tag:theconversation.com,2011:/ca/topics/inclusive-classrooms-18314/articlesInclusive classrooms – The Conversation2023-08-31T12:20:15Ztag:theconversation.com,2011:article/2047772023-08-31T12:20:15Z2023-08-31T12:20:15ZTrans students benefit from gender-inclusive classrooms, research shows – and so do the other students and science itself<figure><img src="https://images.theconversation.com/files/541976/original/file-20230809-15-2j6fem.jpg?ixlib=rb-1.1.0&rect=0%2C0%2C2121%2C1412&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Teaching sex and gender more accurately can counter gender stereotypes and encourage all students to study STEM.</span> <span class="attribution"><a class="source" href="https://www.gettyimages.com/detail/photo/girl-in-denim-t-shirt-with-rainbow-symbol-wear-royalty-free-image/1365444357">Iurii Krasilnikov/iStock via Getty Images Plus</a></span></figcaption></figure><p>Across the U.S., legislators are debating how and when sex and gender should be discussed in the classroom and beyond. Specifically, <a href="https://www.transformationsproject.org/state-anti-trans-legislation">these bills</a> are considering whether anything beyond male or female can be included in library books and lesson plans. These bills are part of a larger debate on how to define and regulate sex and gender, and there are no immediate answers that satisfy everyone.</p>
<p>Many of the bills draw on science to make claims about sex and gender. For example, <a href="https://www.flsenate.gov/Session/Bill/2023/1069">Florida House Bill 1069</a>, which legislates pronoun use in schools, assumes that all of a person’s sex markers – listed as sex chromosomes, “naturally occurring” sex hormones and internal and external genitalia at birth – will align as female or male “based on the organization of the body … for a specific reproductive role.” The bill claims that “a person’s sex is an immutable biological trait and that it is false to ascribe to a person a pronoun that does not correspond to such person’s sex.”</p>
<p>Invoking biology is a way to sound objective, but it’s not so simple. Science itself is still grappling with the nature of sex and gender.</p>
<p>My co-author Sam Long and I are <a href="https://doi.org/10.1525/abt.2021.83.7.427">high school</a> and <a href="https://scholar.google.com/citations?user=rZ-cbGUAAAAJ&hl=en">college science educators</a> who research how to <a href="https://www.genderinclusivebiology.com">increase student motivation, interest and retention in biology</a>. Our work and that of our colleagues show that teaching sex and gender more accurately in classrooms benefits not only gender-diverse students but all students and the field of science.</p>
<h2>Science of sex and gender</h2>
<p>Bills like Florida’s define sex as a binary set of biological traits. But scientists know that sex is far more complicated.</p>
<p>In nature, there is a <a href="https://doi.org/10.1371/journal.pbio.1001899">huge diversity</a> in how sexes are arranged within bodies. For example, the sex of some organisms is classified by the size of their gametes, or sperm and eggs. Some species produce both gametes in one body. Some change whether they produce sperm or eggs over their lifetime. Others technically don’t have a sex at all.</p>
<p>Sex in humans is actually an <a href="https://doi.org/10.4324/9780203127971">amalgamation of many traits</a>, which include the type of gametes a person produces as well as their reproductive tract anatomy, hormone levels and secondary sex characteristics like hair growth and chest shape. These traits are determined not just by a few genes on the X and Y chromosomes but also by a <a href="https://doi.org/10.1038/s41598-019-53500-y">myriad of genes</a> on other chromosomes as well as the <a href="https://doi.org/10.1038/s41598-019-53500-y">developmental environment</a>. When <a href="https://courses.lumenlearning.com/wm-biology1/chapter/reading-polygenic-inheritance-and-environmental-effects/">many genes</a> contribute to a trait, it appears as a continuum.</p>
<p>The continuum of human sex is illustrated by the experiences of intersex individuals. For nearly two out of every 100 people, a binary definition of sex <a href="https://www.hachettebookgroup.com/titles/anne-fausto-sterling/sexing-the-body/9781541672895/">would not work</a>. People <a href="https://theconversation.com/not-everyone-is-male-or-female-the-growing-controversy-over-sex-designation-172293">who are intersex</a> don’t have chromosomes, hormones or internal and external genitalia that completely match cultural expectations of what males and females should look like. Under these bills, what pronouns would they be allowed to use? There is <a href="https://doi.org/10.1038/518288a">no universal scientific rule</a> for pronoun assignment.</p>
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<figcaption><span class="caption">Sex is a spectrum.</span></figcaption>
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<p>If sex is not binary, then <a href="https://theconversation.com/sex-and-gender-both-shape-your-health-in-different-ways-98293">gender</a> – or personal perceptions of masculinity, femininity, a mix of both, or neither – cannot be either. A 2022 Pew Research Center survey found that roughly <a href="https://www.pewresearch.org/short-reads/2022/06/07/about-5-of-young-adults-in-the-u-s-say-their-gender-is-different-from-their-sex-assigned-at-birth/">1.6% of U.S. adults</a> describe their gender as not aligned with their sex assigned at birth, which can be captured by the terms transgender or nonbinary.</p>
<p>Overall, science <a href="https://doi.org/10.1086/692517">does not have a definitive answer</a> for how to define sex and gender in people that lawmakers can draw upon – science only indicates that these traits are nuanced and complex.</p>
<h2>Limiting teaching on sex and gender affects everyone</h2>
<p>Bills limiting how sex and gender are taught exacerbate the disproportionate obstacles that transgender students already face. The 2019 National School Climate Survey of over 16,700 students in the U.S., conducted by national education nonprofit Gay, Lesbian and Straight Education Network, or GLSEN, reported that trans teens in <a href="https://www.glsen.org/research/2019-national-school-climate-survey">schools without gender-inclusive curricula</a> experienced more bullying, a decreased sense of belonging, poor academic performance and low psychological well-being.</p>
<p>Restrictive bills also discourage LGBT students from studying science. The 2013 GLSEN Network National School Climate Survey found that LGBT teens were <a href="https://www.glsen.org/sites/default/files/2020-03/GLSEN-2013-National-School-Climate-Survey-Full-Report.pdf">less interested in majoring in STEM</a> and the social sciences when the high school classes they took in those fields were not taught with inclusive curricula. </p>
<p>I and my colleagues found similar downstream effects on <a href="https://doi.org/10.1187/cbe.21-12-0343">college students</a>: Trans and nonbinary students reported feeling isolated and uncomfortable in biology courses that teach sex and gender only as a binary. They felt they couldn’t form relationships with their teachers or peers, and this lack of a supportive personal network prevented them from requesting letters of recommendation or getting involved in research. Some dropped out of STEM, and many others contemplated it.</p>
<p>Limiting gender-inclusive curricula in schools can ultimately have negative effects on all students. Children begin <a href="https://doi.org/10.1146/annurev.psych.093008.100511">developing and testing</a> their understanding of sex and gender starting as young as 2 years old. Erasing gender diversity even in elementary schools reinforces <a href="https://doi.org/10.1037/amp0000307">inaccurate conceptions of sex and gender</a> that can last a lifetime. For example, a 2018 study of 132 college students found that those who read a paper emphasizing binary sex and typical gender roles exhibited <a href="https://doi.org/10.1007/s11199-017-0786-3">increased prejudice against transgender people</a>. A 2019 study of 460 eighth through 10th grade students found that those taught an oversimplified and inaccurate definition of sex – as defined by sex chromosomes – had increased beliefs about the genetic basis of sex and in <a href="https://doi.org/10.1002/sce.21502">stereotypes about men and women</a>, including unchangeable sex differences in intelligence and scientific ability. These studies suggest that teaching oversimplified narratives about sex and gender influences not only how students conceive sex and gender but also beliefs about their own and others’ abilities.</p>
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<a href="https://images.theconversation.com/files/541788/original/file-20230808-27-jcydy2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Protestors holding signs reading 'Protect trans kids' and other slogans" src="https://images.theconversation.com/files/541788/original/file-20230808-27-jcydy2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/541788/original/file-20230808-27-jcydy2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/541788/original/file-20230808-27-jcydy2.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/541788/original/file-20230808-27-jcydy2.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/541788/original/file-20230808-27-jcydy2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/541788/original/file-20230808-27-jcydy2.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/541788/original/file-20230808-27-jcydy2.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">People rally in front of the Kentucky State Capitol on Mar. 29, 2023, to protest the passing of Senate Bill 150, a ‘Don’t Say Gay’ bill that bans gender-affirming care for trans youth, limits discussion of LGBTQ topics in K-12 schools and allows teachers to misgender students.</span>
<span class="attribution"><a class="source" href="https://www.gettyimages.com/detail/news-photo/people-many-of-whom-are-adolescents-gather-during-a-rally-news-photo/1249909096">Jon Cherry/Stringer via Getty Images</a></span>
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<p>The trans and nonbinary college biology students we interviewed suggest there is another long-term harm of oversimplifying sex and gender: <a href="https://doi.org/10.1187/cbe.21-12-0343">lack of preparation</a> for a future career in science or medicine. An oversimplified understanding of sex and gender does not train students to work with the diverse patients and clients they might encounter, and it can <a href="https://mashable.com/article/transgender-healthcare">worsen health disparities</a> for trans people.</p>
<p>Lack of exposure to a broader range of sex and gender roles also limits potential scientific discoveries. Being taught only binary sex and genders biases the research questions scientists consider and the way they interpret their findings.</p>
<p>The study of <a href="https://theconversation.com/women-have-disrupted-research-on-bird-song-and-their-findings-show-how-diversity-can-improve-all-fields-of-science-142874">birdsong</a> offers one example of how this bias can influence research. A common stereotype is that male birds are more competitive than female birds. Because competition occurs partially through song, researchers studied birdsong only in males for a long time. Some scientists recently challenged these beliefs about sex roles by finding that females sing in <a href="https://doi.org/10.1098/rsbl.2019.0059">about 64% of songbird species</a>, opening doors to greater understanding of the function of birdsong.</p>
<h2>What educators and scientists can do</h2>
<p>When science is being misrepresented to justify oversimplified ideas about sex and gender in schools, scientists and science educators have an important role to play. </p>
<p>Sharing perspectives about gender diversity with school boards and elected officials can make a difference. Bringing conversations about sex and gender into the classroom can help all students feel seen and reduce gender stereotypes. Through his work with educators, my co-author, Sam Long, knows it can be intimidating to get into these conversations, but they do not have to be fights about who is right or wrong. Encouraging curiosity about human variation and questioning the portrayal of any trait as pathological simply because it is different or uncommon can help students think critically about sex and gender in respectful ways. </p>
<p>Disability advocates offer an <a href="https://odpc.ucsf.edu/clinical/patient-centered-care/medical-and-social-models-of-disability">inclusive approach</a> that focuses on changing the environment to fit the person rather than changing the person to fit the environment. Physical and mental variations do not inherently reduce a person’s ability to thrive; instead, it is environmental and culture barriers that are limiting or disabling. Educators can pose questions that encourage students to explore this idea. For example, red hair is as rare as intersex traits. Of the two, why are only intersex traits often framed as a disorder? Likewise, human height varies across people. How are buildings, products and services designed to accommodate a spectrum of heights? Why haven’t other physical variations been accommodated in the same way?</p>
<p>Initiatives like <a href="https://www.genderinclusivebiology.com/">Gender-Inclusive Biology</a>, <a href="https://projectbiodiversify.org/sex/">Project Biodiversity</a>, and <a href="https://welcomingschools.org/resources">Welcoming Schools</a> offer additional resources to help adapt the curriculum to acknowledge and celebrate variation in the living world. My co-author Sam is a founding member of Gender-Inclusive Biology.</p>
<p>Encouraging students to think critically about the complexity of sex and gender will encourage everyone to pursue their passions regardless of gender stereotypes, promote creative thinking in science and medicine and support trans students. In this way, teaching about sex and gender complexity can benefit everyone.</p><img src="https://counter.theconversation.com/content/204777/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Sarah Eddy receives funding from the National Science Foundation.</span></em></p>‘Don’t Say Gay’ bills claim to use science to justify a binary definition of sex based on certain traits. But the biology of sex and gender is not so simple.Sarah Eddy, Assistant Professor of Biological Sciences, Florida International UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1650632021-09-16T15:14:54Z2021-09-16T15:14:54ZBullying, racism and being ‘different’: Why some families are opting for remote learning regardless of COVID-19<figure><img src="https://images.theconversation.com/files/420606/original/file-20210912-27-1g4xtpz.jpg?ixlib=rb-1.1.0&rect=79%2C71%2C5223%2C3299&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">One parent of a child with physical disabilities said their child preferred online learning because 'his physical disabilities aren’t a barrier to inclusion ... '</span> <span class="attribution"><span class="source">(Shutterstock)</span></span></figcaption></figure><p>The COVID-19 pandemic has provoked a public debate about the value of learning online for elementary school students. Much of this dialogue <a href="https://www.macleans.ca/longforms/covid-19-pandemic-disrupted-schooling-impact/">has been negative</a>, with a focus on the experiences that children are missing by not being a part of in-person classrooms. </p>
<p>In an effort to learn more about remote education at the elementary level, we collected data from those with the most first-hand experiences — parents, students and teachers — in the form of a survey and interviews. </p>
<p>As we suspected, we found that the situation of online schooling is more complex than a simple “good” or “bad” — and the public dialogue is not telling the full story. We think it’s important to ask for whom and <a href="https://doi.org/10.1080/01421590802691393">when is online learning a good fit</a>. </p>
<h2>Parent, student, teacher surveys</h2>
<p>We are a team of multidisciplinary researchers with an interest in children’s rights and education who collaborate with community partners to better understand how to improve the equitable delivery of engaging educational experiences. </p>
<p>Through our program, the <a href="https://mcyu.mcmaster.ca/">McMaster Children and Youth University (MCYU)</a>, McMaster professors and students from different faculties and departments offer public lectures and community-based workshops designed to appeal to children, youth and families. </p>
<p>We recruited participants through e-mail requests for participation distributed in collaboration with the Hamilton Wentworth District School Board to those who experienced remote learning during the 2020-2021 academic year.</p>
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<img alt="The back of a boy sitting at a computer at home." src="https://images.theconversation.com/files/420849/original/file-20210913-15-1l2quzd.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/420849/original/file-20210913-15-1l2quzd.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/420849/original/file-20210913-15-1l2quzd.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/420849/original/file-20210913-15-1l2quzd.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/420849/original/file-20210913-15-1l2quzd.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/420849/original/file-20210913-15-1l2quzd.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/420849/original/file-20210913-15-1l2quzd.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">It’s important to consider: for whom and when is online learning a good fit?</span>
<span class="attribution"><span class="source">(Pexels/Valery)</span></span>
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<h2>Before the pandemic</h2>
<p>Online schooling existed in limited formats long before the pandemic and has been <a href="https://eric.ed.gov/?id=EJ909909">valuable for certain students and specific circumstances</a>.</p>
<p>In 2010, research reporting on national studies of school district administrators in the United States found the majority of “K-12 online learning is conducted at the secondary level where students are older and beginning to come into their own socially and emotionally.” It also found that the “basic reason K-12 schools are offering online and blended learning is to meet the special needs of a variety of students” — and that online learning is helpful for offering courses that are not otherwise available in schools and for reducing scheduling conflicts.</p>
<p>Students in remote areas, hospitalized students, incarcerated students, <a href="https://theconversation.com/mandatory-e-learning-is-a-problem-in-ontario-high-schools-133041">elite athletes, students with severe anxiety </a> and students who learn differently are also among those who have often <a href="https://doi.org/10.1080/15391523.2006.10782468">benefited from remote learning</a>. </p>
<h2>What students, families said</h2>
<p>While this year’s version of online learning must be contextualized as <a href="https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning">“emergency remote teaching,”</a>, many still found advantages to this format.</p>
<p>Specifically, some students found the lack of bullying, peer pressure and social anxiety were a welcomed change that allowed them to better focus on learning.</p>
<p>Others mentioned the comfort of being at home, the reduced stress around the morning rush, the extra time to sleep, the increased time with family and the ability to eat and have washroom breaks at will as all contributing to a more fruitful learning environment.</p>
<h2>Fewer barriers, safer learning environment</h2>
<p>One parent of a child with physical disabilities mentioned that their child preferred online learning because, “his physical disabilities aren’t a barrier to inclusion as much as they are in person.” This student already used a computer to learn, so they felt like they were no longer standing out as being “different.” </p>
<p>In fact, unlike the in-person experience, they were able to take on a leadership role that had previously been inaccessible. As explained by the parent:</p>
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<p>“He is very proficient online and this has provided opportunities for him to help others when he’s usually the one requiring all the help. He’s having his best year with remote learning […] now he’s just another kid.”</p>
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<p>In another example, a parent mentioned their relief knowing that their child will not be around school-based racism: “Racism is there, bullying is there in schools for brown kids. So staying away from school and study[ing] from home helped kids to be safe and away from bullying and racism.” </p>
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Read more:
<a href="https://theconversation.com/struggling-with-racial-biases-black-families-homeschool-kids-38694">Struggling with racial biases, black families homeschool kids</a>
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<p>As a result, not all families are eager to return to in-person education and many are opting to continue with remote learning regardless of public health recommendations.</p>
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<img alt="Family members sitting at a table while some pass by in a blur." src="https://images.theconversation.com/files/420840/original/file-20210913-12-pkle6f.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/420840/original/file-20210913-12-pkle6f.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/420840/original/file-20210913-12-pkle6f.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/420840/original/file-20210913-12-pkle6f.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/420840/original/file-20210913-12-pkle6f.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/420840/original/file-20210913-12-pkle6f.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/420840/original/file-20210913-12-pkle6f.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">For some students, staying at home meant being away from bullying and racism.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
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<h2>Some missed social interaction</h2>
<p>Of course, this is not to say that the transition to virtual learning was a seamless fit for everyone. Many parents, students and teachers recounted the negative issues associated with online learning. </p>
<p>Most notably, participants highlighted the lack of social interaction, the limited physical exercise, the increased amounts of screen time and tech issues as all contributing to an overall negative experience.</p>
<p>The variation in experiences is perhaps the very lesson that should come from this unique year: learners require many strategies and opportunities to learn effectively, and we should be sceptical of a one-size-fits-all model or even a one-size-fits-most model.</p>
<h2>Include children in conversations</h2>
<p>Additionally, it is important to include children in conversations about what is best for them. </p>
<p>At the onset of the pandemic, leaders, like the prime ministers of Canada, Denmark and Norway, <a href="https://doi.org/10.1177/0907568220977629">made direct appeals to the children</a> of their countries recognizing the importance of their participation. </p>
<p>But as we can see in reviewing debates about deciding on a return to in-person learning, children’s voices were largely left out. </p>
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Read more:
<a href="https://theconversation.com/world-childrens-day-young-people-deserve-to-be-heard-during-covid-19-149904">World Children’s Day: Young people deserve to be heard during COVID-19</a>
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<h2>Failures of traditional classrooms</h2>
<p>Based on our early findings, we caution against arguments that <a href="https://www.theglobeandmail.com/opinion/article-schools-are-reopening-but-disabled-children-have-been-forgotten/">solely champion the need to promptly return to in-person classrooms, as these arguments glorify traditional learning environments</a> and reinforce the idea that they are ideal for everyone. Our team continues to work on several papers related to equity and barriers to education to be published out of this research.</p>
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Read more:
<a href="https://theconversation.com/schools-after-coronavirus-seize-teachable-moments-about-racism-and-inequities-142238">Schools after coronavirus: Seize 'teachable moments' about racism and inequities</a>
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<p>Rather than using this moment to make a definitive call on remote education for elementary students, we should consider how we can be creative and re-imagine classroom formats to better meet all students where they are. </p>
<p>We are not advocating abandoning efforts at being inclusive and addressing power dynamics in the classroom. Rather, we must address the reality that testimony of positive experience in this alternative format demonstrates the need for multiple approaches.</p>
<p>Conversations about what post-COVID schooling looks like must consider the reality that traditional learning formats often <a href="https://doi.org/10.3102/00028312043002193">fail marginalized students</a>. We must create opportunities to bolster learning formats and processes that benefit students who face barriers to education via traditional schooling and delivery.</p><img src="https://counter.theconversation.com/content/165063/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Rebecca Collins-Nelsen receives funding from SSHRC and McMaster University Covid-19 Stream 2.</span></em></p><p class="fine-print"><em><span>J. Marshall Beier receives funding from SSHRC.</span></em></p><p class="fine-print"><em><span>Sandeep Raha receives funding from McMaster Covid-19 funding, Stream 2 and SSHRC</span></em></p>Traditional learning formats often fail marginalized students. We should be skeptical of a ‘one-size-fits-all’ or even ‘one-size-fits-most’ model.Rebecca Collins-Nelsen, Postdoctoral Scholar, McMaster Children and Youth University, Department of Pediatrics, McMaster UniversityJ. Marshall Beier, Professor, Political Science, McMaster UniversitySandeep Raha, Associate professor, Department of Pediatrics, McMaster UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/959342018-05-03T02:16:32Z2018-05-03T02:16:32ZGonski 2.0: there is evidence inclusive schooling will help those left behind<figure><img src="https://images.theconversation.com/files/217378/original/file-20180503-153900-g8updp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">The benefits of mixed-ability classes are shared by all.</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>The recently released <a href="https://docs.education.gov.au/system/files/doc/other/662684_tgta_accessible_final.pdf">Gonski 2.0 Review</a> aimed to examine how school funding should be used to improve school performance and student outcomes. A particular area of focus was to <a href="https://docs.education.gov.au/node/43571">improve outcomes</a> across all student cohorts including disadvantaged and vulnerable students, and academically advanced (“gifted”) students. </p>
<p>The report sets out a radically different vision of Australian school education but does not fully explain how this vision can be achieved. </p>
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<strong>
Read more:
<a href="https://theconversation.com/gonski-review-reveals-another-grand-plan-to-overhaul-education-but-do-we-really-need-it-93119">Gonski review reveals another grand plan to overhaul education: but do we really need it?</a>
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<p>This omission has been rightly criticised. But there has been little acknowledgement of the positives in the report or the problems it seeks to address. These problems are real and are important to confront as they affect us all and <a href="https://www.economist.com/news/special-report/21700760-artificial-intelligence-will-have-implications-policymakers-education-welfare-and?fsrc=scn/fb/te/pe/ed/reeducatingrita">will increase in the future</a>.</p>
<p>By far the biggest problem is more than one quarter of Australian school students are “<a href="http://www.mitchellinstitute.org.au/reports/educational-opportunity-in-australia-2015-who-succeeds-and-who-misses-out/">missing out</a>” from their school education. This affects their ability to participate in an increasingly high skills economy, setting them up for a lifetime of precarious work or welfare dependency. </p>
<p>The presumption has always been that these students just aren’t “smart enough” to “keep up” and seldom is the need to do so questioned. Gonski 2.0 changes that by recognising and challenging deep fault lines in our education system that have extremely negative equity effects.</p>
<h2>What’s the problem?</h2>
<p>The report notes our current age/grade system leaves too many students behind. It acknowledges the huge range in the learning readiness of students the same age, <a href="https://www.education.gov.au/review-achieve-educational-excellence-australian-schools">stating</a> the:</p>
<blockquote>
<p>most advanced students in a year group can be five to six years ahead of the least advanced. </p>
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<p>The presence of this gap does not mean students at the lower end are destined to remain there. These students can and do <a href="http://journals.sagepub.com/doi/abs/10.3102/0034654316687036">succeed</a>, but it takes the right supports from expert teachers and the time to provide them.</p>
<p>Yet, our system is currently structured in such a way that those who fall behind get left behind. This is because the <a href="https://www.australiancurriculum.edu.au/">Australian curriculum</a> is content heavy and the pressure to cover this content over the course of a year leaves teachers with little time to provide the individualised support <a href="http://www.educationcouncil.edu.au/site/DefaultSite/filesystem/documents/Reports%20and%20publications/ED17-0046%20SCH%20NCCD%20Report%202017_ACC.PDF">needed by almost one in five Australian students</a>. </p>
<p>“Summative assessment”, or benchmarking, is used as a blunt tool to determine what students have or have not learned. They are then graded A-E against the achievement standards. In some schools they’re also ranked against their peers. </p>
<p>By the end of their schooling, some <a href="http://www.mitchellinstitute.org.au/wp-content/uploads/2015/11/Educational-opportunity-in-Australia-2015-Who-succeeds-and-who-misses-out-19Nov15.pdf">26% have still not achieved a Year 12 Certificate</a> or its equivalent.</p>
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<h2>What is Gonski’s solution?</h2>
<p>The report proposes a “<a href="https://www.smh.com.au/politics/federal/malcolm-turnbull-backs-gonski-2-0-blueprint-for-radical-overhaul-of-australian-curriculum-20180429-p4zcaq.html">radical</a>” new approach based on: </p>
<ul>
<li><p>all students being educated in mixed-ability classrooms </p></li>
<li><p>greater use of formative assessment to determine where students are in their learning </p></li>
<li><p>differentiated teaching to meet students at their respective point of need</p></li>
<li><p>a redirection in focus from comparative achievement against an age/grade standard to individual growth in achievement against a defined <a href="https://rd.acer.org/article/a-learning-pathway">learning progression</a>.</p></li>
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<img alt="" src="https://images.theconversation.com/files/216787/original/file-20180430-135825-nhuvip.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/216787/original/file-20180430-135825-nhuvip.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=805&fit=crop&dpr=1 600w, https://images.theconversation.com/files/216787/original/file-20180430-135825-nhuvip.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=805&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/216787/original/file-20180430-135825-nhuvip.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=805&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/216787/original/file-20180430-135825-nhuvip.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1012&fit=crop&dpr=1 754w, https://images.theconversation.com/files/216787/original/file-20180430-135825-nhuvip.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1012&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/216787/original/file-20180430-135825-nhuvip.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1012&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="attribution"><span class="source">The Conversation/Federal government</span>, <a class="license" href="http://creativecommons.org/licenses/by-nd/4.0/">CC BY-ND</a></span>
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<p>Some commentators have <a href="https://www.smh.com.au/education/gonski-2-0-report-a-fail-20180430-p4zci8.html">criticised the lack of supporting evidence</a> and it’s true the report relies heavily on a select range of sources and does not make the grade in terms of academic rigour. This does not mean the ideas proposed or practices described are fanciful or have no evidence to support them. </p>
<p>Take, for example, the concept of teaching students in mixed-ability classrooms, the use of formative assessment, and differentiated teaching. While these might sound radical when combined into a new vision for school education, each has evidence to support them. They’re all elements of inclusive practice.</p>
<h2>The evidence for inclusive education</h2>
<p>The benefits of mixed-ability classes are shared by all. There are a range of important <a href="http://alana.org.br/wp-content/uploads/2016/12/A_Summary_of_the_evidence_on_inclusive_education.pdf">academic and social benefits</a> for students with disabilities (including improved memory and stronger language and literacy and mathematics skills), as well as <a href="https://www.researchgate.net/publication/314288511_Academic_achievement_of_students_without_special_educational_needs_in_inclusive_classrooms_A_meta-analysis">students without disability</a> (such as social and emotional development). </p>
<p>Ability “streaming”, which involves assigning students of the same grade into ranked classes based on prior achievement or perceived ability levels, has a <a href="http://journals.sagepub.com/doi/10.3102/0034654316675417">neglible effect</a> on achievement and profoundly <a href="http://www.curriculum.edu.au/leader/is_time_up_for_ability_grouping,22535.html?issueID=11280">negative consequences</a> for lower ranked students. Despite <a href="https://www.sciencedirect.com/science/article/pii/S0883035517303725?via%3Dihub">strong evidence</a> against streaming, many schools still stream classes by ability and some education systems stream entire schools. </p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/the-way-schools-cope-with-learning-difficulties-is-doing-more-harm-than-good-36544">The way schools cope with learning difficulties is doing more harm than good</a>
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<p>Formative assessment is feedback given to students during the course of their learning, and can help students understand what progress they have made and what the next steps are. It has been highlighted as <a href="http://evidenceforlearning.org.au/toolkit/feedback/">one of the most effective practices</a> a school can adopt to individualise learning for all students with long-standing and consistent <a href="https://www.gla.ac.uk/t4/learningandteaching/files/PGCTHE/BlackandWiliam1998.pdf.">evidence</a> to support its use. Teachers can also use the information to differentiate their teaching to ensure that they are truly teaching each student based on their needs. </p>
<p>Teachers differentiate when they provide appropriately challenging work for all students, using a variety of means to help them engage with the content and demonstrate their learning. There is evidence <a href="https://files.eric.ed.gov/fulltext/EJ810785.pdf">whole-school models</a> of differentiation can improve academic outcomes and close achievement gaps including in <a href="https://files.eric.ed.gov/fulltext/EJ758174.pdf">high stakes tests</a>. Teachers who have the opportunity to practice differentiated instruction and receive ongoing professional development develop competency and <a href="https://pdfs.semanticscholar.org/1b37/11f29187bf84e51a91aebd051a7ba63cec88.pdf">stronger belief</a> in their own capability. </p>
<h2>Inclusion is better for everyone</h2>
<p>In offering a bold vision for the future, the Gonski 2.0 report has encouraged Australia to help more of our young people successfully navigate a precarious future. </p>
<p>More flesh is needed to make this vision a reality but the individual components that make up the vision are not radical and, if done well, can enhance students’ learning experiences and outcomes. And that is better for everyone.</p><img src="https://counter.theconversation.com/content/95934/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Linda J. Graham receives funding from the Australian Research Council and the QLD Department of Education & Training Education Horizon scheme. She is on the Board of All Means All - Australian Alliance for Inclusive Education (AMA), and co-convenes the Inclusive Education Special Interest Group for the Australian Association for Research in Education (AARE).</span></em></p><p class="fine-print"><em><span>Ilektra Spandagou is affiliated with the Academic Advisory Panel of All Means All, Australian Alliance for Inclusive Education (AMA), and is a co-convener of the Inclusive Education SIG of the Australian Association for Research in Education </span></em></p><p class="fine-print"><em><span>Kate de Bruin has previously received funding from the Commonwealth Department of Education and Training relating to the Nationally Consistent Collection of Data for Students with Disability. She is an Academic Board Member of All Means All - Australian Alliance for Inclusive Education</span></em></p>There is good evidence behind some of the recommendations from the Gonski review that will help all students, particularly those who get left behind.Linda J. Graham, Professor in the School of Early Childhood & Inclusive Education, Queensland University of TechnologyIlektra Spandagou, Senior lecturer, University of SydneyKate de Bruin, Researcher in Inclusive Education, Monash UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/875012017-12-07T19:14:32Z2017-12-07T19:14:32ZWe have marriage equality, now we need LGBTQi+-inclusive sexuality education in schools<figure><img src="https://images.theconversation.com/files/197250/original/file-20171201-30919-1oqope0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">LGBTQi+-inclusive sexuality education reduces negative stereotypes and biases, creating a safer school environment for LGBTQi+ students.</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>The results of the <a href="https://marriagesurvey.abs.gov.au/results/">same-sex marriage postal survey</a> were clear: Australia voted in favour of equality. The marriage equality bill has passed, and the mandate to deliver inclusive sexuality education in schools is more pressing than ever. LGBTQi+-inclusive sexuality education should embrace diversity in the classroom, the staff-room and in whole-of-school policies. </p>
<p>LGBTQi+-inclusive sexuality education <a href="https://link.springer.com/article/10.1007%2Fs10964-017-0638-z">reduces negative stereotypes</a> and biases, creating a safer school environment for LGBTQi+ students. When schools adopt inclusive policies across all school curricula (not just sexuality education), <a href="http://www.tandfonline.com/doi/abs/10.1080/14681811.2015.1042573">all students feel safer</a>.</p>
<h2>How many young Australians identify as LGBTQi+?</h2>
<p>The acronym stands for lesbian, gay, bisexual, transgender, queer, intersex and more. Adolescents might not want a specific label, or might not feel safe disclosing their identities or attractions. So, we’re talking about a varied group, and about a lot of our country’s young people. </p>
<p><a href="http://www.redaware.org.au/wp-content/uploads/2014/10/31631-ARCSHS_NSASSSH_FINAL-A-3.pdf">Around 10%</a> of Australian secondary students are same-sex attracted. <a href="http://www.publish.csiro.au/SH/SH14117">A smaller percentage</a> will identify as gay, lesbian or bisexual. </p>
<p><a href="https://www.rch.org.au/uploadedFiles/Main/Content/adolescent-medicine/Australian%20Standards%20of%20Care%20and%20Treatment%20Guidelines%20for%20Trans%20and%20Gender%20Diverse%20Children%20and%20Adolescents.pdf">Gender identity</a> is how an individual conceives of themself as male, female, both or neither. Usually, this develops in the pre-school years. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/when-do-children-develop-their-gender-identity-56480">When do children develop their gender identity?</a>
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</em>
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<p>We don’t have good Australian data yet, but <a href="http://www.sciencedirect.com/science/article/pii/S1054139X13007532?via%3Dihub">a national survey</a> in New Zealand found 1.2% of secondary students identified as transgender. </p>
<p>About 1.7% of children are intersex, <a href="https://oii.org.au/18106/what-is-intersex/">which means</a> they are born with physical sex characteristics that don’t fit medical and social norms for female or male bodies. A recent <a href="https://oii.org.au/demographics/">survey</a> suggested intersex adults are more likely to be non-heterosexual.</p>
<h2>What does LGBTQi+-inclusive sexuality education look like?</h2>
<p>The United Nations Educational, Scientific and Cultural Organisation <a href="http://unesdoc.unesco.org/images/0018/001832/183281e.pdf">defines</a> “comprehensive sexuality education” as being age-appropriate, culturally relevant, scientifically accurate and non-judgemental and acknowledges diversity. This means it includes information about, and resources relevant to, sexuality and gender diverse students. </p>
<p>Comprehensive sexuality education also addresses values, relationships, consent and pleasure, and provides information about access to relevant health services. It has a positive impact on knowledge, decision-making skills, communication with parents or carers, and use of protection against pregnancy and sexually transmitted infections (STIs) for sexually active students. </p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/rational-modern-sex-education-is-a-must-for-all-aussie-kids-44226">Rational, modern sex education is a must for all Aussie kids</a>
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<p><a href="https://egale.ca/wp-content/uploads/2016/01/Every-Teacher-Project-Final-Report-WEB.pdf">Canada</a> and some states in the <a href="https://assets2.hrc.org/files/assets/resources/HRC-SexHealthBrief-2015.pdf?_ga=2.213552980.1309366706.1512341963-1810676805.1512341963">USA</a> already mandate LGBTQi+-inclusive sexuality education. </p>
<p>Australia now has a <a href="https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-physical-education/?year=12993&year=12994&year=12995&year=12996&year=12997&year=12998&strand=Personal%2C+Social+and+Community+Health&strand=Movement+and+Physical+Activity&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+Und">national curriculum</a> on Health and Physical Education that generally adopts these principles. </p>
<p>The problems are insufficient time, training, resources and policy support. This <a href="http://www.latrobe.edu.au/__data/assets/pdf_file/0018/135450/SexEducationinAustSecondarySchools2010-1-5-2011.pdf">makes it difficult</a> for many of our teachers to cover the range of topics that constitute comprehensive sexuality education for all students. A massive <a href="http://www.glhv.org.au/files/wti3_web_sml.pdf">44% of same-sex attracted</a> Australian young people rated their sex education at school as not useful at all.</p>
<h2>What do young people want to know?</h2>
<p><a href="http://www.youthsexuality.com.au/files/9814/5801/5069/It_is_not_all_about_sex_Research_Report_16.3.16.pdf">A recent survey</a> of 2,000 students in Victoria and South Australia found young people want less repetition of biology and more information about gender diversity, violence in relationships, sexual pleasure, intimacy and love. </p>
<p>I was the medical writer for <a href="http://www.dolly.com.au/dolly-doctor">Dolly Doctor</a> for 23 years before the magazine closed. I found adolescents’ concerns about sex were mostly about changing bodies, feelings of arousal and attraction (including same-sex attraction), and relationships. Adolescents who were thinking about having sex wanted information about consent, communication, how to negotiate various types of sexual experiences, and pleasure.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/197909/original/file-20171206-31104-8t95kc.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/197909/original/file-20171206-31104-8t95kc.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/197909/original/file-20171206-31104-8t95kc.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/197909/original/file-20171206-31104-8t95kc.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/197909/original/file-20171206-31104-8t95kc.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/197909/original/file-20171206-31104-8t95kc.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/197909/original/file-20171206-31104-8t95kc.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Heterosexual and LGBTQi+ young people generally want information about the same kinds of things when it comes to sexual education.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
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<p><a href="https://www.ncbi.nlm.nih.gov/pubmed/24003908">Research</a> among LGBTQi+ young people found tthey would like specific content about STI patterns in non-heterosexual relationships, how to prevent STIs, information about anatomy and diversity, more information in general about relationships, and where to find relevant resources and services.</p>
<p>Basically, when it comes to sexuality, heterosexual and LGBTQi+ young people are curious about the same things. They want to know about bodies and how they work, emotions (love, pleasure, desire and intimacy), relationships and consent, safety, STIs and how risk varies, contraception, and where to go for help with these things. More than this, they have <a href="https://www.humanrights.gov.au/convention-rights-child">the right</a> to know. </p>
<h2>What should happen now?</h2>
<p>The school environment should promote understanding of and respect for sexuality and gender diversity. Policies and programs to address homophobic and transphobic abuse and support the professional development of school staff, are crucial to inclusive sexuality education. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/making-schools-safer-and-more-welcoming-for-lgbtqi-students-39858">Making schools safer and more welcoming for LGBTQI students</a>
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</em>
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<p><a href="http://healthywa.wa.gov.au/%7E/media/Files/HealthyWA/Original/Sexual-health/SexualhealthParentsShortReport.pdf">Involving parents</a> in information sessions within schools and listening to their views helps alleviate concerns. </p>
<p>A <a href="http://www.tandfonline.com/doi/abs/10.1080/14681811.2017.1301904">recent study</a> of 342 Australian parents found the majority support sexuality education in primary school, including information about same-sex attraction. This was because it can be difficult for them to discuss at home, but they believe it’s important for children to learn about. </p>
<p>Respectful classrooms are great places for young people to learn about sexuality and where to go for relevant information. Much better than the sorts of places the internet could take them if they Google. Leaving young people to figure it out themselves because we’re nervous or uncomfortable could result in ill-informed decision-making. It also withholds knowledge that is their right to have. Sexuality education should be empowering and provide young people with the skills to live sexually healthy lives.</p>
<p>Marriage equality has been a long time coming. Let’s treat our sexuality and gender diverse young people with the respect they deserve.</p><img src="https://counter.theconversation.com/content/87501/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Melissa Kang does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Leaving young people to figure sexuality and sex out themselves could result in ill-informed decision-making, and withholds knowledge that is their right to have.Melissa Kang, Associate professor, University of Technology SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/691972017-02-16T03:19:46Z2017-02-16T03:19:46ZHow robots could help chronically ill kids attend school<figure><img src="https://images.theconversation.com/files/157022/original/image-20170215-27409-1442ldw.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Too sick to attend school in person, but perfectly able to participate with a robot's help.</span> <span class="attribution"><a class="source" href="http://www.apimages.com/metadata/Index/Robot-In-School/7d6e2f2cf8684285990994f7eccba5b2/4/0">AP Photo/David Duprey</a></span></figcaption></figure><p>Over the past century, American schools have integrated an <a href="http://www.tolerance.org/magazine/number-25-spring-2004/feature/brown-v-board-timeline-school-integration-us">ever-more-diverse group</a> of students. Racial integration is most prominent, but it’s not just Native Americans, blacks and Latinos who have been brought into public education. Schools today serve children with conditions on the autism spectrum, Down syndrome and many other medical issues. But there is one group of children who still cannot attend school: those with serious chronic illnesses.</p>
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<a href="https://images.theconversation.com/files/157023/original/image-20170215-27433-1cjh83l.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/157023/original/image-20170215-27433-1cjh83l.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/157023/original/image-20170215-27433-1cjh83l.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=600&fit=crop&dpr=1 600w, https://images.theconversation.com/files/157023/original/image-20170215-27433-1cjh83l.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=600&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/157023/original/image-20170215-27433-1cjh83l.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=600&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/157023/original/image-20170215-27433-1cjh83l.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=754&fit=crop&dpr=1 754w, https://images.theconversation.com/files/157023/original/image-20170215-27433-1cjh83l.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=754&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/157023/original/image-20170215-27433-1cjh83l.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=754&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">A rolling screen with a camera, microphone and speakers.</span>
<span class="attribution"><a class="source" href="https://www.flickr.com/photos/thoughtwax/10833883573/">Emmett Connolly, thoughtwax/flickr</a>, <a class="license" href="http://creativecommons.org/licenses/by-nc/4.0/">CC BY-NC</a></span>
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<p>These homebound students, who may have cancer, heart disease, immune system disorders or other illnesses, appear to be the last excluded population in the U.S. education system. Until recently, there has not been a way to include them in school without great risk to their health. Technology has given us a new, powerful option to finally <a href="https://thejournal.com/articles/2016/05/17/robotic-telepresence-device-allows-student-to-attend-school-virtually.aspx">include these students</a> – the <a href="https://www.washingtonpost.com/local/education/peytons-awesome-virtual-self-a-robot-that-allows-girl-with-cancer-to-attend-school/2015/11/28/ad481a00-9258-11e5-a2d6-f57908580b1f_story.html">telepresence robot</a>.</p>
<p>Telepresence robots allow their users to see, hear, move around and interact in real time with people in faraway places. They offer a way to finally include chronically ill children in <a href="http://www.sheboyganpress.com/story/news/2015/12/07/robot-attends-school-young-cancer-patient/76737008/">traditional school learning environments</a>. The homebound child <a href="http://www.centralmaine.com/2015/12/26/robot-allows-newport-eight-grader-to-attend-school/">operates the robot from home</a>, setting a rolling camera-speaker-screen in motion to engage in small group discussions, travel from classroom to classroom, join friends at recess or lunch break and even attend after-school and extracurricular activities, such as choir or Boy Scouts.</p>
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<figcaption><span class="caption">Robot avatars in the classroom.</span></figcaption>
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<p><a href="http://goo.gl/2N97am">Our initial research</a> shows that the robots help students overcome isolation and are accepted by most classmates. And crucially, they help students keep up with their peers in schoolwork. One teacher in our study said the robot helps a remote student academically because “he needs to know his fractions [for] when he comes back to school.”</p>
<h2>Benefiting all students</h2>
<p>There are <a href="http://www.biomedsearch.com/article/School-reentry-students-with-chronic/142682714.html">as many as a million</a> American students homebound because of severe illness. They are not covered by any federal education guidelines and <a href="http://chronicaction.org/tag/discrimination-against-students-with-chronic-illnesses/">state guidelines are inconsistent</a>. Even the sweeping federal <a href="https://www.law.cornell.edu/uscode/text/20/chapter-33">Individuals with Disabilities Education Act</a> ignores this group of students. </p>
<p>Often, the best these students can hope for is that their school district will send a traveling teacher to their home to provide <a href="http://www.cde.ca.gov/sp/eo/hh/">individual tutoring</a> for one to five hours per week. While this is better than nothing, it is <a href="http://www.dx.doi.org/10.1111/j.1467-8624.2010.01564.x">not even close to an adequate substitute</a> for the educational and social benefits of daily participation in the classroom.</p>
<p>Home instruction services do not typically take into account homebound <a href="https://pdfs.semanticscholar.org/5e48/4ff5c1ff839204fbc3ded25eeca04b3a5dce.pdf">students’ overall academic or social needs</a>. We were recently contacted by an attorney in New Jersey <a href="http://www.toplawpractices.com/lawpractice/146484832062505/Callahan+%26+Fusco+LLC">representing a 16-year-old student with multiple illnesses</a>. The student is expected to be out of school for more than one full academic year. His school district has refused to allow school attendance via robot. His parents are so concerned about their son’s isolation they have gone to court to try to force a change.</p>
<h2>Making a difference</h2>
<p>Robots can really help sick students. Daniel is a sixth grader with cancer <a href="http://goo.gl/2N97am">whose case we reviewed</a>. He was too ill to attend class, and his family had trouble paying for childcare during the day while his parents were at work. As a result, he spent most days at home alone. He was failing in school, completely isolated from his friends and became depressed. </p>
<p>Daniel’s first school district would not allow him to use a telepresence robot, so his family moved to a school district that would. When he started to attend school from home via robot, he thrived. He caught up in school, passed sixth grade, enjoyed “hanging out” with his classmates and started to feel much more optimistic about life.</p>
<p>The classmates of chronically ill children like Daniel appear to benefit as well. Students don’t have to wonder what happened to their classmate, or experience a long absence as something like a disappearance. And the homebound student can continue contributing to the classroom environment. In addition, of course, all students – and teachers – get firsthand experience with innovative robotic technology.</p>
<h2>Technology is the solution and the problem</h2>
<p>One reason telepresence robots aren’t more widely used may be financial. Schools receive state and federal funding based on the <a href="https://nces.ed.gov/programs/digest/d11/tables/dt11_043.asp">average daily attendance</a> of the students they serve. In a number of states, home instruction services are included as part of that calculation, but school attendance via telepresence robot is not. </p>
<p>In California, for example, if a district sends a tutor for a total of five hours per week to a student’s house, the district will get the <a href="https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=EDC&sectionNum=48206.3.">same amount of money</a> as if that student were in class for five full days. Just one hour of home instruction is considered equivalent – for funding purposes – to a full day of school attendance. And California districts do not receive any funding for students using telepresence robots, even if a student were to use a robot to attend class all day every day of the week.</p>
<p>However, we have found that the biggest reason for not using the robot is fear of risk. Many school districts tell us they are worried that the robot’s camera, which projects classroom events but does not record them, could allow parents or other adults in the home to observe classroom instruction and perhaps critique it. The technology that helps a homebound student attend school also creates concerns about teacher and classmate privacy. Educators need to understand the technology and find ways to <a href="https://www.researchgate.net/publication/312594680_Social_Rules_for_Going_to_School_on_a_Robot">ensure student privacy</a> in both the home and the classroom.</p>
<h2>A first step</h2>
<p>Telepresence robots are not a panacea to solve all the problems of homebound children with chronic illnesses. But they offer a way to allow these children to remain in school and connected to their classmates. Research suggests that <a href="https://doi.org/10.1177/002221949302600204">social connectedness contributes</a> to chronically ill children’s well-being. </p>
<p>The time and the technology are ripe to include these students in their local schools at long last. Federal, state and local education officials will all need to act together to end this segregation. If educators and policymakers believe chronically ill students have a right to attend their local schools via robot, they will create legislation and policies that meet the learning needs of these students. Recently a bill was introduced in the Maryland state legislature that would <a href="http://mgaleg.maryland.gov/webmga/frmMain.aspx?id=HB197&stab=01&pid=billpage&tab=subject3&ys=2017rs">help public schools purchase telepresence robots</a> or other remote-participation systems for chronically ill students who are not able to attend class in person.</p>
<p>Next, schools and scholars will have to evaluate how well they work. As these robots become more widely used, formal objective studies of their use in schools should help teachers and administrators feel more comfortable using the systems, and <a href="https://www.researchgate.net/publication/312594680_Social_Rules_for_Going_to_School_on_a_Robot">allay privacy and other concerns about allowing two-way video access</a> into classrooms. History shows that every time a new group of students is integrated into public classrooms, <a href="http://dx.doi.org/10.1111/1467-8527.00024">all children benefit</a>.</p><img src="https://counter.theconversation.com/content/69197/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Students with chronic illness often get only a few hours of education a week. Telepresence robots could let them participate fully in classroom and school activities.Veronica Ahumada-Newhart, Ph.D. Candidate in Education, University of California, IrvineMark Warschauer, Professor of Education and Informatics, University of California, IrvineLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/428012015-06-30T10:16:55Z2015-06-30T10:16:55ZCurriculum matters when it comes to kindergarten friendships<figure><img src="https://images.theconversation.com/files/86746/original/image-20150629-9099-2kdx8z.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Friendships could prevent later bullying.</span> <span class="attribution"><a class="source" href="https://www.flickr.com/photos/mariagraziamontagnari/14569889109/in/photolist-ocuuqD-dv8Waf-896DDk-4vqYZ4-8p4Gy-fjBQ7x-5ZZxpm-dLVgxC-pNJEyw-8rUrs1-bDPF8J-piiFnK-8xxtPy-4TWtdB-8rRtjp-8aZks2-4fta2J-aW1PoH-nYTdHE-7AiWEt-pigvHv-9yaPbz-dgZQXD-9ydKRW-61tTpN-64Ueo1-4meLqv-oEiRRP-e57Neq-5gYoFa-9ydKRJ-9ydKRS-9ydKRC-8VDxcE-6AhXfg-8rUvkE-8rUtwb-4iWh2R-6FUhqH-pDP1WN-qGhXLa-8HpsMe-8vVqqW-ERpHQ-4juZU1-5XSvon-ax5Yo-cLQ4D5-8HGgYT-9ydKRq">Maria Grazia Montagnari</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span></figcaption></figure><p>Friendship is often described as a major outcome of <a href="http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf">early childhood inclusive</a> classrooms that support all children, irrespective of their abilities.</p>
<p>Friendships provide children with joy, laughter and comfort. They may also prevent later <a href="http://ecx.sagepub.com/content/80/3/368.full.pdf">bullying</a> and support smoother <a href="http://ies.ed.gov/ncser/pdf/20093016.pdf">transitions</a> into kindergarten for children with a range of disabilities. Friendships are considered a vital developmental milestone for <em>all</em> children.</p>
<p>Yet, <a href="http://www.wsj.com/video/the-end-of-the-childhood-best-friend/2EF37676-8028-4BCE-9880-2EA6879B02BB.html">developing close relationships</a> may be difficult for some children. This is especially true for children who enter school without well-developed <a href="http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic-skills-are-key-to-success-but-what-should-we-call-them?utm_campaign=storyshare&utm_source=twitter.com&utm_medium=socia">social-emotional</a> skills. About <a href="http://ectacenter.org/eco/assets/pdfs/childoutcomeshighlights.pdf">40% of children</a> with disabilities, for example, enter kindergarten without developing age-appropriate skills in this area. </p>
<p>So, what impact does curriculum have on the development of friendships for children with disabilities? And how can teachers help nurture these friendships? </p>
<h2>Investigating the impact of curriculum</h2>
<p>To answer these questions, we conducted a <a href="http://tec.sagepub.com/content/early/2015/03/04/0271121415571419.abstract">study</a> that included 110 kindergarteners, 26 of whom had disabilities, within six classrooms across a Midwest and a New England state. </p>
<p>This study took place as part of another longer-term research project in which teachers were <a href="http://ies.ed.gov/funding/grantsearch/details.asp?ID=618">randomly assigned</a> to use either a <a href="http://ecx.sagepub.com/content/63/3/405.abstract">“disability-awareness curriculum”</a> or a modified <a href="http://literasci.com">science curriculum</a>. </p>
<p>In our study, curricula included similar components of <a href="http://yec.sagepub.com/content/18/1/30.full.pdf+html">class-wide book readings and teacher-led discussions</a>, “cooperative learning groups” (a teaching strategy that brings together groups of students with different abilities), and a classroom <a href="http://ecl.sagepub.com/content/early/2015/04/13/1468798415577870.full.pdf+html">lending library</a> to promote shared reading at home. </p>
<p>These curricula were chosen because they were alike in some ways. Both allowed teachers to focus discussions on similarities between the book content and kindergarteners. And both could include the three core components (ie, book reading, cooperative groups, and home literacy). </p>
<p>What we found surprised us. The number of close friendships among children with disabilities significantly increased in classrooms where the science curriculum was implemented.</p>
<h2>Examining the results more closely</h2>
<p>Implementation of the two curricula was designed to create similar opportunities for interactions between children with and without disabilities. </p>
<p>In their classrooms, children participated in similar activities: they were read books and encouraged to participate in discussions either about disability or science-related topics. Each week, children were able to take one of the books home that was read to them at school. </p>
<p>However, the cooperative learning groups were designed differently. In the cooperative learning groups for the science curriculum, children focused on science activities that were more outcome-orientated (eg, making bird nests, measuring worms). </p>
<p>In the cooperative learning groups for the disability-awareness curriculum, children participated in play-based activities with open-ended materials and toys (eg, farm animals and a barn, pretend kitchen set and food). </p>
<p>Our observations of children’s play during the cooperative learning groups suggest that participating children with disabilities may not have had the skills needed to fully engage in the group’s play. </p>
<p>For example, some children struggled to enter into ongoing play. During one such activity, a child was playing with a “pretend cash register” and another child with a disability wanted a turn with it. The child asked his peer if he could play with it. However, the peer said no. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/86770/original/image-20150629-9062-12ripgb.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/86770/original/image-20150629-9062-12ripgb.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=399&fit=crop&dpr=1 600w, https://images.theconversation.com/files/86770/original/image-20150629-9062-12ripgb.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=399&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/86770/original/image-20150629-9062-12ripgb.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=399&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/86770/original/image-20150629-9062-12ripgb.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=501&fit=crop&dpr=1 754w, https://images.theconversation.com/files/86770/original/image-20150629-9062-12ripgb.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=501&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/86770/original/image-20150629-9062-12ripgb.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=501&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Intentionally planned activities can help children with disabilities learn how to develop friendships.</span>
<span class="attribution"><a class="source" href="https://www.flickr.com/photos/rleyesa/8543566849/in/photolist-e1Y1LH-e24B1G-e1XSgR-3JJvSc-4kbcZj-4NNeWA-e8eCxt-5KU5Zj-dPd7GZ-5SDXuv-4NDy6D-479zyG-4NN5zW-4NN4oL-4NNgtm-4NHSXB-4NN1B3-4NN75m-4NHJLn-4NHJaP-4NNix9-e8eCHc-MoyB-uRLCM-v8G2P-v8G3X-v8FSk-v8FQ2-Moz1-K4A1T-4es1rJ-MoA5-MoBm-qrRQF-v8EUR-65cVcT-5SwH67-5RzjKq-uvze4-qrRcf-5SJhMS-LcGmT-gyvzbx-6cwNac-6cAUB9-mZHJCX-7QgGac-mZHKha-91XVeX-eabD11">ray leyesa</a>, <a class="license" href="http://creativecommons.org/licenses/by-nc-nd/4.0/">CC BY-NC-ND</a></span>
</figcaption>
</figure>
<p>In response, the child repeated his same question again and again, receiving the same response from his peer. The child with a disability did not have a broad repertoire of social or play skills to try other strategies such as asking if he might have a turn when the peer was done, or if he could trade roles with the peer (eg, become the cashier and suggest the peer become a shopper).</p>
<p>It seems that cooperative play is an <a href="http://journals.lww.com/iycjournal/Fulltext/2011/07000/Overview_of_Play__Its_Uses_and_Importance_in_Early.2.aspx">area</a> in which advanced or higher-level skills are needed to be successful. These skills include sharing materials, assisting peers, entering into ongoing play or offering a storyline for imaginative play. </p>
<p>The results from this study on friendships suggest that without these skills, children’s contributions to play may have been less successful, and peers may have viewed children with disabilities as less than ideal play partners. </p>
<p>In comparison, the science experiences such as making bird nests together, painting group posters with each child’s handprints on them and measuring the length of worms may have provided children with outcome-oriented tasks and the support needed to participate in ways similar to peers. </p>
<p>A shared activity with a common goal may have provided the structure that some children with disabilities needed to successfully participate alongside peers. In this arrangement, peers may have viewed classmates with disabilities as competent contributors to the group task. </p>
<p>Taken together, this could have been the reason for the increase in close classroom friendships for children with disabilities who participated in the science curriculum.</p>
<h2>What can we learn from this?</h2>
<p>First, there has been a lot of discussion focused on how play is <a href="http://files.eric.ed.gov/fulltext/ED504839.pdf">no longer a valued part</a> of kindergarten education in the United States. Also, <a href="http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/06/02/you-wont-believe-these-kindergarten-schedules/">kindergarten schedules</a> leave very little room for play or for supporting the development of social-emotional skills. </p>
<p>Our results provide support for creating opportunities for children to learn through playful interactions. These findings also acknowledge that some children may enter school with limited social-emotional and play skills that are needed to form friendships. These children need teacher support and repeated classroom opportunities to master those skills.</p>
<p>Second, the debate of whether kindergarten classes should have <a href="http://www.edweek.org/ew/articles/2014/06/04/33bassok_ep.h33.html"><em>either</em> an academic <em>or</em> social focus</a> must stop. </p>
<p>We believe that the structure of the science-based cooperative learning groups in our study may have served an important role in supporting the development of close friendships, especially for children with disabilities. </p>
<p>We also believe that social-emotional skill development, and the development of friendships, can occur across the school day depending on how teachers structure their classroom environment and schedule, and support learning outcomes. </p>
<h2>What can teachers do?</h2>
<p>Early childhood teachers can support the development of friendships by the way they structure activities in their classroom. </p>
<p>For example, teachers can purposefully place more social children next to quieter children during group activities. They can pair children who already have a budding relationship to do an activity together, or they can create activities in which small groups of children can interact while completing a project together. </p>
<p>Teachers can support the <a href="http://csefel.vanderbilt.edu">development of social skills</a> through large and small group instruction. Also, teachers can provide individualized social skill instruction based on student needs, and on an individual basis as necessary. </p>
<p><a href="http://www2.ed.gov/about/reports/annual/osep/2014/parts-b-c/36th-idea-arc.pdf">Inclusive classrooms</a> are a trend increasing in the United States. Teaching children how to share, how to handle anger and conflict, how to express their emotions and how to enter into ongoing play situations are all important skills for young children to learn. Some children might need more support than others to develop these skills.</p>
<p>Simply placing children with and without disabilities in the same classroom will not guarantee peer acceptance or friendships.</p><img src="https://counter.theconversation.com/content/42801/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>I am a member of the Division for Early Childhood of the Council for Exceptional Children.
Michaelene M Ostrosky receives funding from the Institute of Education Sciences</span></em></p><p class="fine-print"><em><span>Lori E Meyer does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Developing friendships in classrooms is important for kids. How can teachers help?Lori E Meyer, Assistant Professor of Education , University of VermontMichaelene M Ostrosky, Professor of Special Education and Department Head, University of Illinois at Urbana-ChampaignLicensed as Creative Commons – attribution, no derivatives.