{"CACHEDAT":"2026-11-11 23:55:01","HOWSUBJECTMAP":{},"SLUG":"focus-module-inclusive-classrooms-naCnNlbyJf","MARKDOWN":"The focus module equips participants with practical strategies for designing inclusive learning environments in increasingly diverse classrooms, including learners with diverse biographies and learners with diverse cognitive, communication, emotional, behavioural, physical, or sensory needs and strengths. Rather than treating inclusion as a separate topic, the focus module applies it to the participants' own teaching materials, so that all learners can develop meta-scientific literacies. It builds on the section Inclusive SciLMi Learning Settings of the SciLMi Framework, including the needs-and-strengths approach, Universal Design for Learning, and inclusive educational strategies.\n\n\n:::tip\nTogether with the core modules, the focus module serves the aim **Teaching for All Learners** and adds the learning outcomes of the BIT variant ([→ Aims & Learning Outcomes: SciLMi Inclusive Classrooms for Effective Democratic Citizens](/doc/aims-learning-outcomes-dCyYwKdJHT#h-scilmi-inclusive-classrooms-for-effective-democratic-citizens)).\n\n:::\n\n\n\n| Activity | Working setting | Requires | Required for |\n|----------|-----------------|----------|--------------|\n| Working with Visuals | Pop-up teams, then plenary | – | → UDL in Textbook Activities |\n| UDL in Textbook Activities | Individual, then subject-specific teams, then plenary | → Working with Visuals | → Differentiation Matrix |\n| The Balancing Act of Diversity | Individual, then SSI teams, then plenary | – | – |\n| Differentiation Matrix | Subject-specific teams | → UDL in Textbook Activities | – |\n\n\n# Working with Visuals\n\n* [We are the same on the inside!](https://kidsactivitiesblog.com/wp-content/uploads/2013/01/teaching-diversity-e1357672826697.jpg)\n* [It's all a matter of perspective.](https://www.kidney-international.org/cms/10.1046/j.1523-1755.2002.00600.x/asset/4a4572de-0f88-4da1-8f9f-edc95d8b5c72/main.assets/gr1.jpg)\n* [Reality - Equality - Equity - Justice](https://media.licdn.com/dms/image/v2/D4E22AQE_0ksDZukX9Q/feedshare-shrink_800/feedshare-shrink_800/0/1682614939619?e=2147483647&v=beta&t=bqd7MaAMvcZG7FG4Pze3CZsHvX2N5oB-WsxBHsTNCq8)\n* [Inclusion - Assimilation - Exclusion - Segregation - Integration](https://mcie.org/wp-content/uploads/2024/01/file5.jpg)\n\nIn interdisciplinary pop-up teams of three to four, participants analyse one of four infographics on diversity, perspectives, equality and equity, and exclusion, segregation, integration, and inclusion. They discuss their interpretations and formulate the main points about the infographic. \n\nIn four plenary rounds, one for each infographic, the teams with the same infographic first compare their results and then present their points, the others add their ideas, and the trainers clarify misconceptions and relate the concepts to the needs-and-strengths approach of the SciLMi Framework. \n\nThe take-home message sums up the key idea: \"Everybody is different and that is what makes us the same.\"\n\n\n:::info\nThis activity replaces the first part of the core module input, in which the trainers introduce the key concepts of inclusive education: participants work out the concepts themselves before the trainers clarify them (→ Diversity & Inclusion). The UDL principles follow in UDL in Textbook Activities.\n\n:::\n\n\n:::tip\nSet a fixed time for presenting and discussing in each round. \n\n:::\n\n\n:::tip\nIn virtual sessions, the teams can work in breakout rooms and collect their interpretations on a shared board.\n\n:::\n\n\n:::warning\nThe infographics are linked rather than reproduced, as they are protected by copyright. Show them with reference to the source.\n\n:::\n\n\n# UDL in Textbook Activities\n\nEach participant selects a textbook activity on an SSI topic from their own teaching, ideally one they have already taught, and a specific class for which they will adapt it. The trainers present Universal Design for Learning and its three core principles (CAST 2018). Participants identify possible barriers to learning in the activity, choose one of the three principles, and modify the activity accordingly.\n\nIn subject-specific teams of three to five, each participant presents their activity and modification, the others give constructive feedback and suggestions, and each participant notes down the suggestions that are useful for them. In plenary, participants reflect on the UDL principles and modifications and ask questions, and the trainers summarise the insights.\n\n\n:::info\nParticipants bring the textbook activity from their own teaching materials; selecting it is part of the preparatory phase (→ Structure & Schedule).\n\n:::\n\n\n:::info\nParticipants apply the principles of UDL to a textbook activity for a specific class of their own.\n\n:::\n\n\n:::tip\nGive the discussion instructions in writing as well, for example on a slide or a flipchart.\n\n:::\n\n\n# The Balancing Act of Diversity\n\nA short input on culture and interculturality presents culture as an open, dynamic, and complex construct that is more than countries, so that every encounter can be seen as an intercultural encounter (Peskoller 2023). Participants then analyse classroom vignettes, that is, detailed descriptions of situations collected during classroom observations, which show different ways in which teachers try to engage with diversity. Individually, they read the assigned vignette and note their personal reactions, thoughts, and ideas. In their SSI teams, they then discuss the following questions:\n\n* What is striking about the vignette, and why?\n* What effect might this have on learners?\n* What may be problematic about the presented approach?\n* What would they do similarly or differently in their own teaching?\n\nEach team selects a speaker, who reports the team's ideas and discussion points in plenary.\n\nIn the optional extension Navigating Differences, participants, in their teams or in plenary, describe two or three situations in which they actively addressed, emphasised, or catered to a special need, characteristic, or difference marker in their teaching. They compare similarities and differences in their approaches, find alternatives, and organise their examples in the table Navigating Differences (Fereidooni 2020: 8):\n\n| Differences should be acknowledged and emphasised when … | Differences should not be emphasised when … |\n|----------------------------------------------------------|---------------------------------------------|\n| acknowledging them helps compensate for a disadvantage, e.g. a physical impairment or experience of discrimination. | emphasising the difference has negative consequences for the person. |\n| the individual wishes it (principle of voluntariness). | the difference is addressed without the person's consent. |\n| emphasising differences reflects appreciation, not exposure or shaming. | it (re)produces discrimination. |\n| it helps create safe spaces where empowerment can take place. | the person is reduced to their difference. |\n\n\n:::info\nParticipants analyse, discuss, and reflect on different ways in which teachers try to engage with diversity, based on real classroom data, and see that even well-meant attention to difference can single learners out.\n\nThe trainers can also form pop-up teams (→ SciLMi Modules: Working Settings).\n\n:::\n\n\n:::tip\nGive the instructions before forming the teams and handing out the vignettes. On site, analogue handouts are recommended, and the teams can find their own space for the discussion. Prepare slides with possible solutions to support the follow-up discussion in plenary.\n\n:::\n\n## Materials\n\n### Vignette 1: First Language, 5th Grade\n\n**Context:** In a first language lesson in an Austrian lower secondary classroom, students are asked to write a short text about a childhood memory or a family story. After a short writing phase, several students are invited to share their texts aloud.\n\nOne student reads about moving into a new apartment:\n\n\"Everything was so white and empty, but then we were allowed to paint the walls.\"\n\nAnother student tells a story about a grandparent who lived through a war and often shared memories of growing up in a mountain village.\n\nThen it is the next student's turn. Before the student begins to read, the teacher smiles and says, \"I'm sure you have a particularly exciting story — you will bring a completely different cultural perspective from another country.\"\n\nThe class becomes completely quiet and waits with interest.\n\nThe student hesitates, looks down at the paper, and begins to read quietly. The story is about a younger sibling who has just learned to walk.\n\nA few classmates whisper, \"That's not really *that* special.\" The student looks embarrassed.\n\n### Vignette 2: English as a Foreign Language, 8th Grade\n\n**Context:** In an English as a Foreign Language (EFL) lesson in an Austrian lower secondary classroom, students are working with the textbook unit *\"Travelling Down Under.\"* After several lessons on the topic, they watch two short video clips featuring a presenter who introduces history, places, and traditions in a fun way — first about Australia, then about Austria. There is no specific task or follow-up activity connected with the videos.\n\nAfter watching the second clip, the teacher turns to the class and asks, \"So, where does the presenter come from?\" One student answers quickly, \"From the USA.\"\n\n\"Yes, he's American,\" the teacher confirms. \"And what about his family background? What would you guess? His cultural background?\"\n\nThere is a short pause. Another student suggests, \"Maybe Asia.\"\n\nThe teacher nods. \"Yes, that's what I think too — some kind of Asian background. Can we be more specific?\"\n\nThe teacher brings up an image of the presenter on the screen. \"Well, I'm afraid I can't tell. Can you?\"\n\nThe students shake their heads. \"No.\"\n\nThe teacher hesitates, then continues, \"Japanese? Maybe not. Chinese, Kor— I have no idea. I'm really… I have to say I'm really bad at reading Asian people.\"\n\nA moment of silence follows. The teacher turns to a student and asks, \"What do you think? Any idea?\"\n\nThe student looks down, shifting uncomfortably.\n\nAfter a brief pause, the teacher laughs lightly. \"No, no — let's move on.\"\n\n### Vignette 3: Geography, 9th Grade\n\n**Context:** As part of project week, a teacher and their 9th-grade Geography class in an Austrian secondary school are planning an international buffet for parents' day.\n\nThe teacher hands out a worksheet titled *\"What is typical for your country of origin?\"* and explains, \"You can bring something that reflects your cultural roots — a dish you often eat at home, something traditional. I'm sure it'll be exciting and diverse!\"\n\nThe students begin to think and write down their ideas. One student signs up with *Schnitzel with potato salad.* The teacher walks by, reads the entry, and smiles: \"But… isn't that more Austrian? You're from Turkey, aren't you?\" The student responds quietly, \"But I am Austrian. And my grandma always makes it when we're all together. It's my favourite dish.\"\n\nAnother student raises a hand. \"I'll bring *dürüm* for everyone — we have it every Sunday.\" The teacher looks surprised. \"But you're from Austria, right? Maybe there's something more fitting you could bring?\" The student pauses. \"My dad makes it. It's his recipe.\"\n\nA few tables over, another student signs up with *baklava.* \"Oh, that sounds delicious!\" says the teacher. \"Do you have Turkish roots?\" The student shakes their head. \"No, but I learned it in a cooking class — I really like it.\"\n\nThe teacher nods, looking slightly puzzled.\n\nA few minutes later, someone murmurs quietly, \"I want to bring pizza — it's my favourite dish. But I'm not from Italy.\"\n\n\n# Differentiation Matrix\n\nIn a short input, the trainers explain the concept of the Differentiation Matrix and its application (Kutzer 2002). Instead of reinventing the wheel, teachers evaluate and upgrade existing teaching and learning materials: they assess their complexity and broaden their accessibility. The input shows the application step by step with an example lesson on (micro-)plastics: \n\n* identifying the overarching learning goal of the lesson plan and the subtopics addressed by its activities, \n* ranking the subtopics by subject complexity on the x-axis, \n* setting the levels of cognitive complexity on the y-axis, \n* placing the activities on the grid, and \n* assessing which areas of complexity the lesson plan already covers and which it still needs to expand on.\n\nIn subject-specific teams of four, participants lay out the matrix grid on the floor and try to place their own learning materials at the corresponding complexity levels. They can add their own notes or divide their materials into segments by writing them on empty sheets and adding these to the grid. Finally, they share their thoughts on how to determine complexity, how adaptable their materials are, and how the Differentiation Matrix can be useful in creating their lesson plan.\n\n\n:::info\nParticipants bring learning materials on an SSI topic that they have already used in class; selecting them is part of the preparatory phase (→ Structure & Schedule).\n\n:::\n\n\n:::info\nParticipants use the Differentiation Matrix to assess the complexity of their learning materials and improve their accessibility. Empty areas of the matrix show which areas of complexity still need to be covered, and the UDL guidelines help adjust methods and activities accordingly.\n\n:::\n\n\n:::tip\nEach team needs at least 9 m² of floor space, a 4 m cord, the grid labels printed on A4, and empty A4 sheets.\n\n:::\n\n\n\n---\n\n**References**\n\n* CAST. 2018. *Universal Design for Learning Guidelines version 2.2*. \n* Fereidooni, Karim. 2020. Diversity-Sensitive Approaches and Competences in Pedagogical Work. In: Schwarzkopf-Stiftung Junges Europa (Ed.). *Educational Briefing 2020: Equality, Difference, Ambiguity – Competences for and Approaches to Diversity-Sensitive Educational Processes*. Berlin: Schwarzkopf-Stiftung Junges Europa. 4–11. \n* Kutzer, Reinhard. 2002 [1999]. *Mathematik entdecken und verstehen. Kommentarband 2*. Hünfeld: Lydia Kutzer Verlag.\n* Peskoller, Jasmin. 2023. Unity in diversity: Exploring intercultural teaching and learning practices in secondary education and teacher training in Austria. In: Dervin, Fred & Yuan, Mei & Sude (Eds.). *Teaching Interculturality 'Otherwise'*. London: Routledge. 34–54. ","RENDERMODE":"markdown","HTML":"

The focus module equips participants with practical strategies for designing inclusive learning environments in increasingly diverse classrooms, including learners with diverse biographies and learners with diverse cognitive, communication, emotional, behavioural, physical, or sensory needs and strengths. Rather than treating inclusion as a separate topic, the focus module applies it to the participants' own teaching materials, so that all learners can develop meta-scientific literacies. It builds on the section Inclusive SciLMi Learning Settings of the SciLMi Framework, including the needs-and-strengths approach, Universal Design for Learning, and inclusive educational strategies.

\n
\n
\n\n

Together with the core modules, the focus module serves the aim Teaching for All Learners and adds the learning outcomes of the BIT variant (→ Aims & Learning Outcomes: SciLMi Inclusive Classrooms for Effective Democratic Citizens).

\n
\n
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
ActivityWorking settingRequiresRequired for
Working with VisualsPop-up teams, then plenary–→ UDL in Textbook Activities
UDL in Textbook ActivitiesIndividual, then subject-specific teams, then plenary→ Working with Visuals→ Differentiation Matrix
The Balancing Act of DiversityIndividual, then SSI teams, then plenary––
Differentiation MatrixSubject-specific teams→ UDL in Textbook Activities–
\n

Working with Visuals

\n\n

In interdisciplinary pop-up teams of three to four, participants analyse one of four infographics on diversity, perspectives, equality and equity, and exclusion, segregation, integration, and inclusion. They discuss their interpretations and formulate the main points about the infographic.

\n

In four plenary rounds, one for each infographic, the teams with the same infographic first compare their results and then present their points, the others add their ideas, and the trainers clarify misconceptions and relate the concepts to the needs-and-strengths approach of the SciLMi Framework.

\n

The take-home message sums up the key idea: "Everybody is different and that is what makes us the same."

\n
\n
\n\n

This activity replaces the first part of the core module input, in which the trainers introduce the key concepts of inclusive education: participants work out the concepts themselves before the trainers clarify them (→ Diversity & Inclusion). The UDL principles follow in UDL in Textbook Activities.

\n
\n
\n
\n
\n\n

Set a fixed time for presenting and discussing in each round.

\n
\n
\n
\n
\n\n

In virtual sessions, the teams can work in breakout rooms and collect their interpretations on a shared board.

\n
\n
\n
\n
\n\n

The infographics are linked rather than reproduced, as they are protected by copyright. Show them with reference to the source.

\n
\n
\n

UDL in Textbook Activities

\n

Each participant selects a textbook activity on an SSI topic from their own teaching, ideally one they have already taught, and a specific class for which they will adapt it. The trainers present Universal Design for Learning and its three core principles (CAST 2018). Participants identify possible barriers to learning in the activity, choose one of the three principles, and modify the activity accordingly.

\n

In subject-specific teams of three to five, each participant presents their activity and modification, the others give constructive feedback and suggestions, and each participant notes down the suggestions that are useful for them. In plenary, participants reflect on the UDL principles and modifications and ask questions, and the trainers summarise the insights.

\n
\n
\n\n

Participants bring the textbook activity from their own teaching materials; selecting it is part of the preparatory phase (→ Structure & Schedule).

\n
\n
\n
\n
\n\n

Participants apply the principles of UDL to a textbook activity for a specific class of their own.

\n
\n
\n
\n
\n\n

Give the discussion instructions in writing as well, for example on a slide or a flipchart.

\n
\n
\n

The Balancing Act of Diversity

\n

A short input on culture and interculturality presents culture as an open, dynamic, and complex construct that is more than countries, so that every encounter can be seen as an intercultural encounter (Peskoller 2023). Participants then analyse classroom vignettes, that is, detailed descriptions of situations collected during classroom observations, which show different ways in which teachers try to engage with diversity. Individually, they read the assigned vignette and note their personal reactions, thoughts, and ideas. In their SSI teams, they then discuss the following questions:

\n
    \n
  • What is striking about the vignette, and why?\n
    • \n
  • What effect might this have on learners?\n
    • \n
  • What may be problematic about the presented approach?\n
    • \n
  • What would they do similarly or differently in their own teaching?\n
    • \n
\n

Each team selects a speaker, who reports the team's ideas and discussion points in plenary.

\n

In the optional extension Navigating Differences, participants, in their teams or in plenary, describe two or three situations in which they actively addressed, emphasised, or catered to a special need, characteristic, or difference marker in their teaching. They compare similarities and differences in their approaches, find alternatives, and organise their examples in the table Navigating Differences (Fereidooni 2020: 8):

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Differences should be acknowledged and emphasised when …Differences should not be emphasised when …
acknowledging them helps compensate for a disadvantage, e.g. a physical impairment or experience of discrimination.emphasising the difference has negative consequences for the person.
the individual wishes it (principle of voluntariness).the difference is addressed without the person's consent.
emphasising differences reflects appreciation, not exposure or shaming.it (re)produces discrimination.
it helps create safe spaces where empowerment can take place.the person is reduced to their difference.
\n
\n
\n\n

Participants analyse, discuss, and reflect on different ways in which teachers try to engage with diversity, based on real classroom data, and see that even well-meant attention to difference can single learners out. The trainers can also form pop-up teams (→ SciLMi Modules: Working Settings).

\n
\n
\n
\n
\n\n

Give the instructions before forming the teams and handing out the vignettes. On site, analogue handouts are recommended, and the teams can find their own space for the discussion. Prepare slides with possible solutions to support the follow-up discussion in plenary.

\n
\n
\n

Materials

\n

Vignette 1: First Language, 5th Grade

\n

Context: In a first language lesson in an Austrian lower secondary classroom, students are asked to write a short text about a childhood memory or a family story. After a short writing phase, several students are invited to share their texts aloud.

\n

One student reads about moving into a new apartment:

\n

"Everything was so white and empty, but then we were allowed to paint the walls."

\n

Another student tells a story about a grandparent who lived through a war and often shared memories of growing up in a mountain village.

\n

Then it is the next student's turn. Before the student begins to read, the teacher smiles and says, "I'm sure you have a particularly exciting story — you will bring a completely different cultural perspective from another country."

\n

The class becomes completely quiet and waits with interest.

\n

The student hesitates, looks down at the paper, and begins to read quietly. The story is about a younger sibling who has just learned to walk.

\n

A few classmates whisper, "That's not really that special." The student looks embarrassed.

\n

Vignette 2: English as a Foreign Language, 8th Grade

\n

Context: In an English as a Foreign Language (EFL) lesson in an Austrian lower secondary classroom, students are working with the textbook unit "Travelling Down Under." After several lessons on the topic, they watch two short video clips featuring a presenter who introduces history, places, and traditions in a fun way — first about Australia, then about Austria. There is no specific task or follow-up activity connected with the videos.

\n

After watching the second clip, the teacher turns to the class and asks, "So, where does the presenter come from?" One student answers quickly, "From the USA."

\n

"Yes, he's American," the teacher confirms. "And what about his family background? What would you guess? His cultural background?"

\n

There is a short pause. Another student suggests, "Maybe Asia."

\n

The teacher nods. "Yes, that's what I think too — some kind of Asian background. Can we be more specific?"

\n

The teacher brings up an image of the presenter on the screen. "Well, I'm afraid I can't tell. Can you?"

\n

The students shake their heads. "No."

\n

The teacher hesitates, then continues, "Japanese? Maybe not. Chinese, Kor— I have no idea. I'm really… I have to say I'm really bad at reading Asian people."

\n

A moment of silence follows. The teacher turns to a student and asks, "What do you think? Any idea?"

\n

The student looks down, shifting uncomfortably.

\n

After a brief pause, the teacher laughs lightly. "No, no — let's move on."

\n

Vignette 3: Geography, 9th Grade

\n

Context: As part of project week, a teacher and their 9th-grade Geography class in an Austrian secondary school are planning an international buffet for parents' day.

\n

The teacher hands out a worksheet titled "What is typical for your country of origin?" and explains, "You can bring something that reflects your cultural roots — a dish you often eat at home, something traditional. I'm sure it'll be exciting and diverse!"

\n

The students begin to think and write down their ideas. One student signs up with Schnitzel with potato salad. The teacher walks by, reads the entry, and smiles: "But… isn't that more Austrian? You're from Turkey, aren't you?" The student responds quietly, "But I am Austrian. And my grandma always makes it when we're all together. It's my favourite dish."

\n

Another student raises a hand. "I'll bring dürüm for everyone — we have it every Sunday." The teacher looks surprised. "But you're from Austria, right? Maybe there's something more fitting you could bring?" The student pauses. "My dad makes it. It's his recipe."

\n

A few tables over, another student signs up with baklava. "Oh, that sounds delicious!" says the teacher. "Do you have Turkish roots?" The student shakes their head. "No, but I learned it in a cooking class — I really like it."

\n

The teacher nods, looking slightly puzzled.

\n

A few minutes later, someone murmurs quietly, "I want to bring pizza — it's my favourite dish. But I'm not from Italy."

\n

Differentiation Matrix

\n

In a short input, the trainers explain the concept of the Differentiation Matrix and its application (Kutzer 2002). Instead of reinventing the wheel, teachers evaluate and upgrade existing teaching and learning materials: they assess their complexity and broaden their accessibility. The input shows the application step by step with an example lesson on (micro-)plastics:

\n
    \n
  • identifying the overarching learning goal of the lesson plan and the subtopics addressed by its activities,\n
    • \n
  • ranking the subtopics by subject complexity on the x-axis,\n
    • \n
  • setting the levels of cognitive complexity on the y-axis,\n
    • \n
  • placing the activities on the grid, and\n
    • \n
  • assessing which areas of complexity the lesson plan already covers and which it still needs to expand on.\n
    • \n
\n

In subject-specific teams of four, participants lay out the matrix grid on the floor and try to place their own learning materials at the corresponding complexity levels. They can add their own notes or divide their materials into segments by writing them on empty sheets and adding these to the grid. Finally, they share their thoughts on how to determine complexity, how adaptable their materials are, and how the Differentiation Matrix can be useful in creating their lesson plan.

\n
\n
\n\n

Participants bring learning materials on an SSI topic that they have already used in class; selecting them is part of the preparatory phase (→ Structure & Schedule).

\n
\n
\n
\n
\n\n

Participants use the Differentiation Matrix to assess the complexity of their learning materials and improve their accessibility. Empty areas of the matrix show which areas of complexity still need to be covered, and the UDL guidelines help adjust methods and activities accordingly.

\n
\n
\n
\n
\n\n

Each team needs at least 9 m² of floor space, a 4 m cord, the grid labels printed on A4, and empty A4 sheets.

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\n
\n
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References

\n
    \n
  • CAST. 2018. Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org\n
    • \n
  • Fereidooni, Karim. 2020. Diversity-Sensitive Approaches and Competences in Pedagogical Work. In: Schwarzkopf-Stiftung Junges Europa (Ed.). Educational Briefing 2020: Equality, Difference, Ambiguity – Competences for and Approaches to Diversity-Sensitive Educational Processes. Berlin: Schwarzkopf-Stiftung Junges Europa. 4–11. https://schwarzkopf-stiftung.de/content/uploads/2021/10/educational_briefing_2020_en-1.pdf\n
    • \n
  • Kutzer, Reinhard. 2002 [1999]. Mathematik entdecken und verstehen. Kommentarband 2. Hünfeld: Lydia Kutzer Verlag.\n
    • \n
  • Peskoller, Jasmin. 2023. Unity in diversity: Exploring intercultural teaching and learning practices in secondary education and teacher training in Austria. In: Dervin, Fred & Yuan, Mei & Sude (Eds.). Teaching Interculturality 'Otherwise'. London: Routledge. 34–54. https://doi.org/10.4324/9781003345275-4\n
    • \n
","UPDATEDAT":"2026-11-04T14:15:47.384Z","ID":"bbd2947f-2a9c-4390-93b8-1fb636c50cd8","TITLE":"Focus Module: Inclusive Classrooms"}