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Cultural competency is an essential skillset for the 21st century lawyer who seeks to deliver effective advocacy and serve justice. This paper defines cultural competency and how it can be applied to the work of a lawyer. Build Intelligence Related to Cultural Competence and EDI, Incorporate EDI in Practice.
- Respectful Workplace Model Policy Webinar
The Law Society of Alberta derives its authority from the...
- Respectful Workplace Model Policy Webinar
Lawyers becoming active in Alberta are required to take the Indigenous Cultural Competency Education called The Path (Law Society of Alberta) – Your Journey Through Indigenous Canada. This includes those who are transferring into Alberta or those who are reinstating after being inactive since before April 2021 when the education was launched.
The following 6 principles are key to achieving Alberta’s vision for an inclusive education system. These principles can guide and inform value-based and learner-centred decisions related to policies, practices and actions at every level of Alberta’s education system.
As someone who hasn’t had the feeling of inclusion in certain areas of my life, I believe that it is very important to treat those with disabilities (no matter the perceived ‘level’, as ‘levels of disability’ isn’t important when it comes to inclusion) with respect, empathy, understanding and acceptance.
Develop and implement a plan to shift education support funding from a “special education model” to an inclusive “education support model”. Within this model, implementation of supports and accommodations that underpin human rights based inclusive education need to be well understood and promoted.
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Feb 9, 2023 · Equity, Diversity, and Inclusivity (EDI) Inclusive teaching and learning refers to intentional approaches to curriculum, course design, teaching practice, and assessment that create a learning environment where all students feel that their differences are valued and respected, have equitable access to learning and other educational ...
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Feb 22, 2019 · When societal attitudes are positive, they facilitate inclusion, furthering acceptance of students with SEN by peers, families and teachers (Morin et al. 2013). Therefore, we explicitly investigate attitudes towards inclusive education in relation to differential definitions of inclusion.
