Building an Inclusive Educational Community: A Case Study from Ambatovy International School

Nov 2024

By Danny McCamlie, Ambatovy International School (AIS) Core & Service Learning Coordinator

Implementation Team
Nalisoa Rakototsimba (AIS Music)
Charlotte Zafinety (AIS Sports and Physical Education)
David Carollo (AIS Technology Transformation Lead & STEM)

As educators, the challenge of creating a truly inclusive environment is ever-present. How do we go beyond good intentions to foster a culture of inclusion that lasts? At Ambatovy International School (AIS), we reimagined this journey by empowering learners to shape the culture directly, moving our roles from gatekeepers to guides. We employed AI, an interdisciplinary approach, and the PEPPER¹ model to breathe life into the task, allowing our students to lead both the culture and their learning.

Our approach began with extensive research and careful preparation. Research by Flower et al. (2007) demonstrates that simulations, when properly conducted, can increase empathy and understanding among participants. Following best practices suggested by Lindsay and Edwards (2013), we developed a comprehensive, multi-faceted approach to disability awareness education.

To spark curiosity and understanding, we designed a carefully structured experiential learning program. Students participated in thoughtfully planned simulations during typical classes like maker space, music, sports, science, and English language arts. These experiences were just one component of a larger educational framework that included guided reflection, inquiry-based learning, and real-world application. This aligned with Silverman et al. (2015), who demonstrated that simulations combined with guided reflection can lead to more positive attitudes and insights into the barriers faced by people with disabilities, reinforcing the importance of inclusive environments.

Picture (taken by AIS student photographer): A sign language presentation, as we now have common signs used in school for things such as toilet, good morning, water etc. This helps with subtly communicating with others across distances or in busy environments. It also creates a more welcoming school for anyone who signs.

The preparation phase included careful consideration of ethical implications, drawing from recommendations by Nario-Redmond et al. (2017), our team worked to ensure that all activities were conducted responsibly and with sensitivity. We emphasized to students that these experiences provide only a limited perspective and cannot fully replicate others’ lived experiences.

Following these experiences, students engaged in questioning routines, they identified over 250 avenues of inquiry, ranging from practical inclusivity ideas in school life to broader societal implications. This deep engagement demonstrated how experiential learning can spark genuine curiosity and motivation to understand and address real–world challenges.

“This deep engagement demonstrated how experiential learning can spark genuine curiosity and motivation to understand and address real-world challenges.”

The question or obstacle is often ensuring that competencies and standards are still being addressed. This is where planning occurred, an area where AI played a pivotal role. We utilized AI tools to align student inquiries with term standards and identify cross-curricular connections, nurturing interconnected learning experiences. By emphasizing ‘our standards’ as a collective faculty rather than adhering to siloed departmental goals, we fostered a holistic educational approach, drawing on principles of curriculum integration (Beane, 1997).

With reduced planning time, teachers focused more on relationship-building and transforming theoretical understanding into tangible skills. Students explored diverse ways of experiencing music, including working with sound waves and learning sign language. In physical education and science, learners investigated buoyancy through hands-on experiments and adaptive sports activities. These experiences provided students with varied ways to perceive and interact with the world, demonstrating that inclusion involves creating diverse ways to participate. As one student shared during their presentation of a hand or foot-opened locker – ‘this isn’t just good for people with limb differences, it’s good for everyone’.

We used the GRASPS task model to evaluate students’ ability to apply their learning to real-world challenges. These efforts honed students’ technical skills and facilitated active contributions to making the school a more inclusive environment, from more inclusive bathroom designs to ramps in key areas, students demonstrated a clear understanding that universal design means including everyone, everytime.

Informed by Schön’s work on reflective practice, students documented their learning journey through structured activities, allowing them to process their experiences and deepen their understanding. Through this process, students’ understanding of inclusion evolved from merely inviting participation to actively accommodating diverse needs.

Student reflections showed significant character growth in fairness, empathy, and an eagerness to seek diverse perspectives. They developed sophisticated problem-solving capabilities, illustrating their ability to tackle complex issues creatively and rationally.

Through AI, interdisciplinary learning, and a commitment to inclusivity, AIS equips students to thrive in diverse environments and empowers them to advocate for inclusivity. Our approach highlights that building an inclusive community is a journey fueled by curiosity and collaboration, rooted in the understanding and celebration of differences.

As educators, the question remains, how will you foster inclusivity in your community?

Pictures (taken by AIS student photographer): Top: Students presenting a toilet design to help with physical challenges. The design was not present in the building before, and plans are in motion to follow it through with facilities management. Lower: Students presenting their findings.

“Our approach highlights that building an inclusive community is a journey fueled by curiosity and collaboration, rooted in the understanding and celebration of differences.”

¹The PEPPER model is an interdisciplinary approach based on Provocation, Enquiry, Planning, Practice, Evaluation and Reflection. You can find more information here

Works drawn upon:

Beane, J. A. (1997). Curriculum Integration: Designing the Core of Democratic Education. New York: Teachers College Press.
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2020). “What is Social and Emotional Learning?” Retrieved from CASEL Website.
Flower, A., Burns, M. K., & Bottsford-Miller, N. A. (2007). Meta-analysis of disability simulation research. Remedial and Special Education, 28(2), 72-79.
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.
Ladson-Billings, G. (1994). “The Dreamkeepers: Successful Teachers of African American Children.” San Francisco: Jossey-Bass.
Lindsay, S., & Edwards, A. (2013). A systematic review of disability awareness interventions for children and youth. Disability and Rehabilitation, 35(8), 623-646.
Luckin, R., & Holmes, W. (2016). “Intelligence Unleashed: An Argument for AI in Education.” Pearson Education.
Nario-Redmond, M. R., Gospodinov, D., & Cobb, A. (2017). Crip for a day: The unintended negative consequences of disability simulations. Rehabilitation Psychology, 62(3), 324-333.
Ryan, K., & Deci, E. L. (2000). “Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions.” Contemporary Educational Psychology, 25(1), 54-67.
Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
Silverman, A. M., Gwinn, J. D., & Van Boven, L. (2015). Stumbling in their shoes: Disability simulations reduce judged capabilities of disabled people. Social Psychological and Personality Science, 6(4), 464-471.
Thomas, J. W. (2000). “A Review of Research on Project-Based Learning.”
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. ASCD.