{"contentType":"Text","license":"U","title":"Diversible Traits"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":30},{"type":{"library":"H5P.CoursePresentation 1.25","params":{"presentation":{"slides":[{"elements":[{"x":6.369426751592357,"y":4.282115869017632,"width":87.89808917197453,"height":95.71788413098237,"action":{"library":"H5P.MultiChoice 1.16","params":{"media":{"disableImageZooming":false},"answers":[{"correct":true,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
ADHD: Attention Deficit Hyperactivity Disorder<\/div>\n"},{"correct":true,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Dyslexia and Dyscalculia<\/div>\n"},{"correct":false,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Low grades<\/div>\n"},{"correct":true,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Autism\/Autism Spectrum<\/div>\n"},{"correct":true,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Aquired Neurodiversity<\/div>\n"},{"correct":false,"tipsAndFeedback":{"tip":"","chosenFeedback":"","notChosenFeedback":""},"text":"
Being an artistic person<\/div>\n"}],"overallFeedback":[{"from":0,"to":100}],"behaviour":{"enableRetry":true,"enableSolutionsButton":true,"enableCheckButton":true,"type":"auto","singlePoint":false,"randomAnswers":true,"showSolutionsRequiresInput":true,"confirmCheckDialog":false,"confirmRetryDialog":false,"autoCheck":false,"passPercentage":100,"showScorePoints":true},"UI":{"checkAnswerButton":"Check","submitAnswerButton":"Submit","showSolutionButton":"Show solution","tryAgainButton":"Retry","tipsLabel":"Show tip","scoreBarLabel":"You got :num out of :total points","tipAvailable":"Tip available","feedbackAvailable":"Feedback available","readFeedback":"Read feedback","wrongAnswer":"Wrong answer","correctAnswer":"Correct answer","shouldCheck":"Should have been checked","shouldNotCheck":"Should not have been checked","noInput":"Please answer before viewing the solution","a11yCheck":"Check the answers. The responses will be marked as correct, incorrect, or unanswered.","a11yShowSolution":"Show the solution. The task will be marked with its correct solution.","a11yRetry":"Retry the task. Reset all responses and start the task over again."},"confirmCheck":{"header":"Finish ?","body":"Are you sure you wish to finish ?","cancelLabel":"Cancel","confirmLabel":"Finish"},"confirmRetry":{"header":"Retry ?","body":"Are you sure you wish to retry ?","cancelLabel":"Cancel","confirmLabel":"Confirm"},"question":"
Neurodiversity is one of the ways learners can be diverse. It's in simplest terms, neurodiversity<\/em> refers to the different ways in which a person can think - \"Neuro\" refers to nerves, neuropathways, and the nervous system within the brain, and \"diversity\" referring to differences. Select any\/all examples below of possible Neurodiversities.<\/p>\n"},"subContentId":"67d6e4be-e58c-45bc-abe0-0c7bc274b7ed","metadata":{"contentType":"Multiple Choice","license":"U","title":"Neurodiversity"}},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"buttonSize":"big","goToSlideType":"specified","invisible":false,"solution":""}],"slideBackgroundSelector":{"fillSlideBackground":""}}],"keywordListEnabled":true,"keywordListAlwaysShow":false,"keywordListAutoHide":false,"keywordListOpacity":90,"globalBackgroundSelector":{"fillGlobalBackground":"#a7f398"}},"override":{"activeSurface":false,"hideSummarySlide":false,"summarySlideSolutionButton":true,"summarySlideRetryButton":true,"enablePrintButton":false,"social":{"showFacebookShare":false,"facebookShare":{"url":"@currentpageurl","quote":"I scored @score out of @maxScore on a task at @currentpageurl."},"showTwitterShare":false,"twitterShare":{"statement":"I scored @score out of @maxScore on a task at @currentpageurl.","url":"@currentpageurl","hashtags":"h5p, course"},"showGoogleShare":false,"googleShareUrl":"@currentpageurl"}},"l10n":{"slide":"Slide","score":"Score","yourScore":"Your Score","maxScore":"Max Score","total":"Total","totalScore":"Total Score","showSolutions":"Show solutions","retry":"Retry","exportAnswers":"Export text","hideKeywords":"Hide sidebar navigation menu","showKeywords":"Show sidebar navigation menu","fullscreen":"Fullscreen","exitFullscreen":"Exit fullscreen","prevSlide":"Previous slide","nextSlide":"Next slide","currentSlide":"Current slide","lastSlide":"Last slide","solutionModeTitle":"Exit solution mode","solutionModeText":"Solution Mode","summaryMultipleTaskText":"Multiple tasks","scoreMessage":"You achieved:","shareFacebook":"Share on Facebook","shareTwitter":"Share on Twitter","shareGoogle":"Share on Google+","summary":"Summary","solutionsButtonTitle":"Show comments","printTitle":"Print","printIngress":"How would you like to print this presentation?","printAllSlides":"Print all slides","printCurrentSlide":"Print current slide","noTitle":"No title","accessibilitySlideNavigationExplanation":"Use left and right arrow to change slide in that direction whenever canvas is selected.","accessibilityCanvasLabel":"Presentation canvas. Use left and right arrow to move between slides.","accessibilityProgressBarLabel":"Choose slide to display","containsNotCompleted":"@slideName contains not completed interaction","containsCompleted":"@slideName contains completed interaction","slideCount":"Slide @index of @total","containsOnlyCorrect":"@slideName only has correct answers","containsIncorrectAnswers":"@slideName has incorrect answers","shareResult":"Share Result","accessibilityTotalScore":"You got @score of @maxScore points in total","accessibilityEnteredFullscreen":"Entered fullscreen","accessibilityExitedFullscreen":"Exited fullscreen","confirmDialogHeader":"Submit your answers","confirmDialogText":"This will submit your results, do you want to continue?","confirmDialogConfirmText":"Submit and see results","slideshowNavigationLabel":"Slideshow navigation"}},"subContentId":"3b54fc80-b176-4c4c-9ef5-1fdd38a8957d","metadata":{"contentType":"Course Presentation","license":"U","title":"Neurodiversity"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":33},{"type":{"library":"H5P.ImageHotspots 1.10","params":{"iconType":"icon","icon":"info","color":"#ff0000","hotspots":[{"position":{"x":63.01591336518116,"y":15.201821471705582},"alwaysFullscreen":false,"content":[{"params":{"text":"
This is one of the most common represenations of families. In the major of it's typical use, the nuclear family<\/em> would include a father, a mother, and their child or children all living together in one household.<\/p>\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"738a4645-9ab2-494c-8deb-06db4b27caec"}],"header":"Nuclear Family"},{"position":{"x":63.01591336518116,"y":25.23378169897831},"alwaysFullscreen":false,"content":[{"params":{"text":"
Within Same-Sex couple families, the parent are two individual of the same sex. For example, two men or two women. This family structure can be standalone but often intersects with at least one other type of family structure. For example, children of Same-sex couples can be biological for one or the other through previous relationships (step-children) and\/or medical intervention, they could be fostered, adopted, kinship, or many other possible structures. <\/p>\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"3f031faa-a32e-44c9-8995-5ca2c9b334e6"}],"header":"Same-Sex Couples"},{"position":{"x":63.01591336518116,"y":34.697561553030305},"alwaysFullscreen":false,"content":[{"params":{"text":"
The Single parent family structure refers to when the child\/ren have one parent in their household, typically either their mother or father (but it can be an intersection of other family structures, such as kinship). Single parent families can be standalone (the only household a child has) or in combination with another structure (for example, co-parenting where the parents are not in a relationship, or divorced parents where one is a single parent and the other is in a blended or reconstituted family). <\/p>\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"c216bc36-5d52-4848-8b11-c69f28830077"}],"header":"Single Parent"},{"position":{"x":63.28567327885799,"y":44.68217040553238},"alwaysFullscreen":false,"content":[{"params":{"text":"
A kinship or non-parent family\/household consists of a guardian taking over as the promary caregiver of the child\/ren. This non-parent individual is not the boligocal (nor typically would they be adoptive) parent of the child. They could be a relative (aunt, uncle, grandparent, older sibling, etc.) or another caring adult in the child's life (close family friend, godparent, etc.). The kinship parent may or may not have legal custody or guardianship, andthe kinship family might also consist of other family structures.<\/p>\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"064ca83c-0b34-486a-8fb5-306abc6e0ad2"}],"header":"Non-Parent or Kinship"},{"position":{"x":63.01591336518116,"y":54.00390336007783},"alwaysFullscreen":false,"content":[{"params":{"text":"
A foster family refers to situations where a family (of any structure or type, including childless couples and\/or single adults) provides temporary care for one or more foster children. A foster family must be approved and go through training in order to become eligible to foster any children, and the placement is most-typically arranged through social seervices or the government. Foster families can include any number of other family structures, and the fostered child\/ren can be as temporary as a day or two or longer-term (years). Children can also go in and out of foster care, and may or may not have contact with their first family (legal parents, birth family, etc.) while in foster care. <\/p>\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"0af65c49-eb9c-48a2-bccc-ebe13b6d2b68"}],"header":"Foster Family"},{"position":{"x":62.881033408342745,"y":64.41465291109952},"alwaysFullscreen":false,"content":[{"params":{"text":"
Adoptive families are another example of a familial structure which can encompass any number of the diverse family structures we've explored here and more. In it's simplest terms, an adoptive family is one in which legal parental rights, custody, and guardianship over a child or children have been granted to one or more adults who have chosen to take over as their parent\/s. The adoptive family could be in the process of having the adoption approved, which can take extended periods of time and includes training and obtaining approval. The first family (birth parents, for example) may or may not be involved in the adopted child\/family's lives at any point in the adoption process as there are different types of adoption: pubic, private, international, step-parent. This means that, as stated, adoptive families can include any number of increasingly diverse and complex family structures. <\/p>\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"753b5b66-9db8-4663-b191-78f9541e7fa5"}],"header":"Adoptive Family"},{"position":{"x":63.01591336518116,"y":73.77189939672297},"alwaysFullscreen":false,"content":[{"params":{"text":"
This refers to a family which includes an adult couple who live with one or more children, who was born of a previous relationship for one of the partners. This is another type of family structure which can intersect with other types of structures. Two specific examples include Blended and Step Families. <\/p>\n\n
Blended families refer to when a family includes an adult couple and all the children from previous relationships both have been in as well as the current relationship. This can mean there are children related to one or the other parent as well as children who are related to both parents. Sometimes you might hear the term \"half-sibling\" - this is when there are multiple children in the family (at least two) where one child is related to one parent and the other child is related to both parents. <\/p>\n\n
Step-Family is typically used to refer to families where any children are related to only one of the parents in the couple, although this can be a combination where some are the biological child to one parent and some are the biological child of the other. <\/p>\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"41237654-4243-4bb4-8284-35846b0f8920"}],"header":"Reconstituted Families"},{"position":{"x":4.073372226794325,"y":39.58629116867528},"alwaysFullscreen":false,"content":[{"params":{"text":"
Family structures are another way in which we can be different from one another. One of the most common structures represented in things children encounter (such as books and movies) is the nuclear family. However, there are many, many more than that. <\/p>\n\n
On the right, click on the different words to investigate some of the various types of family structure children in your care may have. Note that children could have\/experience one or more types.<\/p>\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"68b235bf-ed67-4c2c-872e-6c6e79921f6a"}],"header":"Explanation for image and instructions"}],"hotspotNumberLabel":"Hotspot #num","closeButtonLabel":"Close","disableScaling":false,"image":{"path":"images\/image-65e2cffcf0a2a.png","mime":"image\/png","copyright":{"license":"U"},"width":1920,"height":1080}},"subContentId":"ad0b386c-dd8e-4fba-ba25-29a96b2c5007","metadata":{"contentType":"Image Hotspots","license":"U","title":"Family Structures"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":34},{"type":{"library":"H5P.AdvancedText 1.1","params":{"text":"
Now that we've interacted with some different types of diversible traits and characteristics, let's take a moment to stop and reflect. <\/p>\n\n
\n\t
What other things can we think of that might be diversible as it concerns the children and learners in our care? (diversible here referring to traits, characteristics, and aspects of individuals by which one might be considered diverse - these can include but are not limited to genetics, dis\/ability, physical, and\/or cognitive)<\/li>\n\t
What potential impacts might diversities have on our learners, and what can we do to create and support learning environments that foster a sense of belonging, inclusion, and equity?<\/li>\n\t
What does diversity mean to you? to your learners? in your community? <\/li>\n\t
What role do you fill and what strategies do you intentionally utilize in supporting and cultivating diversity? <\/li>\n\t
Do the methods used in your classroom accomodate, encourage, and celebrate diversity? How? Why\/why not?<\/li>\n<\/ul>\n"},"subContentId":"e7ab7e23-be2d-434e-8f2a-268a8e21219a","metadata":{"contentType":"Text","license":"U","title":"Reflection on Diversity"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":35},{"type":{"library":"H5P.BranchingQuestion 1.0","params":{"branchingQuestion":{"alternatives":[{"nextContentId":2,"feedback":{"title":"","subtitle":""},"text":"Return to the main menu and choose another topic"},{"nextContentId":0,"feedback":{"title":"","subtitle":""},"text":"Return to the very start"}],"question":"
Thank you for exploring and challenging your thinking about diversity. Take a moment to pause and reflect, then return to the start below. You can also return and re-engage at any time. <\/p>\n"}},"subContentId":"f522a965-b0c4-4907-855a-19af18dae38b","metadata":{"contentType":"Branching Question","license":"U","title":"Diversity branching"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural"},{"type":{"library":"H5P.Image 1.1","params":{"decorative":false,"contentName":"Image","expandImage":"Expand Image","minimizeImage":"Minimize Image","file":{"path":"images\/file-65e76a2c994cc.png","mime":"image\/png","copyright":{"license":"U"},"width":1920,"height":1080},"alt":"Choices, choices title. the picture shows a box of markers in various skin tones called "colours of the world"","title":"Choices, choices title. the picture shows a box of markers in various skin tones called "colours of the world""},"subContentId":"78f53b57-469d-4de5-b8a1-088d12a12c85","metadata":{"contentType":"Image","license":"U","title":"Choices, choices"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":37},{"type":{"library":"H5P.BranchingQuestion 1.0","params":{"branchingQuestion":{"alternatives":[{"nextContentId":38,"feedback":{"title":"","subtitle":""},"text":"Buy the one box of "colours of the world" markers"},{"nextContentId":39,"feedback":{"title":"","subtitle":""},"text":"Buy the three boxes of the usual markers"}],"question":"
Ada is an RECE in a preschool-age daycare classroom. For years, they've purchased low-cost art supplies because their budget is small and the children go through it all quickly. Markers, in particular, tend to have a high waste cost - lids get lost and not put back on, or they're not clicked back on properly so the markers dry out and have to be replaced. However, when Ada was recently perusing the local store's arts aisle, they saw a box of markers with 24 different skin tones! They were so excited and wanted to get them for the preschoolers because it will be great to have more diverse and inclusive materials, while also being more representative of the children in their class. But looking at the cost, it was as much as buying 3 of the usual packages of markers!<\/p>\n\n
What should Ada do? What would be the more equitable choice?<\/p>\n"}},"subContentId":"6562e748-ee6d-4022-82a8-aa937e26cd76","metadata":{"contentType":"Branching Question","license":"U","title":"crayons and markers"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural"},{"type":{"library":"H5P.AdvancedText 1.1","params":{"text":"
You're right; this is the more equitable choice. While it would be nicer to have more supplies, children need to see themselves represented in their learning environments. This supports healthy, holistic development and fosters belonging, mattering, inclusion, and diversity. <\/p>\n"},"subContentId":"155354b4-cf25-4613-8531-57b3a8746c19","metadata":{"contentType":"Text","license":"U","title":"Buy the "colours of the world markers""}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":40},{"type":{"library":"H5P.AdvancedText 1.1","params":{"text":"
While it would be nicer to have more supplies, children need to see themselves represented in their learning environments. This supports healthy, holistic development and fosters belonging, mattering, inclusion, and diversity. Therefore, the more equitable and inclusive choice would be to purchase the one box of markers.<\/p>\n\n
Perhaps Ada could utilize some new strategies to help combat how quickly the markers in their classroom need to be replaced.<\/p>\n"},"subContentId":"64b2a931-0e72-44d7-8c82-1d104a592992","metadata":{"contentType":"Text","license":"U","title":"Buy the 3 boxes"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":40},{"type":{"library":"H5P.CoursePresentation 1.25","params":{"presentation":{"slides":[{"elements":[{"x":6.369426751592357,"y":17.632241813602015,"width":48.53503184713376,"height":65.4911838790932,"action":{"library":"H5P.Image 1.1","params":{"decorative":false,"contentName":"Image","expandImage":"Expand Image","minimizeImage":"Minimize Image","file":{"path":"images\/file-65e76e6ba1da6.png","mime":"image\/png","copyright":{"license":"U"},"width":667,"height":455,"originalImage":{"path":"images\/file-65e76e5d8cb62.png#tmp","mime":"image\/png","height":1080,"width":1920}}},"subContentId":"b27c65ff-0db7-480a-a75d-764836cc810d","metadata":{"contentType":"Image","license":"U","title":"Untitled Image"}},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"buttonSize":"big","goToSlideType":"specified","invisible":false,"solution":""},{"x":5.095541401273886,"y":12.594458438287154,"width":52.22929936305733,"height":80.60453400503778,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"
What kind of strategies could Ada use to help make sure the markers last a long time? Consider some of the implications or unintended learning from possible actions. For example, <\/p>\n\n
\n\t
If we monitor use of the markers to make them last and keep them in good condition (for example, children have to ask to use them, and we store them in our ECE cupboard instead of with the art supplies), then the children won't get to freely explore them and it may leave a feeling of needing to be careful with visible diviersity (of being out of reach or fragile).<\/li>\n\t
If we put the markers out like usual and leave them for the children to use as and how they please, then they'll more than likely dry out soon and we won't have any more to replace them with for a while (since we bought one instead of three). <\/li>\n<\/ul>\n"},"subContentId":"499b6f62-7afb-4fd7-aea6-c4380de4a861","metadata":{"contentType":"Text","license":"U","title":"Stategies"}},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"buttonSize":"big","goToSlideType":"specified","invisible":false,"solution":""}],"slideBackgroundSelector":{"fillSlideBackground":""}}],"keywordListEnabled":true,"keywordListAlwaysShow":false,"keywordListAutoHide":false,"keywordListOpacity":90,"globalBackgroundSelector":{"imageGlobalBackground":{"path":"images\/imageGlobalBackground-65e76e40e6c36.png","mime":"image\/png","copyright":{"license":"U"},"width":1920,"height":1080},"fillGlobalBackground":""}},"override":{"activeSurface":false,"hideSummarySlide":false,"summarySlideSolutionButton":true,"summarySlideRetryButton":true,"enablePrintButton":false,"social":{"showFacebookShare":false,"facebookShare":{"url":"@currentpageurl","quote":"I scored @score out of @maxScore on a task at @currentpageurl."},"showTwitterShare":false,"twitterShare":{"statement":"I scored @score out of @maxScore on a task at @currentpageurl.","url":"@currentpageurl","hashtags":"h5p, course"},"showGoogleShare":false,"googleShareUrl":"@currentpageurl"}},"l10n":{"slide":"Slide","score":"Score","yourScore":"Your Score","maxScore":"Max Score","total":"Total","totalScore":"Total Score","showSolutions":"Show solutions","retry":"Retry","exportAnswers":"Export text","hideKeywords":"Hide sidebar navigation menu","showKeywords":"Show sidebar navigation menu","fullscreen":"Fullscreen","exitFullscreen":"Exit fullscreen","prevSlide":"Previous slide","nextSlide":"Next slide","currentSlide":"Current slide","lastSlide":"Last slide","solutionModeTitle":"Exit solution mode","solutionModeText":"Solution Mode","summaryMultipleTaskText":"Multiple tasks","scoreMessage":"You achieved:","shareFacebook":"Share on Facebook","shareTwitter":"Share on Twitter","shareGoogle":"Share on Google+","summary":"Summary","solutionsButtonTitle":"Show comments","printTitle":"Print","printIngress":"How would you like to print this presentation?","printAllSlides":"Print all slides","printCurrentSlide":"Print current slide","noTitle":"No title","accessibilitySlideNavigationExplanation":"Use left and right arrow to change slide in that direction whenever canvas is selected.","accessibilityCanvasLabel":"Presentation canvas. Use left and right arrow to move between slides.","accessibilityProgressBarLabel":"Choose slide to display","containsNotCompleted":"@slideName contains not completed interaction","containsCompleted":"@slideName contains completed interaction","slideCount":"Slide @index of @total","containsOnlyCorrect":"@slideName only has correct answers","containsIncorrectAnswers":"@slideName has incorrect answers","shareResult":"Share Result","accessibilityTotalScore":"You got @score of @maxScore points in total","accessibilityEnteredFullscreen":"Entered fullscreen","accessibilityExitedFullscreen":"Exited fullscreen","confirmDialogHeader":"Submit your answers","confirmDialogText":"This will submit your results, do you want to continue?","confirmDialogConfirmText":"Submit and see results","slideshowNavigationLabel":"Slideshow navigation"}},"subContentId":"503fe42a-9008-4326-8f63-7180ba40cfd4","metadata":{"contentType":"Course Presentation","license":"U","title":"Ada's markers"}},"showContentTitle":false,"proceedButtonText":"Proceed","forceContentFinished":"useBehavioural","feedback":{"subtitle":""},"contentBehaviour":"useBehavioural","nextContentId":41},{"type":{"library":"H5P.BranchingQuestion 1.0","params":{"branchingQuestion":{"alternatives":[{"nextContentId":2,"feedback":{"title":"","subtitle":""},"text":"Go to the Main menu"},{"nextContentId":0,"feedback":{"title":"","subtitle":""},"text":"Back to the beginning"}],"question":"
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