Playing with sounds: Differentiating phonological awareness activities for young students

When young students first arrive at school, they come with a varied wealth of early language and literacy experiences for teachers to draw on. But for some children, that variation can feel exclusionary. Graham (2020) describes inclusion as a journey or a process, rather than a series of actions taken to reach a specific destination. To have an inclusive classroom all children must feel welcome and able, no matter where they are on their individual developmental learning journey. Inclusive schools create spaces for all the children that grace our classrooms, including those with diagnoses, those with little experience in a classroom type setting, as well as those from multilingual and multicultural backgrounds.