EPSY 322STUDENTS WITH EXCEPTIONAL

NEEDS IN THE INCLUSIVE CLASSROOM

University of ReginaWinter 2015

Cheryl Thacker

Book Reflection• You will be asked to read one (1) novel from the following list

as part of the course requirements. Each of these books are available, in multiple copies, through the Wapiti Regional Library in Nipawin. • Any student who would rather read a novel for the assignment

not found on the following list must bring the book to the instructor for approval first.• NOVELS:• Just Like Other Daughters, Colleen Faulkner, 2013• Handle With Care, Jodi Picoult, 2009• Love Anthony, Lisa Genova, 2012• The Curious Incident of the Dog in the Night-time, Mark

Haddon, 2003• House Rules, Jodi Picoult, 2010

Book Reflection Assignment• Title, Author, Copyright Date• What do you think was the author’s purpose in

writing this book? (3)• How has this book changed or enhanced your view of

people with different abilities? (3)• What passages strike you as insightful, profound or

memorable? List two (2) different passages, along with page numbers, and briefly explain why you chose these two passages. (4)

Assigned Reading Summary

1. Describe the main characteristics of this exceptionality. (4)

2. Who is this child? What does he or she look like in your classroom? (4)

3. Where can you obtain resources regarding this specific exceptionality? What are some local resources, organizations and contacts that would be useful for you as a classroom teacher? (6)

4. How can you use this information in your classroom? What are the implications for teaching and learning? (6)

Words with Dignity

• http://education.gov.sk.ca/Using-Words-With-Dignity

GROUP NORMS•We will start and end on time.•We will listen when another person is talking.•We will turn electronic devices to vibrate in

order to reduce distraction.•We will participate in discussions and activities.•We will respect diverse learning patterns.•We will ask questions and explore topics to

further our understanding.

BIG IDEAS

NESD DEFINITION OF INCLUSION

In the North East School Division we define inclusion as a value system which holds that all students are entitled to equitable access to learning, achievement and the pursuit of excellence in all aspects of their education. The practice of inclusion transcends the idea of physical location, and incorporates basic values that promote participation, friendship and interaction.

INCLUSION

Inclusion involves bringing the support services to the child (rather than moving the child to the services) and requires only that the child will benefit from being in the class (rather than having to keep up with the other students). Schools that embody effective principles and practices of inclusion coordinate and unify educational programs and supports in order that all children, including those with diverse needs, belong and can learn effectively.

INCLUSION

• Inclusion is often associated with students who have impairment or students who have “special educational needs”. However, inclusion is about the education of all children and young people.

INCLUSION EDUCATION…• …is seen as a way of educating all children, with all

their diversity, uniqueness and exceptionality, in the neighbourhood school, in the regular classroom, with other children of the same age. This includes both gifted children and vulnerable children.• …contributes to the development of a society in

which differences are respected and valued.• The goal of inclusive education is the achievement of

consistently better student outcomes for all students, in all areas (academically, emotionally, socially, and physically), while providing a satisfying and supportive work environment for educators and staff.

Principles of Inclusive Education• Parents are involved in making decisions that affect their child

• There are inclusive education policies and budgets supported by effective provincial legislation, standards and guidelines

• There is needs-based rather than categorical assessment and placement

• There are partnerships among individuals who work directly with children and in the broader school community

• There is transition planning to assist students’ smooth transition from one stage of the education system to another

• There are inclusive classroom practices and design

• There is modification of curriculum

• There is a focus on goal attainment

• There is teacher training and professional development to enhance all teachers’ capacity to teach in inclusive classrooms

• There is provision of supports to students, teachers, administrators and parents

• There is physical accessibility/universal design in the school building and grounds

• There is a philosophy of inclusion and inclusive policies at all levels of governance and administration

(Roeher Institute, 2004; Save the Children, 2002; UNESCO, 2003).

INCLUSION IN THE WORLD AND CANADA

• The United Nations (UN) Convention on the Rights of the Child (1989)

• The Canadian Context

• The Saskatchewan Context

WHAT DOES INCLUSION LOOK LIKE? 

INCLUSION DOES NOT MEAN…

Assessment/data used to guide instruction and learning. Planning does not reflect assessment of need.

Each student is in an age-appropriate general education classroom. Having students with diverse needs in general classrooms without careful planning and adequate support.

Cooperative learning. Isolating students socially, physically, or academically within the general education classroom.

All students receive an education that addresses their individual needs. Teachers spend a disproportionate amount of time teaching or adapting curriculum for students with disabilities.

Special education supports are provided within the context of the general education classroom.

Special education teachers are relegated to the role of assistant in the general education classroom.

Students, staff and community use reflection for continuous improvement; teach students, not only content.

When teachers teach the subject and not the student. When we do what we have always done because we have always done it that way.

Students, staff and community are excited about learning and are engaged in the learning process.

Passive learners.

There is an expectation of building-based planning, problem solving, ownership, and accountability of all students and programs.

Forcing general and special education teachers to team together without careful planning and well-defined responsibilities.

Every student is accepted and respected. When students have to earn the right/skills to be included.

Inclusion is the lens with which we view all educational opportunities; it becomes the “way we do business”.

Inclusion is seen as another “thing” we have to do. It is viewed as an “add-on” and more work.

(Information for this chart based on the work of McLeskey and Waldron, 2000)

TO SUMMARIZE…

•All students can learn• The learning process may look different for different

students•Membership and belonging in a community is vital to

learning• Inclusive education is a human right

TO SUMMARIZE…

• Inclusive Education does not only mean additional people who work with particular students.• Inclusive Education includes planning lessons

with all students in mind and using differentiated instructional activities•When learning activities are designed to

support the participation of all students the need for individual support is reduced.