Student strengths · access · critical inquiry
A learning statement for inclusive analysis
Students bring varied strengths, experiences and ways of interpreting information. This statement affirms that all learners should have a meaningful opportunity to examine gambling systems without being asked to participate in gambling.
Recognize different strengths
Mathematical reasoning, careful observation, communication, pattern recognition and collaborative inquiry can all contribute to analysis. Do not infer a student’s interests or abilities from a disability label.
Make access part of the design
Offer accessible data, multiple ways to explore a model and flexible communication formats. Maintain worthwhile goals while adapting tools, pacing or materials with the learner.
Keep inquiry responsible
Study probability, claims and safeguards with fictional or aggregate data. Explain uncertainty, include public-health context and avoid turning analysis into advice about betting.
Read inclusive teaching strategies and responsible analysis.