Inclusive Instruction [Read]
All Means All
In the previous section, you were introduced to the Continuum of Support for students - the heart of CA MTSS. Universal instruction, including Inclusive Academic, Inclusive Behavioral, and Inclusive Social-Emotional Learning, should be provided to ALL students in order to promote successful student outcomes.
When educators have a better understanding of inclusive practices, they can support students in developing their own "why." Just like us, students have uniquely different reasons for doing what they do. Being sensitive to the unique and varied "whys" of your students will help you move towards creating equitable school conditions and climate. High Leverage Practices (HLPs), Culturally Linguistically Relevant Teaching (CLRT), social-emotional learning (SEL), Mental Health supports, Trauma Informed Practices, and Universal Design for Learning (UDL) must be integrated at all levels of support to effectively meet the needs of all students.
The following lessons will define each of these critical elements. As you branch off into your role-specific pathway, you will be able to make specific connections to your work and how to utilize this information to support students.