Shifting Practice: Educational Assistants in Inclusive Classrooms Dawn Normoyle CESD Student Services Coordinator Educational Assistant PD Day Jan. 31, 2012
What is an Inclusive Education system? “In Alberta, an inclusive education system means: Shifting the focus from changing the student to changing the student’s environment so that barriers are reduced and students have the supports they need to be successful.” Setting the Direction, 2010
Diversity In an Alberta school of 500 students, wemight expect to see… • 25 students with learning disabilities • 40 students with AD/HD • 7 students with autism • 5 students with FASD • At least 1 student with a physical disability • 15students with cognitive disabilities
Diversity • 7students requiring support for mental health issues • 8 students with severe behavioural/ emotional disabilities • 20 students who may require additional challenge • 100 students who will not finish high school within 5 years
Diversity can also mean… For more information, please see Alberta Education’s High School Completion website: http://ideas.education.alberta.ca/hsc/parent-info.aspx
Diversity could also mean … Differences in: • backgroundknowledgeandexperience • learningpreferences • learningstrengths • personalinterestsandmotivation • levels of engagement
“At the core of inclusion is the concept of making differences ordinary so that all students have a place, feel valued and welcomed, and are equipped for success.” Setting the Direction – Action on Inclusion, 2010
Mission Chinook’s Edge School Division will engage every student in meaningful learning by challenging, encouraging and believing in them. Vision Chinook’s Edge School Division will be universally recognized as a collaborative learning community where learning is personalized for all students to achieve success as compassionate and innovative global citizens.
Jig Saw Gather, review and record key ideas from the article, “The Golden Rule in Providing Support in Inclusive Classrooms: Support Others as You Would Wish to Be Supported” • Everyonereads the introduction to the end of The Golden Rule of Adult Support (p 37). • A reads Rationale for Fading Support to end of Interference with Teacher Contact and Instruction (p 37 – 39). • B reads How to Fade Adult Support to the end of Ask and Listen (p. 39 – 41). • C reads Step Back to the end of Final Thoughts (p. 41 –43).
Jig Saw • Experts- use Placemat Retrieval Sheet to identify and record thoughts with their group members • Experts return to their groups, and share and record main ideas and insights in each area of the placemat. • Moving Forward: Generate two ways to incorporate these ideas into your work • Using the center of the Placemat, record and share individual ‘Key Take Away(s)’ from the activity
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Resources • “The Golden Rule in Providing Support in Inclusive Classrooms: Support Others as You Would Wish to Be Supported”, http://faculty.soe.syr.edu/jcauston//publications.html • Causton-Theoharis, J. (2009). The Paraprofessional’s Handbook for Effective Support in Inclusive Classrooms. Baltimore: Paul H. Brooks Publishing Company. • Alberta Education. Inclusive Education, http://education.alberta.ca/department/ipr/inclusion.aspx • Alberta Education. Inclusive Education Planning Tool. http://www.learnalberta.ca/content/iept2/library/