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Foundations of Inclusive Foundations of Inclusive EducationEducation

What is Inclusion?What is Inclusion?

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Getting Connected

• Complete Name Tag Glyph

• Introduce yourself:– Give your name– One piece of info from your glyph– The name of the school and grade in

which you work

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Learning Outcomes

• To describe the evolution of special education and its impact on the education of students with disabilities

• To examine the effective practices and characteristics of inclusive education

• To recognize the diverse needs of students in the regular classroom

• To relate effective practices of the education assistant to inclusive education

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Key Historical Events1950s 1970s 1990s 2000sStudents in institutions or segregated schools

Mainstream-ing; IEPS; students can learn

Integration; BC Ministry Order 150; adapt and modify

Inclusion; BC Ministry Order 150; Universal Design

EAs: Traditional clerical and housekeep-ing roles

EAs: Change to instruction-al roles; training programs at college

EAs: Research on roles begins to appear in literature; BCTF/CUPE joint paper

EAs: Research on their impact begins to appear in literature; BCTF/CUPE joint paper revised

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Evolution of TermsMainstreaming was the term used in the mid 1970s to describe the practice of having students with disabilities receive most of their education in separate classes, although some students attended art, music and PE. Students needed to be “fixed” or “ready” to attend regular classes.

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Evolution of TermsIntegration was coined in the 1980s to describe the practice in which students with disabilities were enrolled in regular classes, even if they continued to learn from a different curriculum and had different expectations. Expectations included learning academics and connecting to their same age non-disabled peers.

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Evolution of TermsInclusion is defined as the philosophy and practice of educating all students in regular classrooms, including those with the most significant disabilities. All students are valued for who they are and are seen as having potential to grow and develop academically and socially. Supports are provided to enable both students and teachers to be successful.

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Education in BC

• Ministry Order 150• School Act

– Role of teacher– Role of education assistant

• BCTF/CUPE joint paper– Outlines how teachers and education

assistants work collaboratively to support students

• Special Education Policy, Procedures and Guidelines Manual

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Categorical Funding System

For funding purposes only: to support additional supports and accommodations to enable students with disabilities to access and participate in educational programsDo not refer to students by labels, acronyms or funding categoryDo not refer to students in non-person first languageDo not focus on disabilities or deficiencies as

if they were the main attribute of a student

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Education Today

The Learning Pyramid

All students will know…(80%)

Some students will know…(10-15%)

A few students will know…(5-10%)

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Beyond the Foot in the DoorInclusion is not merely about students with diverse needs attending the same “regular” classes as typical students. Without preparation, scaffolding and mindsets from the educators, the foot in the door can become a frustrating and meaningless experience for students. Consider these initial points to go beyond “proximity” to creating a supportive classroom.

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Environmental

• Set up classroom to offer maximum mobility and access for students.

• Seat students with attention issues & visual impairments away from the windows.

• Allow students to use headphones to listen to soothing music, specific tailored instructions.

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Academic• Create individual and

differentiated lessons, objectives and assessments.

• Pace lessons, with step by step explanations.

• Allow for appropriate amount of practice & application.

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Social

• Have students in the class act as peer coaches.

• Vary cooperative grouping that allow students to demonstrate their strengths.

• Establish an atmosphere that treats all students as contributing, valued and productive members.

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Behavioural

• Only post classroom rules. Have individual students self-manage personal behaviours at their desks.

• Catch students behaving appropriately and acknowledge using specific language.

• Assure students that you dislike their behaviour not them!

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Cultural• Honor students’

cultures by including activities, literature.

• Encourage students to share their differing thoughts and perceptions.

• Watch out for signs of cultural anomie (feelings of not belonging).

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Perceptual

• Ask students to paraphrase what they heard to check auditory processing.

• Be certain that worksheets are uncluttered and contain graphic organizers.

• Use highlighting tape or pens to accent important points or directions.

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Sensory• Face students who

may be lip reading.• Have appropriate

resources: talking calculators, audio books, visual dictionaries, thematic clip art, sign language books, Braille library,…

• Respond to individual needs, not the label!

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Physical• Speak at eye level to

students who use wheelchairs.

• Have differing implements for students to use: pencil grips, larger sized crayons / scissors, computer access, word prediction programs, stencils, rubber stamps,…

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Creating Supportive Inclusive Classrooms

Actions that contribute to positive atmosphere

Actions that detract from a positive atmosphere

Students with disabilities sit among their peer group at lunch and in the class.

Students with disabilities sit with adults and are physically separate from their peers.

All educators greet each student as s/he enters the classroom.

Education assistant interacts exclusively with the students with disabilities.

Your ideas? Your thoughts?

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Inclusion is Not…

• Mainstreaming or integration• Segregated programs• Physical placement (proximity)• Placement with younger peers• So little involvement with teacher, peers or

class that student is regarded as a “visitor”• Relating only to adult support personnel• A program• A privilege

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Inclusion is Not…• “Dumping” rather than planning• Underestimating the effectiveness of explicit

instruction; focusing on activities rather than outcomes

• 1:1 instruction or reliance on education assistants

• Assuming that sitting quietly is an appropriate alternative to participation

• Assuming the educators need little expertise or education to effectively support students

Working alone

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Things to Try for Next Time

• “Catch Them in the Act”– Look for examples for

each of the following:• Students participating• Students being a

member• Educators

collaborating• Educators reflecting