Before showing this slide ask the groups to write on post its what they think then discuss and then read statements and go through slide
Before showing this slide discuss the groups of children we are including – write on flip chart. Then discuss the areas which we can change to support inclusion Learning objectives – targets, differentiation, Teaching styles – visual ,auditory, kinaesthetic – alter lesson to meet the childs needs Overcoming barriers – sloping desk- handwriting , near the front – visually impaired/auditory problems /photocopied notes on coloured paper ,classroom on ground floor if wheelchair bound, timetable adjustments etc.
In each school there are students, teachers, staff, administrators, parents and often members of the community who interact daily. These interactions become part of the culture. Some schools let their culture develop on their own and others take the initiative to promote a culture they value.
Inclusive EducationWhen every child is welcomed and valued regardless of abilityor disability.
Inclusion concerns us all; how do we ensurethat all children and young people reachtheir full potential ?How does your school promote InclusivePractice?How can the RTLB service support InclusivePractice within your school?
What is inclusiveeducation?• Educational inclusion is about creating a secure,accepting, collaborating and stimulating school inwhich everyone is valued, as the foundation for thehighest achievement for all pupils.In an inclusive school:• the inclusive ethos permeates all school policies sothat they increase learning and participation for allpupils• school practices reflect the inclusive ethos andpolicies of the school.(adapted from Index for Inclusion, CSIE)
Inclusive Education isan Attitude• It means the doors to schools,classrooms and school activities areopen to every child and they areafforded every opportunity to beincluded with their non-disabledpeers.
…individualized supports thatgive kids with disabilities theextra help they need to learnfrom general curriculum.Inclusion IS. . .Students can’t learn generalcurriculum unless they are in the roomwhere it is being taught.
It’s not about theplace!!!• All students must have access togeneral curriculum.• This is true no matter what classthey are in.• Even students in the mostsegregated classes MUST haveaccess to the general curriculumfor their age and grade.
Inclusive education ISnot:• Dumping kids with disabilities intogeneral classrooms without thesupports and services they need to besuccessful.• Cutting back special education servicesas a “trade off” for being in thegeneral education classroom.• Sacrificing the education of kidswithout disabilities so kids withdisabilities can be included.
Why Inclusion?Inclusive experiences give childrenwith disabilities:• a sense of belonging,• supportive positive socialrelationships and friendships, and• the ability to promote developmentand learning so they can reach theirfull potential.
What is Inclusion?ACCESSLEARNINGOBJECTIVESTEACHINGSTYLESSetting suitablelearning challengesOvercomingpotentialbarriers tolearningResponding topupils’ diverseneeds
Inclusion is Tied tothe General Curriculum• There must be a connection between thegeneral curriculum objectives and thestudent’s IEP goals and objectives.• The Team surrounding the student mustdecide what the student will learn abouteach subject the class is studying.• The Team must decide which and howmany general curriculum objectives are tobe taught.• The Team must also make generalcurriculum objectives functional andmeaningful for this student.
Is pull out best?“Pull out” means removing the student from class for asmall group of 1-to-1 instruction.Ask:Why can’t the skill be taught in the generalclassroom?Are there ways to change it so it could be taughtthere?While the student is in pull out, s/he misses what isgoing on in the general classroom.Think about:How do you help the student catch up on what s/hemissed?How will skills learned in pull out time helpthe student spend MORE time in the generalclassroom?
Do they need an extraappendage?• Is having an adult with them all day making thestudent MORE dependent?• Does the educational assistant take away thestudent’s need to communicate and make choices?• Does having an educational assistant there makepeers less likely to interact with the student?• Is the student ever alone with peers?• Is the student at least arm’s length away from theeducational assistant when possible?• Would the student be better off having help fromseveral different people rather than always thesame assistant?
What is the LeastRestrictive Environment?• To the maximum extent appropriate, children withdisabilities are educated with typical peers.• Separate schooling only when nature and severity ofdisability prevents satisfactory education in regulareducation (with use of supplementary aids andservices).• Starts with the assumption the student will be in thegeneral classroom, with supports as needed.• If that won’t work full time, pull the child out of thegeneral classroom for part of the day for therapies orresources. This should be done as seldom as possible.• Only if all other options fail should the child beseparated from the general classroom.
How can you fostergood inclusive practices?Be flexibleBe collaborativeBe prepared to problem solveBe a plannerBe aware of the language used whendescribing studentsBe aware of how you spend your timeBe prepared to play a key role in beginningand maintaining an inclusive focus
SchoolsWhat can be done/is being done with theindividuals in the school you work in topromote an inclusive culture you value?