Inclusion, Quesnel school teams
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Transcript of Inclusion, Quesnel school teams
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Inclusion: �a belief system for all
QuesnelSchoolTeamsJune7,2016
FayeBrownlie
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Consensus Draw
•Whatdoesinclusionmeantoyou?•Writedownthe1st5wordsthat
cometoyou.
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•Circlethemostpowerfulword.
•Shareyourpowerfulwordandtellwhyitispowerful.
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• Cometoconsensusinyourgrouponacommonsetofwordsthatdefineinclusion(5-10).
• Usethechartpapertoshowthesewords-noleLers,wordsornumbers!
• Discussthekeywords.
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• InclusionisnotaspecialeducaRoniniRaRve,ratheritbelongstogeneraleducaRonandisareflecRonofthesocietywewant.
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• Diversityisstrengthandweareenrichedaslearnersandcommunitymemberswhenweworktogethertowardsharedgoalsthatbenefitallstudents.
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• WedoknowenoughcollecRvelytoteachallstudents.
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Whichiswhich?
• Inclusion• Exclusion• IntegraRon• SegregaRon
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MOORE,S.&WATSON,L.PR-ALL-GRAMMING-SESSION1,2012
DIVERSITY&INCLUSION
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MOORE,S.&WATSON,L.PR-ALL-GRAMMING-SESSION1,2012
DIVERSITY&INCLUSION
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Schools as communities where everyone ‘owns’ all students
Chap.1-4
LearninginSafeSchools,2nded–
Brownlie&King
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Goal:
tosupportstudentsinworkingeffecRvelyintheclassroomenvironment
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Rationale:
BysharingourcollecRveknowledgeaboutourclassesofstudentsanddevelopingaplanofacRonbasedonthis,wecanbeLermeettheneedsofallstudents.
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A Key Belief
IntervenRonisfocusedonclassroomsupport.Classroom-basedintervenRondoesNOTmeanthatallspecialistshavetobeintheclassroomalltheRme.Instead,theRESULTSoftheirworkhavetoshowupintheclassroom.
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The Class Review Process
LearninginSafeSchools–Brownlie&King,2nded.PembrokePress
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• Meetasaschool-basedteam,withtheadministrator
• Eachclassroomteacher(CT)joinstheteamfor45minutestospeakofherclass
• TOC’sprovidecoverageforCTs• Followtheorderofstrengths,needs,goals,individuals
• TheCTdoesnotdotherecordingorthechairing
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ImplementingClassReviews
Whatarethestrengthsoftheclass?
Whataretheneedsoftheclassasawhole?
Whatareyourmaingoalsfortheclassthisyear?
Whataretheindividualneedsinyourclass?
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Class Review Learning in Safe Schools, 2nd ed.
(Brownlie & King, 2011)
Teacher: Class:
Classroom Strengths Classroom Needs
Other Socio-Emotional Learning Language Medical
Goals Decisions
Individual Concerns
Class Review Recording Form
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Rationale for Collaboration:
• Bysharingourcollec>veknowledgeaboutthewholeclassanddevelopingaplanofac>onbasedonthis,wecanbeHermeettheneedsofallstudents.
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Goal:
• tosupportstudentstobesuccessfullearnersintheclassroomenvironment
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A Key Belief
• Wheninterven>onisfocusedonclassroomsupportitimproveseachstudent’sabilityandopportunitytolearneffec>vely/successfullyintheclassroom.
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No plan, No point
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Co-teachers:�When two teachers are in the room,
they can…• Workfromaplanbasedonstudents’strengthsand
needs• Differen>ateinstruc>on• UseAFLstrategiestoassessunderstanding• Increasepar>cipa>onofallstudents• Decreasebehavioralchallenges• FocusaHen>on• Increasestudentindependence• Teachself-regula>on• Modelposi>ve,strengths-basedlanguage• Talktoeachotheraboutwhattheyarelearningabout
theirstudents
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Questions to Guide Co-Teaching
• Areallstudentsac>velyengagedinmeaningfulwork?
• Areallstudentspar>cipa>ngbyansweringandaskingques>ons?
• Areallstudentsreceivingindividualfeedbackduringthelearningsequence?
• Howisevidenceoflearningfromeachday’sco-teachingfuelingtheplanforthenextday?
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A Co-teaching Question: Isthisthebestapproachtomaximizestudentlearning:
•atthis>me
•forthistask
•forthisstudent?
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The Vision
ARemedialModel
(DeficitModel)‘Fixing’thestudent
Outsidetheclassroom/curriculum
AShigfrom….. to
AnInclusiveModel(StrengthsBased)‘Fixing’thecurriculum
Withintheclassroom/curriculum
to
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Transforma>onswithintheInclusiveModel
Pull-outSupport/PhysicalInclusion•sRllaremedialmodel–tomakekidsfit•Intheclass,butogenonadifferentplan
Inclusion•ClassroomTeacherascentralsupport•ResourceTeacher–workingtogetherina
co-teachingmodel
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Shifting or reaffirming resource/support models
Chap.9
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SampleElementaryDayLearninginSafeSchools,2nded.
8:15-8:45 School-basedteammee>ng8:45-9:30 Gr.6/7LiteratureCircles9:30-10:15 Gr.2/3GuidedReading10:15–10:30 Recess10:30-11:15 Gr.2/3Math11:15-12:00 Gr.3/4WriRng12:00-12:50 Lunch12:50-1:35 KWriRng–co-teaching1:35-2:20 Gr.6/7Individualsupport2:20-3:00 DPA–orpaperwork
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SampleMiddle/SecondaryDayLearninginSafeSchool,2nded.
8:40-9:45 ResourceRoom–scheduledanddrop-instudents
9:45-10:15 Break
10:15-11:35 SupportBlock:co-teaching
11:35-11:55 USSR
11:55-12:38 Lunch
12:38-1:53 SkillsBlock–scheduled,lifeskills
1:53-2:00 Break
2:00-3:15 Co-teachingScience10andMath8,alternatedays
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Co-Teaching Models�(Teaching in Tandem – Effective Co-Teaching in the Inclusive Classroom – Wilson
& Blednick, 2011, ASCD)
• 1teach,1support• Parallelgroups• Sta>onteaching• 1largegroup;1smallgroup
• Teaming
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Resources• Assessment&Instruc>onofESLLearners–Brownlie,Feniak,
&McCarthy,2004• GrandConversa>ons,ThoughDulResponses–aunique
approachtoliteraturecircles–Brownlie,2005• StudentDiversity,2nded.–Brownlie,Feniak&Schnellert,
2006• ReadingandResponding,gr.4,5,&6–Brownlie&Jeroski,
2006• It’sAllaboutThinking–collabora>ngtosupportalllearners
(inEnglish,SocialStudiesandHumani>es)–Brownlie&Schnellert,2009
• It’sAllaboutThinking–collabora>ngtosupportalllearners(inMathandScience)-Brownlie,Fullerton&Schnellert,2011
• LearninginSafeSchools,2nded–Brownlie&King,Oct.,2011