Detailed Sample Task: Stage II
CLB 6 - Reading Comprehending Information
Equity, Diversity and Inclusion
Real-World Task
Read an article to recognize how neurodivergent people may learn and communicate.
Planning Context
Helpful Knowledge:
- Some knowledge of classrooms and learning environments.
- Vocabulary related to learning and education.
Context:
- Not all people learn or communicate the same way. People who understand information differently from the majority of people are known as neurodivergent. They learn and communicate in different ways. An inclusive classroom or workplace will try to remove barriers and challenges for neurodivergent people.
Vocabulary and Grammar
Sample Vocabulary:
- neurodivergent
- learning styles
- retain
- present
- process
- engage
- inquiry-based learning
- individual
- accessible
- benefit
- adapt
- avoid
- communicate
- inclusive
Sample Grammar:
- Imperatives for tips to describe how to be inclusive to neurodivergent people, such as “remember, think about, consider” and so on.
- Passive voice to give tips, for example, “it is recommended”, “‘x’ should be avoided” and so on.
Knowledge and Strategies
Textual and Functional Knowledge:
- Discourse markers to compare and contrast typical workplaces/ learning environments and what is beneficial for neurodivergent people.
- Discourse markers to show cause and effect of implementing inclusive strategies.
Sociolinguistic Knowledge:
- Recognition of the importance of EDI in Canada, which may include inclusive language, and being able to read and follow tips for inclusivity.
Activities and Tasks
Sample Skill-Building Activities:
- Discuss different ways people like to learn and communicate (prefer to read information, hear information, be shown something, work it out yourself, etc.).
- Read short descriptions of different learning styles and identify the one(s) you prefer.
- Read vocabulary related to different forms of neurodiversity (autism, ADHD and so on).
- Learn about/ review imperatives for giving instructions and tips.
- Read an article with instructions for how to create inclusive workplaces/ learning environments for neurodivergent people and find the imperatives to understand the steps to take.
- Read a description of how neurodivergent people communicate.
- In groups, create instructions for how to be inclusive to neurodivergent people based on the description. For example, “neurodivergent people often need clear communication about what is expected. It’s recommended to use their name so they know you are talking to them directly.” or “Communicate clearly and always use a person’s name.”
- Brainstorm the benefits of an inclusive workplace or classroom for neurodivergent people and all people.
- Read an article about the benefits of inclusive spaces and compare with to your answers.
- Compare how neurodivergent and neurotypical people often learn and communicate.
- Create a list of tips based on the article for how to be inclusive to neurodivergent people.
Sample Skill-Using Tasks:
- Read a webpage on how neurodivergent people may communicate. Answer comprehension questions.
- Read an article about how neurodivergent people may communicate in the workplace. Write a summary of the article.
Sample Assessment Tasks:
- Read an article to recognize how neurodivergent people may learn and communicate.
Teaching Considerations
Cultural Considerations:
- The concept of making accommodations for employees or having EDI policies in the workplace may be unfamiliar or uncomfortable for learners. Take time to introduce these concepts to learners in the Canadian workplace context. Have learners critically consider their previous or current workplaces or classrooms, possibly using a checklist of tips they have generated. Were/ are they inclusive to neurodivergent people? How could they be improved?
- Consider how aspects of this topic apply to your own program or classroom practices. For example, are there strategies in place to accommodate neurodivergent staff or learners?
Digital Literacy Strategies:
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Locate, navigate and use websites.
- Evaluate online research results.
Instructors can:
- Introduce websites that are relevant to the task(s).
- Support learners in finding, navigating and using websites.
- Teach reading strategies, such as skimming and scanning, to find information on websites.
Equity, Diversity, Inclusion and Indigenization Strategies:
Instructors can:
- Recognize that some learners may have different views. You can be sensitive to their differing opinions, but all learners benefit from EDI, and all learners have the right to an inclusive and equitable learning environment.
- Teach that race, national or ethnic origin, colour, religion, age, sex, sexual orientation, gender identity or expression, marital status, family status, genetic characteristics and disability are all protected grounds under the Canadian Human Rights Act.
- Recognize that learners with disabilities and learners who are neurodivergent may need accommodations in the workplace or classroom; when possible, help learners of all abilities understand their rights in the workplace.
Trauma-informed Strategies:
Possible Trauma Triggers:
- Learners may have experienced discrimination, or know someone who has experienced discrimination based on neurodiversity. Discussions of EDI may be triggering: be aware that there may be learners who need help, but it may also provide some comfort and support.
Strategies:
- Give learners advance warning of discussions of this topic.
- Allow learners choice:
- the choice to share or not share their own experiences
- the choice to work alone or to work with others
- the choice to take care of themselves
- the choice to step out of the learning environment
- Learners have the right to choose if, when and what they share about themselves.
- Make space for learners to feel safe and recover from the experience of sharing their experiences.
Resources
Outings, Guest Speaker Suggestions, Extension Activities:
- Invite a counsellor or similarly-qualified person to give a presentation about the benefits of inclusivity for neurodivergent people in workplaces, learning environments and so on.
- Watch news stories or videos about strategies and steps used in classrooms or workplaces to include neurodivergent people.
- Create a charter for an inclusive classroom that considers neurodiversity, for example, “In our class, we communicate clearly with each other.”
Realia:
- Authentic articles and news stories/ clips about inclusivity for neurodivergent people.
- Authentic articles about how neurodivergent people learn and communicate.
Lessons and Activities:
(Adapt resources for the CLB level you teach)
Instructor Resources and References:
- EAL Guide to Common Learning and Behavioural Challenges
- Neurodiversity in the classroom: a teacher’s guide (structural-learning.com)
- Understanding and Supporting Neurodiversity in the Classroom | Psychology Today
- Neurodiversity-A-strengths-based-approach-to-teaching-diverse-learners.pdf (theeducationhub.org.nz)
Detailed Sample Task
This exemplar is aligned with the Canadian Language Benchmarks (CLB) and is designed to guide and inform your lesson and module planning. Consult the Canadian Language Benchmarks English as a Second Language for Adults for detailed performance descriptors at this benchmark and skill.
The information in this document is not exhaustive and can be expanded on. As well, you can use more learner-friendly language in your materials and assessments.
This is NOT a lesson or module plan.
