Staff Development MeetingStaff Development MeetingWednesday, November 4, 2009Wednesday, November 4, 2009

““Better learning will not come from finding better Better learning will not come from finding better ways for the teacher to instruct, but from giving the ways for the teacher to instruct, but from giving the

learner better opportunities to construct.”learner better opportunities to construct.”

Learning IntentionsLearning Intentions

• I can explain the principle of inclusion.I can explain the principle of inclusion.• I can understand the system wide approach to I can understand the system wide approach to

inclusion at Mt. Sentinel.inclusion at Mt. Sentinel.• I can participate in focused collaboration with I can participate in focused collaboration with

a commitment to action.a commitment to action.

Mt. Sentinel promotes an inclusive Mt. Sentinel promotes an inclusive

education system in which all education system in which all

students with diverse needs are fully students with diverse needs are fully

participating members of a participating members of a

community of learners.community of learners.

Inclusion is a principle which holds that:

All students are entitled to equitable access to learning and achievement through

• Meaningful participation

• Interaction with others

• Recognition of their inherent value as

contributing members of a learning community

“Inclusion” is the process of making the classroom or

school welcoming to all learners. The term

"inclusion" implies that learning experiences are

available to all students in the class, regardless of

skill, fitness, personal attributes, social behaviours,

or their level of knowledge, understanding or

appreciation of the learning activities.

The spirit of inclusion also suggests that students with

disabilities need to become ‘part of the action’,

even though they may require additional assistance

for some activities.”

Adapted from Adapted from Moving to InclusionMoving to Inclusion, CIRA/CAPHER, Gloucester, Ontario, CIRA/CAPHER, Gloucester, Ontario

What Is Integration?What Is Integration?

Integration is a strategy that supports inclusion:Integration is a strategy that supports inclusion:• Placement (full or partial) in educational settings with Placement (full or partial) in educational settings with

other same age and grade peers who do not have other same age and grade peers who do not have special needs.special needs.

• Provision of necessary adaptations and/or Provision of necessary adaptations and/or modifications if necessary.modifications if necessary.

• Takes into consideration the educational needs of the Takes into consideration the educational needs of the student and others.student and others.

• Integration does not preclude pullout opportunities.Integration does not preclude pullout opportunities.

Reflect on your personal experiences with inclusion.

• What benefits do you/have you seen?

• What are some of the challenges?

The question is no longer whether or not we practice inclusion,

but rather how to do it well.

Support Teams That Make Inclusion Work

• Classroom teachers

• Learning Support Teacher

• Counsellors

• Administrators

• District Specialists (Psychologists, SLPs, OTs…)

• Student Support Workers:

(EA, CYC Worker, Freedom Quest, Art Therapy etc.)

• Parents

System Wide Approach To InclusionSystem Wide Approach To Inclusion

5 Phase Planning Model that includes:that includes:• Classroom TeacherClassroom Teacher• Learning Support Team Learning Support Team

(EA/CYC Worker, Teacher Librarian/Technology Support, Learning Support (EA/CYC Worker, Teacher Librarian/Technology Support, Learning Support Teacher) Teacher)

• Student Support Services Student Support Services (Counsellors, Learning Support Teacher)(Counsellors, Learning Support Teacher)

• School Based TeamSchool Based Team (Counsellors, Learning Support Teacher, CYC Worker and Administration )(Counsellors, Learning Support Teacher, CYC Worker and Administration )

• Inter-Agency SupportInter-Agency Support• District StaffDistrict Staff

Phase 1 – School Planning/Classroom Level

SCHOOL WIDE

STRATEGIES are

effectively used for

80- 90% of students in

all settings by all

adults. They are

proactive to prevent

serious learning or

behaviour difficulties

Phase 2 – School Based Team

TARGETED

SUPPORTS are

designed for about

5 - 7% of students

at risk

Phase 3 – Referral to District Student Services

Individualized

Supports for 3- 5%

of students with

serious challenges:

cognitive,

academic,

emotional,

behavioural.

Phase 4 – Programming & Ongoing Intervention

Students continue as verifiably deficient in academic performance compared to peers, in spite of all intervention attempts.

• Specific, individualized, intensive interventions provided, in either

general or special education settings

• IEP and / or Behaviour Support Plan developed

• Frequent progress monitoring, data collection and analysis

Phase 5 – Alternate ProgrammingPhase 5 – Alternate Programming

• equal but different path to meeting graduation requirements

• programming is more self directed and self paced; individualized learning

• academic program may include distributed learning, essential learning packages, and/or Independent Directed Studies

• academic program may be blended to include links to the community through work experience and inter-agency support

Focused Collaboration With A Focused Collaboration With A Commitment to ActionCommitment to Action

Together we can achieve what can not be done Together we can achieve what can not be done alone.alone.

Teamwork! – Teamwork! – www.youtube.com /direct link /direct link disabled for “professional” reasons!disabled for “professional” reasons!