Assignment #2 How has my thinking about inclusion and a “PLN” Professional Learning Network evolved?
How my thinking about inclusion and PLN evolved?
My thinking about inclusion and professional learning networks (PLNs) has recently evolved as I considered this week’s readings, video, and questions. I found myself wondering what a truly inclusive community looks like, especially within the schools I attended. As someone who hopes to become a Physical Education teacher, I am interested in exploring what meaningful inclusion could look like for all students and how an ideal PLN could help support and promote those inclusive practices.
What is my evolving definition of Inclusion?
My definition of inclusion is creating an environment where everyone feels welcomed, valued, and respected regardless of their gender, age, race, nationality, beliefs, traditions, or abilities. Inclusion goes beyond simply being present; it means having meaningful opportunities to participate, contribute, and belong.
When I think about inclusion in the context of schooling, I reflect on my experiences at the international school I attended. My teachers worked hard to create an inclusive environment where I felt socially connected to my classmates through group work, class discussions, and extracurricular activities. I was encouraged to participate and felt like an important part of the school community.
Looking back, one of the most meaningful aspects of my education was how the curriculum and support systems were adapted to meet my individual learning needs. Through my Individual Learning Plan (ILP), I was given accommodations such as extra time and access to quieter spaces for assessments. These supports allowed me to access my education in a way that respected my personal learning journey rather than expecting me to learn in exactly the same way as everyone else.
The people around me, including my teachers, peers, and coaches, helped me feel included because they accepted me for who I am. I felt respected in my Christian faith and supported in my learning needs. Their acceptance helped me develop confidence and a stronger sense of belonging.
At the same time, I often felt that school followed a “one-size-fits-all” approach. Many of my classmates seemed to complete work more quickly than I could, and I frequently felt like I was falling behind. Throughout high school and college, I sometimes viewed other students as stronger, smarter, or more capable than I was. However, reflecting on my experiences now, I realize that inclusion is not about everyone learning at the same pace or in the same way. True inclusion recognizes that every student has unique strengths, challenges, and learning needs. When schools embrace those differences, students are more likely to feel successful, valued, and connected to the people they study with, while making the course content that is studied more relevant and meaningful.
• How diverse is your PLN? Are you learning from a variety of diverse voices and are you expanding your understanding of the views of others?
Since I do not have a “Professional” Learning Network, I will refer to how my networks on my personal Instagram, Facebook, and Snapchat operate. I think the algorithm for who I follow and what I watch helps connect me to others with similar interests and like-minded people. I feel the sense that others are getting a better understanding of who I am and what my values are, and how others may connect to them. I don’t discriminate in life, so if I am careful about what I post, like, or follow, neither does my algorithm. I follow a diverse group of people. I grew up in Hong Kong at a very established international school, and I have many friends from different nations, backgrounds, ethnicities, and religions. If I were to set up a PLN that was only for my profession and job (for example, to be a physical education teacher or coach), I would then like to have the views of many backgrounds, ages of professionals, and consultants in my network.
How the readings help me better understand inclusion, by each resource referenced below
Video: PLN DIVERSITY, INCLUSION, AND SOCIAL MEDIA – Course YouTube Channel https://www.youtube.com/watch?v=5IOGOE_qQfM
My understanding of inclusion has expanded after watching this video. I now see inclusion as more than simply allowing everyone to participate. It is about creating a community where people feel a genuine sense of belonging and are accepted for their identities, cultures, languages, beliefs, abilities, and differences. Diversity becomes meaningful when we not only accept differences but also learn from them. One idea from the video that stood out to me was how some students with disabilities feel pressured to mask their differences in order to fit in. Constantly trying to meet others’ expectations can be exhausting and can prevent people from feeling like they truly belong. The question, “How do we learn from each other rather than try to change each other?” challenged me to think differently about inclusion. As I reflected on this idea, I began to consider the ways that I may mask parts of myself or unintentionally create environments where others feel they have to do the same. It made me question whether I always give people the space to be themselves or if I sometimes make assumptions without taking the time to listen and learn from their experiences. True inclusion requires more than saying that I value diversity. It requires actively reaching out, building meaningful relationships with people who are different from me, and being open to learning from their perspectives. Moving forward, I want to be more intentional about creating spaces where people feel accepted for who they are. As a future educator, I hope to foster a community where students do not feel pressured to hide parts of themselves, but instead feel valued, respected, and empowered to contribute their unique strengths. I believe that genuine inclusion begins when we choose to listen, learn, and appreciate the diversity that each person brings to a community.
Reading: Introduction and Part 1: What Is Inclusion? Debunking the Myths.
After reading Moore and Schneller, my understanding of inclusion has continued to evolve. One idea that stood out to me was that inclusion is not only about supporting students with special needs, but about recognizing, valuing, and celebrating the diversity of all students. The authors argue that education needs to move away from a deficit-based mindset, which focuses on what students cannot do, and toward a strength-based approach that recognizes the unique abilities and contributions each student brings to the classroom. Their definition of inclusive education also resonated with me. Inclusive education means providing all students with opportunities, supports, and meaningful access to rich learning experiences alongside their peers. This understanding of inclusion emphasizes belonging, participation, and contribution rather than simply being present in a classroom. Another important takeaway was the idea that students feel included when they find meaning and purpose in the spaces they occupy. Moore and Schneller describe three areas that help students develop this sense of purpose: personal goals, social goals, and intellectual goals. These areas support students in understanding themselves, building positive relationships with others, and developing the knowledge and skills needed for learning. As I reflect on my future role as an educator, I realize that creating an inclusive classroom requires more than providing accommodations or supports. It involves intentionally helping students develop their own personal, social, and intellectual goals. I believe that involving students in co-creating a classroom vision can give them a greater sense of ownership, belonging, and purpose. By valuing student voices and focusing on individual strengths, I hope to create a learning environment where every student feels included, respected, and capable of success.
Reading: Part 1: Section 4: A New Vision for Public Media Open, Dynamic, and Participatory.
In this section, the authors, Clark and Aufderheide, share how Public media has undergone many shifts over time that have changed how society in the United States received information about what events were occurring in the communities. First, as early Democratic publications in the 1800’s were the best uses of public newspapers, followed by post-World War, and into now and the future Public Media 2.0. With this development in our modern era of media, the user is more of a contributor and receiver of what they need through all the Media networks they are connected to, as is developed in what we call a PLN. Here below, I have outlined briefly how the author described how this new Public Media 2.0 needs to be increasingly more Open, Dynamic, and Participatory.
Open
• Media is accessible to everyone, not controlled by just a few institutions.
• Uses open platforms and technologies that allow sharing, remixing, and broad access.
• Prioritizes inclusion, especially for voices and communities that are often left out.
Dynamic
• Media is constantly evolving, responding to real issues and new technologies.
• Brings together multiple platforms (online, mobile, broadcast, social media).
• Supports active public discussion and adapts as conversations and needs change
Participatory
• People are not passive viewers yet are contributing and collaborating
• People are encouraged to ask question, share stories and help share media content
• Groups of diverse people engage with one another around shared issues.
Inclusion & Diversity in My PLN and in School, a Place of Future Employment
How does social media engage communications?
Social Media tends to be current event-related and responsive to what trends are happening. There is no filter or censorship, so anything I post or those I follow may show up in my feed.
• How does social media challenge communications?
Social media can challenge communication by providing false or fake news that can be harmful to others in a community. For example, when one person shares something that looks funny at one point and time, might be perceived as offensive or inappropriate at another time and place.
• Is it inclusive?
Social Media tends to be exclusive, being that we control who can be friends, follow or comment on the different channels. When Social media is inclusive, there are now parameters for communication and can then become increasingly inappropriate if participants share harmful or hate content.
The policies of the employer’s social media communication expectations.
My most recent internship (closest work-related experience I have) was at an International School in Hong Kong in the Athletics Program. I noticed on theschool’s website, the policies for social media expectations are framed in a way to ensure all members share positive news or events about the school, and also includes the these ways of opperating followed by 6 guidelines:
-Sharing Professional communication about the school within the official school channels using using the school name.
-Digital communications within the school must be for teaching and learning purposes using age appropriate content.
Here are the School’s Social Media guidelines summarized into 6 points:
• Do not connect with students on personal social media accounts, including sending, accepting, or requesting access to personal profiles or private content.
• Maintain professional online conduct and ensure posts reflect your role as an educator and respect the rights and privacy of others.
• Use only school-approved communication methods with students. Communications must be permanent and retrievable; avoid disappearing-message platforms.
• Keep personal and professional boundaries clear by using privacy settings and avoiding discussion of personal life, relationships, family matters, or personal problems with students.
• Do not post inappropriate content or engage in communications involving drugs, alcohol, sexual topics, explicit language, sexual activity, or inappropriate images.
• Follow school policies regarding social media use, media inquiries, workplace use of social media, and the operation of school social media accounts, which must not be used for personal gain.
What are the benefits of a diverse and inclusive PLN in social media sharing that understands where you are coming from with messaging that impacts the community?
When I hope to have a PLN with eductaors that is diverse and inclusive, a few of the many benefits that impact the community are:
Diversity: Differing views and perspectives help to ensure that all points or view are considered and voices will better represent members from different communities.
Inclusivity: Keeping an open forum for insights and contributions to make the PLN meaningful and connected to the purposes that the group sets out for how and what it responds to.
Through these readings and reflections, my understanding of inclusion has grown. I now see inclusion as creating a place where everyone feels accepted, valued, and able to be themselves. As a future P. E. teacher, I want to create an environment where differences are respected and students feel a sense of belonging. To do this, I will need the support of a diverse PLN that helps me learn new ideas and strategies to support all learners. I also believe that clear expectations and supportive school policies are important for creating safe and welcoming spaces. The way we treat others, both in person and online, can help build a society where everyone feels respected, valued and included.
References
Clark, Jessica, and Patricia Aufderheide. “Part 1: Section 4 A New Vision for Public Media Open, Dynamic, and Participatory.” Media and Social Justice, PALGRAVE MACMILLAN, New York, New York, 2011, pp. 55–70.
“Inclusion Is Not Assimilation: Understanding Communities of Identity and Diversity.” Performance by Shelley Moore, Five Moore Minutes, 8 Feb. 2025, https://youtu.be/5IOGOE_qQfM?si=_u2DddP7K5VofJB7. Accessed 12 July 2026.
Moore, Shelly, and Leyton Schnellert. “Introduction and Part 1: What Is Inclusion? Debunking the Myths.” One Without the Other, Portage & Main Press, Winnipeg, MB., 2016, pp. 1–26.