Foundations of Inclusive Education

1. Foundations of Inclusive Education What is Inclusion?

2. 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

3. 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

4. Key Historical Events

5. Evolution of Terms Mainstreaming 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.

6. Evolution of Terms Integration 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.

7. Evolution of Terms Inclusion 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.

8. 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

9. Categorical Funding System For funding purposes only: to support additional supports and accommodations to enable students with disabilities to access and participate in educational programs • Do not refer to students by labels, acronyms or funding category • Do not refer to students in non-person first language • Do not focus on disabilities or deficiencies as if they were the main attribute of a student

10. Education Today The Learning Pyramid A few students will know…(5-10%) Some students will know…(10-15%) All students will know…(80%)

11. Beyond the Foot in the Door Inclusion 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.

12. 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.

13. Academic • Create individual and differentiated lessons, objectives and assessments. • Pace lessons, with step by step explanations. • Allow for appropriate amount of practice & application.

14. 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.

15. 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!

16. 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).

17. 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.

18. 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!

19. 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,…

20. Creating Supportive Inclusive Classrooms

21. 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

22. 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

23. 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