Building An Inclusive School by Establishing Community and Colaboarative Teams

1. Building An Inclusive School by Establishing Community and Colaboarative Teams Presented by Diana Carr Based on the following works: �Learning in Safe Schools� By Brownlie and King �Engage All Learners Through Differentiation� By Anne M. Beninghof Work of Gordon Porter �Changing Canadian Schools�

2. What is Inclusion? Welcoming Educating Collaboration Design

3. 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

4. �And Segregated students are not prepared for fulfilling lives in their communities To abandon children with a learning challenge is not a good policy Inclusion is the appropriate thing to do from a moral and human rights perspective

5. Sue Swenson Parent and Executive Director The ARC United States, Washington, D.C. Is it easy? When this movement towards inclusive education started, the word most commonly used was �integration�, but for many, integration implied a less bold vision, limited to the presence of the child in the classroom. Today we understand inclusion to be about how we create environments in which all students can be successful, regardless of ability. When this movement towards inclusive education started, the word most commonly used was �integration�, but for many, integration implied a less bold vision, limited to the presence of the child in the classroom. Today we understand inclusion to be about how we create environments in which all students can be successful, regardless of ability.

6. How can you foster good inclusive practices? 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

7. Vianne Timmons Vice President University of Prince Edward Island

8. Schools What can be done/is being done with the individuals in the school you work in to promote an inclusive 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. 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.

9. Belonging �Belonging� is a term 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.

11. Create Belonging Make the concept explicit Include children in problem solving Teach inclusion and celebrate diversity Establish a relationship with each child

12. Learning as a Journey 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.

14. 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.�

15. Meeting the Needs of Our Diverse Learners Visual, Auditory, Tactile and Kinesthetic

16. Learning Preferences 32% Visual 18% Auditory 25 % Tactile 25% Kinesthetic 47 % Morning Learner 40% Midday 13% night time Tactile/Kinesthetic learners, attend best in the afternoon

17. Meeting the Needs of Our Diverse Learners Visual, Auditory, Tactile and Kinesthetic What do drop-outs, incarcerated youth, �at risk� and �special ed� have in common Use what we have learnt in Brain Research

18. Look at Brain Research Brain growth can occur at any age as long as the brain is stimulated Hydration (or dehydration) can affect the brain�s ability The greater the variety of input to the brain, the more accurate the recall Novel input makes the brain allocate nerve cells and stimulate neuronal connections Threat, stress and anxiety cause the brain to minimize 3 deep breaths do help clean the emotional path in the brain Top three things that grab the brain Novelty Movement Emotions (negative and positive) Valentine�s day plate.Valentine�s day plate.

19. RuthRuth

20. Everyone does Belong How do we do this? Give them what they need for success Flexible pedagogy Adaptations Mondifictions

22. 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. Adaptation

23. 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 Modification

24. 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.

25. Ask Four Questions Which curriculum learning outcomes can the child meet without any changes? What adaptations can be made, and where for the child to meet these learning outcomes? Which learning outcomes will need to be modified? (can this be done with the same classroom materials?) Are there any times when the child will be working on different learning outcomes with different, but age appropriate, materials?

26. �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

28. Creating a Collaborative Team Combine resources Collaboration Team model Co-Teaching/co-plan/programming A model and support for classroom teachers

29. �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

30. Problem-Solving Team An effective tool For an inclusive school settings A Resource team is a multi-disciplinary, problem-solving school team which helps teachers develop strategies for students Purpose of the Resource team: brainstorm strategies to support the teacher within the regular classroom

31. What do you call it? Resource Meeting Multi-diciplinary team Teachers Helping Teachers Problem Solving Teams Porter Model Thirty Minute Peer-Helping Model Teacher Assistance Team Model

32. Why the problem-solving approach? Supports classroom teachers Increases the possibility of student success Develops a collaborative approach to problem-solving within the school Enhances prevention, intervention, creativity, � Any contentious issues regarding inclusion can be brainstormed It�s powerful!!!

33. What does a model like this have to offer? Can be used to address issues as they emerge Develop action plans Concrete steps to address issues Follow up Quick, systematic and effective Collaboration

34. On site expertise Support Structured and time limited An action plan is developed Ownership and control stays with the referring teacher Support and assistance

35. Why work Collabortively? Students have a right to quality education Teachers have the responsibility to provide a quality education Teachers are supported by their peers Collaboration, team-work, self-confidence and innovation to address issues Address challenges, concerns and crisis's New ideas and fresh approaches Together educators can make a positive difference in the lives of students and their families

36. Who can be involved? Problem solving team Classroom teacher Teacher in a resource role Administrator Professionals Community Partners

37. Where it all starts

38. Referring Teacher Any educator, administrator or even parent who has difficulty or concern with a student or group of students Bring to attention of contact Gathering of the problem solving team After exhausting other options Informal discussions Parent consultation Resource persons Adaptations/modifications

39. Contact Person Someone consistently available to turn to Teacher in a resource role School counselor Classroom teacher Administrator Set process Convene problem solving team

40. Problem Solving Team Participants may depend on timing and the type of issue School, professionals, community, parent, student Regular base team participants Ideally 5-7 members Cohesive, collaborative At least one classroom teacher

41. Team Facilitator �People person� Non-judgmental and respectful Leadership Attentive Results-oriented Summarize the essential issues Keep discussion focused Move discussion in productive manner Collaborative develop practical action plans Clarity of issues and roles Time constraints and wrap-up

42. Recorder Regular member and participant Accurately summarize emerging key ideas Capture essential details Rotating role Objective Written, charts, computer, Smart board Proper minutes

43. What else is needed? Trust among colleagues Recognize and be honest regarding personal and professional limitations Positive encouragement Non-critical attitudes towards peers and issues Each member has valuable insight and expertise Confidence to work together Allow referring teacher to judge strategies

44. Are you ready? Do you need to be?

45. Invest in the School Improvement & Growth Model versus �Defective Child Model�

46. Seven Stages Introduce the problem and the process Statement from the referring teacher Group discussion with the referring teacher Brainstorming Selecting Strategies Establishing an action plan Closing the meeting

47. 1. Introduction Summarize challenge or concern Assist the referring teacher to present issues What they want from the group, concise explanation Relevant background information Listen Non-judgmental 2-3 minutes

48. 2. Teacher Statement Referring teacher details issue Listen, non-judgmental No questions May post information in point form Approximately 3-5 minutes

49. 3. Group discussion Questions to clear up uncertainties about the situation presented Present questions in turn Members should �pass� if they do not have a question Several times around the group Questioning examples Recording Approximately 3-5 minutes

50. 4. Brainstorming Explain purpose Think out side of the box but do-able, consider all possibilities and beyond One idea leads to another Directed to facilitator not referring teacher Found to generate new ideas for individuals Acceptance, respect, trust and non-judgmental Approximately 10 minutes

51. 5. Selecting Strategies Opportunity for referring teacher to make selections Prioritize 1-2-3 without justification Not an arduous task, keep it comfortable and simple Approximately 5 minutes

52. 6. Action Plan Develop action plan Facilitator organizes and sets plan to paper Summary of general aim of meeting Point to priorities teacher selects Clearly assign roles Planning must continue in detail at later time Establish who will be involved in follow-up and when Standardized plan form Approximately 2-3 minutes

53. 7. Closing the Meeting Achievable in 30 minutes or less Thank participants Close on an up-beat note/message Point to constructive results

54. Potential Success Reasonable list of students submitted Prepare and distribute agenda Maintain detailed minutes Multi-disciplinary team Work collaboratively Empower referring teacher to participate and take ownership of strategies

55. Benefits of Team Spirit of collaboration, openness, mutual respect and support Gained insight into unique perspectives and skills of peers Immediate action dealing with the issue at hand Support a distressed colleague Participation in action plan

56. Resources and expertise to draw on Break though frustration and isolation Create a bank of �do-able� ideas, best practices Discover unique perspectives, skills and creativity Increase personal confidence Empowerment

57. A WQSB High School

58. A Little ETSB School

59. A Rural CQSB School

60. Why wouldn�t you do it? It just makes sense!

61. �We are for difference For respecting difference For allowing difference For encouraging difference Until difference no longer makes a difference� Johnetta Cole

62. Diana Carr dianacarr@lbpsb.qc.ca www.learnquebec.ca/aldi Ph# 514-793-7076