Annotated Reference

Moore, S. (2016). One without the other: stories of unity through diversity and

inclusion. Winnipeg, Manitoba: Portage & Main Press.

One Without the Other: Stories of Unity through Diversity and Inclusion has been a professional resource that has had a lasting impact on my educational and professional development. The stories included in this professional resource have pushed me to think critically about what really is inclusion, presuming competence, learning with and from each other, being collaborative, diversity, and how we can design and provide supports all students. Moore is a passionate storyteller, and makes wonderful use of metaphors that resonate and connect deeply with her readers. Through reading these stories of inclusion, I quickly found myself being reflective on practice, making connections to stories and experiences, and having ah-ha moments. One such moment was the story of the sweeper van, supports that were there for some but were available for all. My lasting impact was to think critically of my practice and teaching and how to build this knowledge of supports into my inquiries. How could complexities bring us together, not separate us? How could I teach to all learners? What supports could be planned for some, but make them available for all? Some ideas of universal supports are fidgets, flexible seating, headphones, movement breaks, environment, learning stories, communicating student learning and reflective practice, positive SEL approach, and technology. Learning about Universal Design for Learning has given me greater knowledge in planning for all. 

One resonating part of Shelly Moore's book is when she writes that 

"Snapshots tell one story. But what if we looked at another snapshot from another perspective? What are the other stories? The stories we can't always see? The stories we might have to search for and ask questions about before we can really understand what is happening? This is inclusion. This is diversity. To be inclusive is to collect stories, and be detective seeking to understand the full story. The more stories we have, the more we understand. Whether it's ability, culture, experience, language, or knowledge, we all have lenses to see through, and we all have a story to tell. What are all the perspectives, and how are you going to collect them so you understand the story?"(Moore, 2016, p.75)

This quote resonates me, and makes me reflect deeper into what am I doing in my practice, schedule, teaching to get to know my students’ whole story better. It made me take time an inquire about what am I doing to get to know my parents and community better? What am I doing to collaborate and network with my colleagues, to know my students, community, and colleagues better? Is my SEL background and practice helping me form supportive and caring relationships and give supports for all students? Furthermore, Shelly Moore's book has pushed me to think that inclusion is a topic I need to continuously focus on professionally. Universal Design for Learning and Inclusion are an area for continued growth and new knowledge building.