I work as a student services teacher in a K-8 French immersion school located in a middle to lower class neighborhood. The focus of my role in the school is to provide social-emotional and academic support to most of the K-4 classes in my school. While I have only been in this school for two years, the support I have provided has been very much in line with what is typically provided in my school division.

My support (except for some whole-class help and co-teaching) has been primarily one-to-one or small group support (which has been based on individual students’ needs) and has mostly been provided outside the classroom, or on occasion, alongside their peers in the classroom. While I have long recognized that this approach is not necessarily the most inclusive, nor is it in line with Social Role Valorization (SRV) Theory, I have also not been entirely sure how to get started on a more inclusive and SRV approach to offering support, one that goes beyond pull-out support, or even all students simply working in the same space (not to be mistaken for inclusion).

By studying SRV Theory, I have become more aware of the importance of, and the benefits of working towards truly inclusive classrooms and schools. While simultaneously learning about Universal Design for Learning (UDL) and the importance of not only accepting, but also valuing diversity, I have come to realize that working towards an appreciation of, and respect for diversity in every classroom needs to be the first step in moving towards true inclusion and SRV.

In an effort to encourage a shift within my school (and division) towards SRV practices, I have planned a change implementation project that I hope will help to develop respect for diversity within the classroom and school.

Within the pages of this project, you will find the following sections:

  1. Details of the implementation plan
  2. Relevance of the project to SRV Theory
  3. An annotated bibliography of various related studies I researched, as well as other resources I consulted, when planning the project,
  4. Documentation of the process
  5. Evaluation of the outcomes
  6. A reflection on the process