27.06.2022

Inclusive digital platform – Benefits in relation to reasonable accommodation

« If a child cannot learn the way we teach,
Perhaps we should teach the way he learns. »
Michael J. Fox

In Belgium, since December 2017, the arrival of new decrees stipulating the obligation of reasonable accommodation in schools (kindergarten, primary, secondary, higher education -High Schools and Universities- and social promotion), has highlighted the absolute urgency to rethink teaching practices in terms of inclusion.

First of all, let us remember that a school accommodation is an arrangement, a material, organisational, pedagogical or affective voluntary provision which is more adequate to the functioning mode of the learner with specific permanent or temporary needs, and which is proposed to him/her in order to reach his/her destination; A school accommodation is a different way than the usual one to reach the goal, no matter if it takes a little more time, requires more mobility, or different or additional tools, the main thing is to allow the pupil to progress at his/her own pace and, in the end, to reach the goal.

To arrange means to allow the learner material, methodological and/or organisational flexibility.

To adapt is not to give an advantage to a pupil, it is to give him or her an equal chance to succeed, thus allowing access to the learning that suits him or her, without levelling down.

Today, it is therefore more essential than ever for teachers to diversify their practice by offering pupils a common but diversified pedagogical approach that allows each pupil in the class to find his or her own path, his or her own approach, his or her own route to the same goal thanks to varied methodological approaches that are offered to all pupils, at all times, and for each of the new learning areas addressed.

The WIL platform was created precisely for this purpose:
To offer all pupils in the same class a common learning medium but one that can be adapted to each pupil’s unique way of learning.

Indeed, multiple possibilities of intuitive adaptations and a studied presentation of support allow ALL the pupils to have access to the same school subjects but adapting to the specific needs of each one.

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