Transcript The Inclusive Classroom

The Inclusive School
www.schoolofeducators.com
The Move to Inclusion
 Over the last 20 years
 Practice of educating students
with special needs
in the regular classroom
 Demise of special classrooms/schools
 Collaboration/Co-Teaching
 Safe and productive learning environment for all
 Move from “allowing” students with special needs
“in” to welcoming
 Building a communities where everyone feels a
sense of belonging
What is Inclusion?
Welcoming
Educating
Collaboration
Designing
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
How?
Be
Be
Be
Be
Be
flexible
collaborative
prepared to problem solve
a planner
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
Schools
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.
Belonging
“belonging”
is a tern 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.
Create Belonging
Make
the concept explicit
Include children in problem solving
Teach inclusion and celebrate
diversity
Establish a relationship with each
child
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.
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.”
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.
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
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.
Ask Four Questions
1.
2.
3.
4.
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?
Creating a Resource Model
Combine
resources
Collaboration
Team model
Co-Teaching/co-plan/programming
A model and support for classroom
teachers
“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
“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
Your attention and participation has
been appreciated.
THANK YOU !