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  • I don’t even always agree with the text, but it often represents the mainstream perceptions of inclusive education so you should know its contents. Group work: expectations. Equal participation. If I meet with group, all participants should attend. Assignments are not just a means of evaluation; they’re also a means of informing your classmates.
  • Note that with the exception of ASDs these are categories rather than diagnoses Conditions that affect a student’s ability to benefit from schooling—not exclusively academic Intellectual, emotiona/behavioural, sensory, physical … maybe talk a bit about the difference between a physically based diagnosis and a functionally based one…
  • Philosophy of inclusion…
  • Variable implementation and interpretation from one district to another Groups, feedback, discussion…
  • Issues…. Difficulty on occasion of tracking who the custodian is; involvement of foster parents
  • Discuss problem of “bias.”
  • This last can be valuable when a child transfers into your school from another school or district
  • And sometimes they may have had bad advice. “Norbert must have a full-time aide.”
  • Guardianship SWs over-worked, change often in some areas. Don’t get sucked into stuff, kid’s interest is paramount.
  • Transfer: eg, when child moves out of one MCFD, health regions, and/or school district Also: private, contracted support agencies. Eg. Hollyburn
  • Avoid stereotypes. Stories: Andy and the robin Joe T.

Class 1 Presentation Transcript

  • 1. EPSE 317 Development and Exceptionality in the Regular Classroom WEEK I
  • 2. The Shape of the Day
    • Administrivia.
    • What is inclusion and what will you need to know as an elementary teacher?
    • Who are students with exceptionalities?
    • Working with families and agencies.
  • 3. Administrivia
    • .PPTs—available on Blog at least the day before class.
    • Blog. http://summer973.blogspot.com
    • Breaks—15 minutes, approx 90 mins into class.
    • Text. Readings are important. Please try to keep up with them. I don’t teach the text, but rather complement it, so you need to read stuff. (I do read the text…)
  • 4. An Apology
    • I have a simply terrible memory for names.
    • It is not indifference, I have really poor recall for names, dates and other discrete items.
    • Please don’t take offense if I don’t remember your name. There’s a good likelihood I’ll remember other important stuff about you, but not your name.
    • I’ll try, honest. But this is a problem for me.
  • 5. The Manual of Policy, Procedures, and Guidelines for Special Education Services
    • AKA the MOPPandG
    • http://www.bced.gov.bc.ca/specialed/ppandg.htm
    • First published in 1995
    • Updated frequently
    • Intended for District Level, but familiarity can be useful for classroom teachers.
  • 6. Course outline
    • No final exam. No exams, period.
    • Course is pass/fail
    • Text availability. UBC Bookstore, E-book, library reserve.
    • Review of assignments
      • Worksheets
      • Group assignments
    • Questions so far…?
  • 7. Who Is This Class About?
    • Students with learning and developmental exceptionalities, as identified by the BC Ministry of Education:
    • Physically Dependent
    • Deaf-Blind,
    • Intellectual Disabilities,
    • Hearing Impairments,
    • Visual Impairments,
    • Chronic Health Conditions and Physical Disabilities,
    • Behavioural and Mental Health Disorders,
    • Autism Spectrum Disorders (ASDs),
    • Learning Disabilities, and
    • Gifted
    • Note that with the exception of ASDs, these are general categories rather than diagnoses
  • 8. It does not include:
    • First Nations Students, Métis, Inuit
    • ESL (ELL)/FSL (FLL)
    • (Unless they are otherwise exceptional and fit into one of the above categories)
  • 9. Importantly, it also includes
    • Everyone in the education system including other students
    • Families
    • Other service providers
  • 10. “ Inclusive Education”
    • What does this mean to you?
    • What are your experiences?
  • 11. A Little Background… Responses to Children with Learning Exceptionalities
    • Institutionalisation
    • “ Special Education”
    • Medicalisation
    • US PL 94-142 (1975)
    • “ Mainstreaming”
    • “ Integration”
  • 12. Inclusion Is NOT
    • A mandate that all children be in integrated classrooms at all times
    • Other options:
      • Part-time resource room support
      • Specialised classroom
      • Specialised schools
    • “ Mainstreaming”
    • Discussion question : Are there times when a student benefit from placement other than a regular classroom?
  • 13. Teachers’ Role in Inclusive Education:
    • Under Provincial Law:
      • Teachers have primary responsibility for instruction for all students in their classes.
      • When students’ needs require specialised programming, the teacher is expected to collaborate with specialists.
      • If a student has the support of a teacher’s assistant, the teacher remains responsible for the instructional planning and supervision of the TA.
  • 14. Parents
    • From the MOPPandG:
    • Parents of students with special needs know a great deal about their children that can be helpful to school personnel in planning educational programs for them.
    • Districts are therefore advised to involve parents in the planning, development and implementation of educational programs for their children. This consultation should be sought in a timely and supportive way, and the input of parents respected and acknowledged.
  • 15. Alphabet Soup
    • IEP—Individual Education Plan
      • (elsewhere, variously, IPP –individual program plan, learning plan, etc.)
    • A document that outlines the accommodations to be provided for a specific student to enable him or her to benefit from instruction.
  • 16. Hewko, 2006
    • Legal decision that defines “Meaningful Consultation” between school and parents of a child with special needs.
    • The obligation of a school to involve parents in the development of an IEP
    • (instructional planning) for their child.
  • 17. Children in Care
    • When children are in custody of the Province, school boards are required to provide the guardian with relevant information.
    • This includes placement, IEP development, and any disciplinary measures that may occur.
    • Foster parents do not have legal guardianship, but can be valuable collaborators with the consent of the legal guardian.
  • 18. Identification of Special Needs
    • Children with special needs are, by law, entitled to timely identification and assessment.
    • … More of the teacher’s role in this process next class.
  • 19. Things Teachers Need to Know
    • If a child has a designated exceptionality, a teacher should be advised in advance of his/her arrival in the class.
    • Teachers should be informed if there are special health, emotional or behavioural needs for a particular student in their class.
    • Information about specific conditions should be available to teachers.
    • Teachers should be informed about available supports at district and provincial level for both student and teacher.
  • 20. Sources of Information
    • About a specific condition:
      • Resource teachers
      • District helping teachers, psychologists, SLPs etc.
      • Sometimes medical professionals
      • Parents
    • About a child:
      • Parents/caregivers
      • The child him/herself
      • Other school staff…with caution
  • 21. Provincial Outreach Programs
    • Specialised services, administered by School Services
      • Some interministerial
        • Hospital-based schooling
        • Treatment or “containment” centres
    • Specific services for students with special needs
      • Provincial centres (e.g. RE Mountain program for Deaf students)
    • Outreach programs, run by specific school districts, but available for all schools within Province.
    • See www.popbc.ca
  • 22. Provincial Outreach Programs
    • Consultation, training, ongoing support
    • Not all programs provide support for individual students
    • Referrals generally through districts, some programs have regional resource persons.
  • 23.
      • POPARD: Provincial Outreach Program for Students with Autism Spectrum Disorders
        • www.autismoutreach.ca
      • Provincial Outreach for Deaf-Blindness
      • Provincial Outreach Program for Deaf and Hard-of-Hearing
      • Provincial Outreach Program for Cochlear Implants
      • POPFASD: Provincial Outreach Program for Fetal Alcohol Spectrum Disorders
        • www.fasdoutreach.ca
      • PISP: Provincial Integration Support Program
        • www.pisp.ca
      • Provincial Early Intervention for Learning Disabilities
  • 24. SET-BC
    • Special Education Technology-BC
    • Assistive Technology, computer assistance primarily for students with physical disabilities and visual impairments
    • Assess students for appropriate technology, train staff in use
    • Provide technology at no additional cost to district or student
    • www.SETBC.org
  • 25. PRCVI
    • Provincial Resource Centre for the Visually Impaired www.prcvi.org
      • Alternate format instructional materials
      • Long-term loan of specialized equipment (e.g., Braille writers; talking
      • calculators; recorders)
      • Short-term loans of professional literature and videos on Visual impairment and deaf-blindness to teachers
      • Outreach services
      • Consultation services on the use and choice of materials and equipment
      • In-service training
      • On a partial cost-recovery basis, audio tape and electronic text versions of provincially recommended learning resources are available for students designated as print disabled
  • 26.
    • Bear in mind that the phrase, “I know all about …(x, y, z condition) kids,” is a formula for catastrophe.
    • Kids with special needs are individuals and vary as much among themselves as any of us.
    • Never set your expectations solely on the basis of a label.
  • 27. Which brings us to “Labelling”
    • Sometimes parents will be reluctant to have a child identified as special needs because they are cautious about labelling.
    • What are you going to say to them?
  • 28. Why Identify?
    • Can make realistic supports available
    • Can clarify causes of apparent “behaviour”
    • Sometimes it can (used sensibly) clarify a student’s difficulties to the student: “I’m not dumb, I’ve got a learning disability.”
    • Throughout this course, we’ll cover who can identify what conditions
  • 29. Functional Analysis
    • An alternative to categorisation?
    • Describe students by their functional abilities and impairments
    • Shape programming accordingly
    • Eliminates “labelling,” “Stigma.”
    • In use in Yukon and NWT, under consideration in Alberta
  • 30. Families
    • Family involvement will vary.
    • Discuss…
  • 31.
    • Cultural understandings of disability
    • Parents’ own experiences of schooling
    • Parents’ expectations of children
    • Employment and fatigue
    • Parents really can be experts
      • On their kids
      • On their kids’ conditions
    • Why are parents sometimes defensive or adversarial?
  • 32. Agencies
    • Children with medical or mental health conditions may benefit from a collaborative approach between medical professionals and school.
    • There may well be confidentiality issues that need to be clarified with parent’s or guardian’s consent. It’s important to check. District policy about this can vary as well.
  • 33. Children in Care
    • Guardianship Social Workers must be informed about the programming of children in their care.
    • Again, district policies can vary about this; check who should be communicating.
    • Be alert for protection issues and custodial issues between parents.
  • 34. Integrated Services and Case Management
    • Teams of professionals and caregivers involved with a student
    • Case manager or key worker coordinates integrated case management and transfer when needed.
  • 35. Mantra
    • Be sure to build on students’ strengths, whatever their disabilities may be.
    • Be alert to strengths and interests of individuals.