Inclusive Schooling

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Inclusive Schooling
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Inclusive Schooling

• An inclusive school is a school where every
  child is respected as part of the school
  community and where each child is encouraged to
  learn and achieve as much as possible, a place
  where all children could learn and where
  differences are cherished for the richness that
  they bring 1(Appendix iv Statement on
  Integration).
• The goal of inclusive schooling is to facilitate
  the membership, participation and learning of all
  students in school programs and activities. The
  support services that are designed to meet
  students diverse educational needs should be
  coordinated within the neighborhood school and to
  the extent possible, within grade level/subject
  area classrooms.

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Only as Special as NecessaryProgram Planning in
an Inclusive Model

• What is the student able to do and/or participate
  in independently with the class?
• What is the student able to do and/or participate
  in with the assistance of the natural supports in
  the classroom?
• What is the student able to do and/or participate
  in with the assistance of additional supports in
  the classroom?
• Which outcomes of the provincially approved
  curriculum cannot be met by the student and what
  individualized outcomes will replace them?
• What level of support is required to assist the
  student in achieving the individualized outcomes
  keeping in mind that the support should be only
  as special as necessary (natural supports in
  classroomadditional classroom supports)?
• Are there services which are best provided in a
  setting other than the classroom itself? If so,
  how can they be scheduled so as to be least
  disruptive to the students inclusion in his/her
  class?

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Range of Programming Interventions and Levels of
Planned, Individualized Support

• Minor Moderate/Major
  Adaptations Extensive

IPP required to meet Special needs of student
Student remains in regular program with planned
adaptations to enable student to succeed in
program
Regular program in classroom (majority of
students)
Programming
PPT collaboratively plans, implements, and
evaluates IPP
Teacher(s) with support of PPT as required, plan
specific strategies To assist student
Who? How?
Normal support by Classroom teacher(s)
Outcomes of curriculum must be changed to meet
changed to meet student needs written IPP
includes Annual and specific individualized
outcomes Signatures of parents/ Guardians
indicate agree- ment on the IPP
Change in instructional strategies and/or
evaluation methods and/or support services while
maintaining out- comes of provincially approved
Curriculum (documented in Cum File)
Outcomes/Objectives of provincially
approved curriculum
What?
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• Teachers Responsibility
• Teachers are responsible for all students who are
  placed under their supervision and care. This
  includes responsibility for safety and
  well-being, as well as program planning,
  implementation and evaluation.
• Collaboration
• Collaboration and consultation is essential in
  supporting students with special needs to ensure
  a coordinated and consistent approach to program
  planning and service delivery.

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Role of Classroom Teachers

• Classroom teachers who receive support from a
  program assistant have the following
  responsibilities
• Informing program assistants of classroom
  procedures and rules, and methods of classroom
  management
• In collaboration with program assistants,
  discussing and clarifying, specific job functions
  based on the needs of the student(s)
• Documenting identified job functions that are to
  be in accordance with the teacher assistants job
  specifications and ensuring that the principal
  has a copy of the job functions
• Providing input regarding the supervision and
  evaluation of the teacher assistants
• Informing school principals when students whom
  program assistants are supporting are absent so
  that the assistants schedules can be adjusted
• Ensuring communication with program assistants
  through documentation (eg. Communication book,
  log book, regular meetings, and ongoing
  discussion)
• Modelling the confidentiality of the
  student-school relationship
• Resolving conflicts with program assistants at
  the classroom level first, school level second,
  and regional school board level third

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Expectations of Program Assistants

• Support for Instructional Program
• Under the direction of the supervising teacher
  and/or school team, the program assistant will
• Assist students in following programs,
  strategies, exercises, and materials
  identified/developed and introduced by the
  teacher
• Assist the teacher(s) in the preparation of
  material
• Provide feedback to the supervisory teacher on
  his/her observations of students
• Accompany students to and from community-based
  programs and provide support within these
  programs, as necessary

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Attitude
Charles Swindoll The longer I live, the more I
realize the impact of attitude on life. Attitude,
to me, is more important than the facts. It is
more important than the past, than education,
than money, than circumstances, than failures,
than successes, than what other people think or
say or do. It is more important than appearance,
giftedness or skill. It will make or break a
companya churcha home. The remarkable thing is
we have a choice every day regarding the attitude
we will embrace for that day. We cannot change
our pastwe cannot change the fact that people
will act in a certain way. We cannot change the
inevitable. The only thing we can do is play on
the one string we have, and that is our
attitudeI am convinced that life is 10 what
happens to me and 90 how I react to it. And so
it is with youwe are in charge of our attitudes.
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People who say it cannot be doneshould not
interruptthose who aredoing it.-Anonymous
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IPP Programming (Life Skills)
Anger Management Programming
Course Support
Student Support Department
LST
ECO Room
Peer Tutors SMART Program
Transition Planning
Teen Health Center