The Inclusive SchoolThe Inclusive School

www.schoolofeducators.com

www.schoolofeducators.com

The Move to InclusionThe Move to Inclusion Over the last 20 years Practice of educating students with special needs in the regular classroom

Demise of special classrooms/schools Collaboration/Co-Teaching Safe and productive learning environment for all

Move from “allowing” students with special needs “in” to welcoming

Building a communities where everyone feels a sense of belonging

Over the last 20 years Practice of educating students with special needs in the regular classroom

Demise of special classrooms/schools Collaboration/Co-Teaching Safe and productive learning environment for all

Move from “allowing” students with special needs “in” to welcoming

Building a communities where everyone feels a sense of belonging

What is Inclusion?What is Inclusion?

Welcoming Educating

Collaboration Designing

Welcoming Educating

Collaboration Designing

Why?Why? Education is more than an academic process. The brain and the emotions need to be developed and we need to use the strengths of all children to build academic success

Schools provide the advantage of community

Children learn from modeling of age-appropriate peers

Opportunities to learn more about acceptance and respecting differences

Education is more than an academic process. The brain and the emotions need to be developed and we need to use the strengths of all children to build academic success

Schools provide the advantage of community

Children learn from modeling of age-appropriate peers

Opportunities to learn more about acceptance and respecting differences

How?How? Be flexible Be collaborative Be prepared to problem solve Be a planner Be aware of the language used when describing students

Be aware of how you spend your time Be prepared to play a key role in beginning and maintaining an inclusive focus

Be flexible Be collaborative Be prepared to problem solve Be a planner Be aware of the language used when describing students

Be aware of how you spend your time Be prepared to play a key role in beginning and maintaining an inclusive focus

SchoolsSchools

In each school there are students, teachers, staff, administrators, parents and often members of the community who interact daily. These interactions become part of the culture. Some schools let their culture develop on their own and others take the initiative to promote a culture they value.

In each school there are students, teachers, staff, administrators, parents and often members of the community who interact daily. These interactions become part of the culture. Some schools let their culture develop on their own and others take the initiative to promote a culture they value.

BelongingBelonging

“belonging” is a tern coined by A.H. Maslow. It appears with “love” on his hierarchy of needs. The premise is that human beings are motivated to satisfy needs. These hierarchical needs must be at least partially satisfied before a person will try to satisfy higher needs.

“belonging” is a tern coined by A.H. Maslow. It appears with “love” on his hierarchy of needs. The premise is that human beings are motivated to satisfy needs. These hierarchical needs must be at least partially satisfied before a person will try to satisfy higher needs.

Create BelongingCreate Belonging

Make the concept explicit Include children in problem solving

Teach inclusion and celebrate diversity

Establish a relationship with each child

Make the concept explicit Include children in problem solving

Teach inclusion and celebrate diversity

Establish a relationship with each child

Learning as a JourneyLearning as a JourneyAs a whole class children need to

understand that we all have strengths and areas to work on. We hope that children will honour their own strengths and needs and the differences of those around them. We need children to realize that learning is a process, not a race.

The concept of learning is a process and and the concept of a journey links to the outside world. We are all on lifelong journeys, each going at our own pace.

As a whole class children need to understand that we all have strengths and areas to work on. We hope that children will honour their own strengths and needs and the differences of those around them. We need children to realize that learning is a process, not a race.

The concept of learning is a process and and the concept of a journey links to the outside world. We are all on lifelong journeys, each going at our own pace.

Stainback and Stainback, authors of Support Networks for

Inclusive Schooling

Stainback and Stainback, authors of Support Networks for

Inclusive Schooling

“In inclusive schools , the focus is not exclusively on how to help students…fit into the existing, standard curriculum in the school. Rather the curriculum in the regular education class is adapted, when necessary, to meet the needs of any student for whom the standard curriculum is inappropriate or could be better served through adaptation. Possibly the most common curricular modification in inclusive schools involves arranging for students to pursue different objectives within the same lesson.”

“In inclusive schools , the focus is not exclusively on how to help students…fit into the existing, standard curriculum in the school. Rather the curriculum in the regular education class is adapted, when necessary, to meet the needs of any student for whom the standard curriculum is inappropriate or could be better served through adaptation. Possibly the most common curricular modification in inclusive schools involves arranging for students to pursue different objectives within the same lesson.”

When a teacher makes adaptations, the curriculum maintains the exact

same learning outcomes for the student, but may the goals/expectations, presentation, materials, assistance or environment may vary, be different.

When a teacher makes adaptations, the curriculum maintains the exact

same learning outcomes for the student, but may the goals/expectations, presentation, materials, assistance or environment may vary, be different.

When a teacher makes modifications, there are different learning outcomes for the student, as identified in his or hers Individual Education Plan. The materials used may be similar or different from those of the other learners in the classroom

When a teacher makes modifications, there are different learning outcomes for the student, as identified in his or hers Individual Education Plan. The materials used may be similar or different from those of the other learners in the classroom

Adaptation vs. Modification

Adaptation vs. Modification Use of adaptation over modification when

possible enhances the student's acceptance and inclusion in the classroom

Adaptation reduces teacher time needed for planning and delivering multiple curricula

Once clearly understood and practiced it almost comes naturally

*Avoid assuming the child requires a separate curriculum since the overuse of a separate curriculum increases the exclusion of the child and workload of the teacher.

Use of adaptation over modification when possible enhances the student's acceptance and inclusion in the classroom

Adaptation reduces teacher time needed for planning and delivering multiple curricula

Once clearly understood and practiced it almost comes naturally

*Avoid assuming the child requires a separate curriculum since the overuse of a separate curriculum increases the exclusion of the child and workload of the teacher.

Ask Four QuestionsAsk Four Questions1. Which curriculum learning outcomes can

the child meet without any changes?2. What adaptations can be made, and where

for the child to meet these learning outcomes?

3. Which learning outcomes will need to be modified? (can this be done with the same classroom materials?)

4. Are there any times when the child will be working on different learning outcomes with different, but age appropriate, materials?

1. Which curriculum learning outcomes can the child meet without any changes?

2. What adaptations can be made, and where for the child to meet these learning outcomes?

3. Which learning outcomes will need to be modified? (can this be done with the same classroom materials?)

4. Are there any times when the child will be working on different learning outcomes with different, but age appropriate, materials?

Creating a Resource Model

Creating a Resource Model

Combine resources Collaboration Team model Co-Teaching/co-plan/programming

A model and support for classroom teachers

Combine resources Collaboration Team model Co-Teaching/co-plan/programming

A model and support for classroom teachers

“The whole reason for education is to help create whole people for the future. We build in students what we want in a future society. The principles around inclusion are what we are all searching for in our lives. I think if we give a taste of this to children, they will seek it out for the rest of their lives”

-Kim Ondrik, teacher

“The whole reason for education is to help create whole people for the future. We build in students what we want in a future society. The principles around inclusion are what we are all searching for in our lives. I think if we give a taste of this to children, they will seek it out for the rest of their lives”

-Kim Ondrik, teacher

“You can’t be a team member without being a part of the conversation. You’d just become a technician without reflection, and teaching just has to be more than that”

-Steve Rosell, teacher

“You can’t be a team member without being a part of the conversation. You’d just become a technician without reflection, and teaching just has to be more than that”

-Steve Rosell, teacher

Your attention and participation has been

appreciated.

THANK YOU !

Your attention and participation has been

appreciated.

THANK YOU !