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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.
  • 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
  • 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 powerpoint

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