To be inclusive is to include EVERYONE. Thus, when creating a syllabus that accommodates for EVERY STUDENT, teachers/instructors invite rather than command; teachers/instructors encouraging rather than punitive. Syllabi should include visuals, not just text. Accommodations should be made.
I like this Vygotskyian idea from Mind in Society. I paraphrase and interpret here: if you have a class of 22 students, they don't all think as a unit; they are not learning at the same rate; they don't have the same developed skills; they don't all move into the zone of proximal development (ZPD) together. In fact, they individually move in their ZPD. Therefore, you don't have a class of 22 students; you have 22 classes of one student: this is equitable accommodating.
Here's a problem I have with Special Services ... (to be continued):
