How to Create Inclusive School Communities

Transcription

How to Create
Inclusive School
Communities
A D M I N I S T R ATO R ’ S H A N D B O O K
1
Acknowledgements
This handbook was created collaboratively with input and feedback from a variety
of stakeholders, that includes:
· district staff,
· Inclusion Working Group (Alberta Association for Community Living
and Edmonton Regional Coalition for Inclusive Education),
· Special Education Inter-Departmental Committee,
· Special Education Principal Committee, and
· Special Education, Programs staff.
2
Creating Inclusive School Communities
Administrator’s Handbook
Edmonton Public Schools offers a wide range of educational programming choices
in order to provide the best possible learning environment for each student on
their educational journey.
The district supports including students in their community school. The neighbourhood school is the guaranteed point of entry for students, with the regular
classroom as the first option considered and discussed with parents. This resource
is intended to support administrators, staff, students and their families in inclusive educational practices.
Quality education is key to successful societies. Inclusive education has the
potential to enhance the quality of life for all students, through valuing diversity
and recognizing the unique talents and contributions of all members of the school
community.
Quality inclusive education requires developing knowledge, skills and attitudes of
everyone in the educational community. While challenging, this can be achieved
through shared responsibility and collaborative home/school partnerships.
I am pleased to provide district staff with this informative document to support
the work of inclusive education in Edmonton Public Schools.
Edgar Schmidt
Superintendent
Edmonton Public Schools
Table of Contents
INTRODUCTION6
SECTION I - RATIONALE
7
Alberta Education’s steps towards Inclusive Education
9
What is Inclusive Education?
11
How does research support the practice of Inclusive Education?
18
What are the benefits of Inclusive Education?
22
What is the role of the family/parents when programming for a
student in an inclusive setting?
23
What are some fundamental components of an inclusive
school community?
26
SECTION II - POLICY 29
What is our district’s policy on Inclusive Education?
31
How are placement decisions made?
33
What are the instructional hours?
33
4
SECTION III - PROGRAMMING 35
Whom can I call with questions about Inclusive Education?
38
How does the school decide what supports are essential?
39
What are some Inclusive Education practices that
High Schools can implement?
40
How do we assess, evaluate and communicate achievement of
students with special education needs in inclusive classrooms?
43
Who creates, monitors and updates the IPP?
46
How can I further support staff in programming for students
withdiverse learning needs? What supports are essential for staff
whenprogramming for diversity?
47
How do I build capacity for growth and change in my school?
49
How does the school access and manage supports effectively and
efficiently? Which support services are needed/available for students?
65
How can I connect with another school in the district that
has a student in an inclusive setting with similar needs?
Does a mentorship program exist?
72
How do students in inclusive settings access transportation?
73
SECTION IV - BUDGET/FINANCE
73
How do I access the resources available to the school
for a student with special education needs?
77
How does the budget process assist programming
to meet the learning needs of all students?
83
CONCLUSION84
BIBLIOGRAPHY85
5
Introduction
The primary purpose of this handbook is to provide administrators with a
practical resource to support the creation of inclusive school communities.
The handbook responds to requests from principals working with parents and
staff to help define and clarify terms and policies, incorporate current research
that promotes student learning, and provide a range of supports to facilitate
inclusive education.
This document is designed to provide information in an accessible format of
frequently asked questions and answers. Links are provided to access further
information in related documents, resources and services.
6
SECTION I
Rationale
7
SECTION I - RATIONALE
Alberta Education’s steps towards Inclusive Education 9
11
How does research support the practice of Inclusive Education?
18
22
What is the role of the family/parents when programming for
a student in an inclusive setting?
23
What are some fundamental components of an inclusive
school community?
26
8
Alberta Education’s steps towards
Inclusive Education
Setting the Direction for Special Education in Alberta was launched in early
2008 with a mandate to create a new framework for special education. Through
a province-wide consultation process, a proposed framework was developed to
build an inclusive education system that meets the needs of all students. At the
Minister’s Forum in June 2009, the proposed framework was officially presented
to the Minister of Education by the steering committee. The framework outlined
a vision, principles, and three goal areas to focus the work: Capacity, Curriculum,
and Collaboration.
Throughout 2009-2010, the steering committee for Setting the Direction worked
on developing 12 strategic directions, along with short-term priorities aligned
under the three goal areas of Capacity, Curriculum, and Collaboration. The vision,
mission, principles, and strategic directions were accepted by the Government of
Alberta, as announced by a press conference on June 8, 2010 by the Ministers
of Health, Education, and Children’s Services. As a result, the proposed strategic
directions will have significant impacts on the education system, and the
Government of Alberta is committed to building an inclusive education system in
a collaborative way. The framework for Setting the Direction is now set, and Action
on Inclusion is the term of reference currently in use by Alberta Education.
Implications for the District
An inclusive education system, as defined by Alberta Education, “is a way of
thinking and acting that demonstrates universal acceptance of, and belonging
for, all students. Inclusive education in Alberta means a value-based approach
to accepting responsibility for all students. It also means that all students will
have equitable opportunity to be included in the typical learning environment or
program of choice” (Setting the Direction Framework 2010, p.5). This means that
wherever a student is receiving instruction, he/she will be included in and have
access to the social, emotional and academic life of the learning community.
9
Moving Toward an Inclusive Education System in Alberta
Moving from:
Moving to:
•Responsibility for students with
special education needs lies solely
with special education teacher and
specialists
–students with special education
needs receive programming
based on their disabilities.
•Shifting the responsibility for all
students onto the education
system as a whole
–all students have meaningful
learning opportunities that start
with the Alberta Programs of
Study.
•Special education founded on
a medical model based on the
student’s diagnosis
–students and parents experience
an identification of disability that
is linked to coding, which is tied
to specialized services.
•Understanding a student’s strengths
and needs
–teachers, parents, students and
specialists collaborate to identify
supports and services that best
match the student’s strengths
and needs.
•Identifying barriers to learning and
development within the student,
with an assumption that the student
needs to change to fit the system
–teachers refer students for
assessment to identify special
education needs.
•Identifying barriers to learning
within the system
–the focus is on changing the
environment to better support
the student, rather than changing
the student.
•Focusing on deficits to be remediated
–teachers are responsible for
developing Individualized Program
Plans (IPPs) for students with
special education needs.
•Focusing on strengths and what the
student can do
–teachers have the capacity to
identify and build on student
strengths.
•Tolerating difference
–teachers express that they don’t
feel they have the capacity or
awareness to support diversity
within their classroom.
•Valuing diversity
–teachers are supported to understand diverse learning needs and
to plan and provide differentiated
instruction to meet these needs.
•Relying on medically trained experts
and specialists
–teachers refer to medically trained
experts and specialists for
identification of student need.
•Including teacher and parents as
experts
–students, parents, teachers,
specialists and others collaborate
to identify and provide effective
instruction and supports.
•An accountability system for special
education that is input-based
–school administrators dedicate
resources to identify and report
students with severe disabilities.
•An accountability system that is
outcome-based (e.g., measuring
the indicators of success)
–school authorities dedicate
resources and ensure that
indicators of success are
measured and reported.
Source: Moving towards an inclusive education system in Alberta
education.alberta.ca/media/1296822/inclusiveeducationfacts.pdf – 2010-11-25
10
“Inclusive
education
demands that
schools create
and provide
whatever is
necessary to
ensure that
all students
have access
to meaningful
learning.”
— Mary A. Falvey
and Christine C.
Givner, Creating
an Inclusive
School, 2nd
Edition (1995)
Defining Inclusive Education
An inclusive education is more than just a placement in the regular classroom
with age-appropriate, typically developing peers. It is participating, belonging,
being engaged in the learning process, being welcomed and embraced in the
classroom. It involves planning, preparation and providing supports. Inclusive
education should be a school-wide philosophy. Parents make the decision to
pursue inclusive education with thought and planning. Once this decision has
been made it should neither be questioned nor challenged. It is important to
respect the parents’ decision for their child.
“Inclusion, by definition, refers not merely to setting but specially designed
instruction and support for students with special education needs in regular
classrooms and neighbourhood schools.” — Standards for Special Education, June 2004
In order to support the learning needs of all students in every community school
we need to:
• Differentiate programming to meet individual needs.
• Provide appropriate supports and resources to ensure optimal programming.
• Consider the principles of Universal Design for Learning.
Inclusion IS about:
Welcoming
diversity.
Benefiting
all learners, not only
targeting the excluded.
Inclusion is NOT about:
Reforms of special education
alone, but reform of both
the formal and non-formal
education system.
Children
in school who may feel
excluded.
Responding
only to diversity,
but also improving the quality
of education for all learners.
Providing
equal access to
education or making certain
provisions for certain categories
of children without excluding
them.
Special
schools but perhaps
additional support to students
within the regular school
system.
Meeting
the needs of children
with disabilities only.
Meeting
one child’s needs at
the expense of another child.
(Guidelines for Inclusion: Ensuring Access to Education for All, UNESCO, 2005, p.15)
11
Inclusive Education is:
• A philosophy, attitude and practice supported by district policy.
• Including students with diverse abilities into all aspects of schooling.
• Welcoming all students in neighborhood schools.
• Supporting students to maximize learning, contributions and participation in all
aspects of school life.
• Receiving supports necessary for students with special education needs, their
peers and teachers to be successful.
• Accessible classrooms and schools.
• Programming based on evidence-based best practices to meet the diverse
learning needs of students.
• Participating in classroom activities in relevant and meaningful ways with age
appropriate peers.
• Developing appropriate skills for life long learning (life span educational
planning).
• Using a variety of strategies to address student learning needs.
• Coordinating service delivery and collaboration between professionals.
Inclusive Education is not:
• Identical for everyone.
• A place or setting.
• Isolation within the regular classroom.
• Just for students with disabilities.
• Governed by funding.
• Just ‘breathing the same air’ (Pat Miranda).
• Bringing a ‘special program’ into a classroom for one student.
12
Inclusive School Communities
Curricular, social, physical and creative inclusive practices are all vital and important features of inclusive school communities. All four components are necessary
in concurrence for successful and meaningful inclusive education.
Social
Creative
Physical
Curricular
Curricular: Students have opportunities to learn and demonstrate curricular
standards in a variety of ways that reflect programming for diversity. Instructional
strategies for differentiation are adopted (such as multi-level instruction,
cooperative learning, whole language instruction, brain-based learning, etc.), to
meet diverse student learning needs. These are good teaching practices for all
students. District policies and practices promote high expectations for growth and
achievement. Knowledge of student skill levels, positive modeling, and effective
use of resources and supports assist all students in the inclusive classroom.
Social: Students are welcomed and have a sense of belonging. They have valued
and respected roles, with opportunities to develop leadership skills and abilities.
Social attributes that promote social inclusion include: acceptance of diversity
within the school, a welcoming environment and introduction, policies and
practices that promote and encourage friendships and caring; and discourage
teasing and isolation of students.
Ensure students are meaningfully included in extra curricular clubs and facilitate
their accessibility. Nurture and facilitate social inclusion by actively promoting it
throughout the school and encourage opportunities for peers’ interaction.
13
Physical: Students are enrolled in regular classrooms in their local community
schools as the first point of entry. Inclusive schools are barrier free and
accommodate all student learning needs. Examples of barrier free physical
inclusion are: ease of access in and around the entire school building, classroom
and furniture organization that embraces diversity with students engaged and fully
participating with peers in the classroom in all activities.
Creative: Students have opportunities to develop and demonstrate their strengths
in arts (i.e. music, dance, drama, visual arts, etc.) and languages classes.
Inclusive schools encourage development of the whole student by providing them
with opportunities to explore their creative and artistic abilities. Students are
often able to use personal and artistic expression to help communicate meaning
and thus enrich their learning opportunities.
(Adapted from: Report Card on the State of Inclusion in our schools. Developed by:
“Inclusion National” at the 1999 NCID Conference, Melbourne, Australia.)
14
Understanding the Process of Inclusive Practices
Ensuring the Right to Education for ALL
KNOWLEDGE
Education for All
(Inclusion in Education)
UNDERSTANDING
Integration/Special Needs Education
ACCEPTANCE (benevolence, charity)
Segregation
DENIAL
Exclusion
Steps from Exclusion to Inclusion
(Adapted from: Guidelines for Inclusion: Ensuring Access to Education for All, 2005, p.24)
15
Education through the Inclusive Lens
Seeing education through the inclusive lens implies a shift from seeing
the child as a problem to seeing the education system as the problem
that can be solved through inclusive approaches
Education system
as a problem
Child as a problem
Is different than other children
Not equipped to handle diversity
Rigid methods
Rigid curriculum
Has special needs
Parents not involved
Needs special environment
Many drop-outs,
many repeaters
Needs special equipment
Needs special teachers
Lack of teaching aids;
and training equipment
Does not respond; cannot learn
Does not respond; cannot teach
Child is excluded
from school
Inaccessible environments
excluding children from school
(Adapted from: Guidelines for Inclusion: Ensuring Access to Education for All, 2005, p. 27)
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Inclusive School Communities––Are We There?
The following tool can be used with staff members, parents and students to
monitor change and growth and identify areas of strength with respect to creating
an inclusive school community. Participants should be encouraged to respond
according to their perception and provide examples. Using the descriptions of
physical, social, curricular and creative inclusive education, provided on page 12,
assign a score to each area. Provide evidence to support an area of strength and
generate a goal in one area that you perceive as an area for growth.
The data from this activity can be used to initiate discussion among staff, parents
or students. It can also be used as an instrument to measure and track growth or
change.
Where Are We ?
This is
RARELY
happening
This is
happening for
SOME of a
student’s day/
week
This is
happening for
ABOUT HALF
of a student’s
day/week
This is
happening for
MOST OF a
student’s day/
week
Curricular
Social
Physical
Creative
Moving Forward
EVIDENCE
What we are doing well
GOAL
What can we do to improve
Curricular
Social
Physical
Creative
17
How does research support the practice of
Inclusive Education?
There is substantial research that provides evidence to support the best practice
of inclusive education. Evidence supports that all students benefit from inclusive
school communities. Research has shown that with preparation and support;
students, parents and staff benefit from an inclusive approach to education.
The social, emotional, behavior, communication, motor and academic growth of
children with special needs in an inclusive school environment are supported
by research. The opportunity to participate fully in the experience of school with
typical peers yields many benefits for the entire inclusive school community, not
just for the student with special education needs.
“Children that Learn Together, Learn to Live Together.”
— Author Unknown
What is the history of Inclusive Education?
Research provides extensive evidence to support inclusive education. The
majority of research supports both academic and social benefits for all students
in inclusive educational settings over segregated options. The development of
inclusive education is based on research that supports the practice of inclusion
(Sobsey & Dreimanis, 1993).
The participation of students with disabilities in general education classes has
been a theme in the field of education since the mid to late sixties (Bauwens &
Hourcade, 1995). In Canada, it has been over 35 years since the Commission of
Emotional and Learning Disorders produced the CELDIC Report (1970), endorsing
the integration of students with “exceptionalities” into the general education
system.
Alberta Education policy states:
“Educating students with special education needs in inclusive settings is the first
placement option to be considered by school boards in consultation with parents,
and when appropriate, students.” (Alberta Education Standards for Special Education,
2004, p.1).
District policy also supports inclusion:
“The neighbourhood school is a guaranteed point of entry for all students, and the
regular classroom shall be the first option considered.” (HA.BP.C.2)
What does research say about the benefits of Inclusive Education?
Typically developing peers provide role models for language, social, physical,
academic and behavior skills. The importance of students being with age
appropriate, typically developing peers is imperative to a successful inclusive
education. One of the strongest reasons for an inclusive education supported by
research focuses on, but is not limited to, improved social skills (Dymond & Orelove,
2001, Freeman & Alkin 2002).
18
There are many benefits of inclusive education for children with diverse abilities
(McGregor & Vogelsberg, 1998) that include:
• communication skills (Fisher & Meyer, 2002; Hunt, Staub, Alwell, & Geortz, 1994);
• motor skills (Fisher & Meyer, 2002; Janzen, Wilgosh & McDonald, 1995);
• behaviour skills (Janzen et al,. 1995);
• social skills (Fisher, 1999); and
• academic skills (Freeman & Alkin, 2000; Logan & Malone, 1998).
Many benefits for students with moderate and severe disabilities have been
identified as a result of inclusive education (Downing, Eichinger & Williams, 1997;
Fisher & Meyer, 2002; Jorgensen, 1998; Ryndak & Apler, 2003; Williams & Downing,
1998). Reported benefits include: focus on improved social skills; although this
is a positive benefit of inclusive education, it is not the only benefit. Meaningful,
academic and non-academic skills can be acquired by students with moderate to
severe disabilities in an inclusive classroom (Downing & Eichinger, 2003).
Benefits of inclusive education are not limited to the child with a disability. All
stakeholders in an inclusive school community benefit: peers, classmates, school
staff, the community, parents and society (Loreman, Deppeler & Harvey, 2005).
Edmonton Public Schools promotes being a district of choice to meet the learning
needs of all students. Parents of students who meet special education eligibility
may also choose programming provided in a number of district centres and
specialized schools.
What are the characteristics of an inclusive school?
“The principal made all the difference”
“Without the support of the principal we would have never succeeded.”
— quoted from http://www.rowan.edu/colleges/cpce
Research tells us that successful and effective inclusive schools have the
following characteristics:
• S
upportive environment - A school’s culture and climate refer to the school’s
atmosphere, values, practices and policies. The attitude and actions of the
principal, modeling and supporting an inclusive culture, is a key element
in creating a successful inclusive school. Research evidence indicates that
teachers’ attitudes toward students with disabilities in inclusive classrooms are
the most powerful factors in these students being accepted by peers, reporting
less loneliness and maintaining their self-esteem (Campbell, Dodson, & Bost,
1985; Luftig, 1985).
19
• P
ositive relationships - The quality and quantity of interactions with both
students and teachers is important. Research has verified the need for
systematic instruction that addresses individual learning needs, as well as
social interaction skills (Hunt & Goetz, 1997; Jackson, Ryndak, & Billingsley, 2000).
Specific strategies, including direct instruction, promote the social inclusion of
all children and assist in building relationships.
• F
eelings of competence - The importance of developing a positive selfidentity is a primary argument in support of inclusive education. Increased
opportunities for social interaction assist in developing age-appropriate social
and communication competencies (Loreman, Deppeler & Harvey, 2005). Success
raises competence, and competence is directly related to a child’s self-worth
and self-concept. Graduates from inclusive programs have been found to earn
up to three times the salary of graduates from segregated programs (Apler &
Ryndak, 1992).
• O
pportunity to participate - The active, meaningful participation of students
with disabilities in general education classrooms is one critical element of
inclusive education (Stainback & Stainback, 1992). Meaningful participation
creates a sense of belonging.
Supporting inclusive school environments requires ensuring physical access,
making available the opportunity for optimal learning and social experiences,
and providing a nurturing climate. Without these elements in place, students
with disabilities are denied full participation and an equitable educational
experience. Physical inclusion by itself does not accomplish the goals of inclusive
education. True inclusion refers to a condition or state of being where students
with disabilities are included physically, academically and socially with their age
appropriate, typically developing peers in their neighborhood schools (Voltz, Brazil
& Ford, 2001).
Research is consistent in stating that merely placing students with disabilities
in inclusive classrooms is not sufficient. Success requires teachers to plan for
modification in both content and strategy. Modifying and adapting content and
delivery approaches are necessary to meet the needs of diverse groups of learners
(Alien & Cowder, 2004; Fiend & Bursuck, 2002; Giangreco, Boer & Edelman, 2002; PrettiFrontczak & Bricker, 2004).
How can I create a school culture that supports the philosophy of Inclusive Education?
Inclusive schools reflect a democratic philosophy whereby all students are valued,
educators normalize difference through differentiated instruction, and the school
culture reflects an ethic of caring and community (Baglieri& Knopf, 2004).
Inclusive education acknowledges the right of every individual to have access
to all of the experiences and benefits available in schools. Sufficient research
suggests that inclusive education, even for children who need specialized supports
and services, works if schools have a culture of shared values and are genuinely
committed to improving their practice.
20
A successful inclusive environment is one in which all students are allowed access,
valued for their unique characteristics, and provided with opportunities to learn and
perform in a variety of ways that address individual needs and goals. Teachers need
the knowledge, skills and a willingness to learn in order to program for a variety of
students with diverse needs. Knowledge, skills and willingness to learn about students
are key elements of successful inclusive education. Teacher attitude has been cited
as a powerful indicator in predicting the success of an inclusive classroom. Access
to specialized and specific training improves a teacher’s participation and confidence
when programming for students in inclusive classrooms.
A program can be successful when adequate resources and supports are in place.
Teacher training is a necessary support when facilitating inclusive programming.
Supports will vary greatly with every student, classroom, school and community.
The level, type, amount, and cost of supports will be as individual and unique as
the students in inclusive classrooms. Research supports that money is well spent
strengthening the capacity of community schools to handle diverse student needs
(Porter, 2001). Actions need to reflect words. Policy, effort and resources will ensure
that the values and principle of inclusion are evident in practice.
Conclusion:
What is the goal I want to achieve when creating an inclusive school community?
The goal of inclusive education is to provide all students with equitable access
to opportunities for a successful education and promote social, academic and
non-academic skills in the classroom (Downing & Eichinger, 2003).
An inclusive education maximizes individual growth and builds a sense of community.
In many ways schools are microcosms of society. They are places where children learn
far more than academics; they learn how to be an equal, valued, participating member
of society. A full, rich, meaningful life of opportunity, relationships, experiences
and growth is what an inclusive education can offer. There is no recipe for inclusive
education. A successful inclusive education is one in which students in need of
specialized supports and services benefit to the maximum socially, physically, creatively
and academically. Inclusion of all students in general education is critically important
for creating societies that recognize and embrace human variation (Thomas & Loxley,
2001: Wang & Reynolds, 1996).
Sufficient research evidence suggest that inclusion, even of children with the most
severe disabilities, can work if schools have a culture of shared values and are
genuinely committed to improving their practice (Giangreco et al, 1993; Farmer, 1996;
Yasutake & Lerner, 1997; Grenot-Scheyer et al, 2001; Loremen, 2001).
LINKS
http://www.ualberta.ca/~jpdasddc/bulletin/articles/sobseydreimanis1993.html
(Integration Outcomes: Theoretical Models and Empirical Investigations - Dick Sobsey &
Mike Dreimanis)
http://www.aacl.org
21
An inclusive education refers not merely to setting but to specially designed
instruction and support for all student learners in regular classrooms and
neighborhood schools. Instruction, rather than setting, is the key to success.
There is evidence to support that students with special education needs benefit
from interactions with peers in inclusive school communities. Research findings
suggest that, with preparation and support, everyone benefits from an inclusive
approach to education.
For students with special education needs, inclusive education:
• improves learning outcomes;
• provides age-appropriate peer role models;
• provides access to learning in a realistic/natural environment;
• facilitates communication, social and academic skills;
• provides equal access to learning;
• enhances self-respect and a sense of belonging; and
• creates opportunities for new relationships.
For students without a disability, inclusive education:
• improves or maintains their achievement results;
• creates an environment that models respect for
differences and diversity;
• creates opportunities for new relationships;
• encourages cooperation;
• increases resourcefulness and creativity;
• encourages the acquisition of leadership skills; and
• exposes students to a wider range of teaching methods.
For school staff, inclusive education:
• promotes collaboration and supports a team approach
to resolving problems or challenges;
• provides opportunity for professional development;
• promotes recognition of and appreciation for
programming for diversity; and
• expands the range of teaching methods, techniques
and strategies.
For the school/district, inclusive education:
• demonstrates common beliefs and values about the inclusive
education of students with special education needs;
• enables choice and access to a variety of resources and supports;
• develops an appreciation for diversity–that everyone contributes
unique characteristics and abilities;
• empowers change and the ability to make a difference; and
• creates a stronger sense of community.
For parents, inclusive education:
• provides an opportunity to collaborate and become
connected to the school community;
• provides choice in quality education for their child;
• promotes awareness of diversity within the school/
community;
• encourages access to other parents for support and
information; and
• assists in envisioning and creating a real future for
their child.
22
For community/society, inclusive education:
• provides opportunities to develop understanding of the
needs and abilities of all students;
• ensures the school reflects the genuine diversity of the
community;
• demonstrates the social value of equality; and
• promotes the civil rights of all individuals.
What is the role of the family/parents
when programming for a student in an
inclusive setting?
The Standards for Special Education (p.9) states:
“Whereas, in accordance with the Preamble of the School Act, parents have
a right and responsibility to make decisions respecting the education of their
children;
8. School boards must:
a.e nsure parents have the opportunity for participation in decisions that affect
students’ education
b. ensure parents have information needed to make informed decisions
c. invite meaningful involvement of parents in planning, problem-solving and
decision-making relating to students’ special education programming.
9. Parents should:
a. w
ork with boards to ensure their children’s special education needs are met,
subject to limitations based on reasonableness, in accordance with section
2 of the School Act.”
Parents play a fundamental role in the education of their children. The
significance of this role is amplified for parents of children who require significant
supports and services. Their involvement is lifelong, beginning prior to their
children entering elementary school and extends far beyond the confines of the
high school classrooms. The ongoing involvement and support of parents as
members of the learning team is critical in planning, monitoring and adjusting
programming. A positive relationship between parents and school staff is critical.
Building and maintaining these relationships is time well invested.
LINKS
http://education.alberta.ca/media/448939/learning.pdf
The Learning Team: A Handbook for Parents of Children with Special Needs, 2003
23
Working with Parents
Suggested Best Practices: Welcoming Parents of Students who need specialized
supports and services in Community Schools
Principals and school staff do much to support effective inclusive educational
practices by initiating positive contacts and maintaining effective collaboration
with parents. The following are suggested practices:
•E
stablish a positive school-wide inclusive education philosophy so leadership,
teaching and office staff demonstrate a consistent positive approach to inclusive
practices. From the initial and subsequent contacts, parents are welcomed by
office staff and hear a common message from all staff.
•B
e explicit in letting parents know that their child is a welcomed and a valued
member of the school community.
•S
hare the same information with parents of children with special needs as with
other parents in the school.
• Introduce parents to key school contacts such as the assistant principal,
counselor, administrative assistant or office staff.
• Build a team approach. Foster collaboration and open communication with parents.
•P
rovide parents an opportunity to share information about their child and to
describe their vision or main goals for educational programming.
• Consult with parents prior to any type of segregation of their child.
•P
rovide information required for informed decisions without giving the impression
of directing parents toward district centre programs.
-P
arents who have chosen inclusive education may view discussion or sharing
of brochures about district centre programs as pushing their child towards a
placement with which they do not agree. Asking parent(s) if they are interested
in other district programs, while assuring parent(s) that their child is welcomed
in their community school, fulfills district policy requirements and keeps
communication lines open.
•U
se positive statements when communicating with parents. Avoid “no,” “if” and
“but.” Positive responses or statements might include:
-
“Your family is welcome here.”
“Let’s figure it out together.”
“I’m committed to making it work.”
“You are welcome to come here.”
“I don’t have all the answers.”
“Let’s work together to make it a success.”
• Invite parents to school events and classroom activities.
•S
hare information about supports or learning opportunities for parents at parent
council, SchoolZone or school newsletters.
•C
ommunicate school-wide practices regarding inclusive education at parent
council meetings.
24
Parents are an integral part of individualized program planning. Efforts must be made
to include parents in all stages of IPP development, implementation and review.
(Edmonton Public Schools, Individual Program Plan Guidebook)
Pre-planning Stage
• Contact between parents and the school
to discuss the student, their strengths
and needs can occur the year prior to the
student attending or early in the year.
• Ensure that parents know that they and
their child are welcome members of the
school community. Extend invitations to
school events and classroom activities.
• Prior to meeting with parents, staff
should review student records (if
available) becoming familiar with the
student’s past school experiences and
programming needs.
• Give parents the opportunity to share
information about their child and
describe their vision or main goals for
educational programming as well as
instructional needs.
• Introduce parents to key contacts within
the school, e.g., principal, assistant
principal, teacher (if known) and office
staff.
Planning and Implementation Stage
• Merge school and parent informationto
develop IPP goals and measurable objectives.
• S
taff and parents review the IPP clarifying
information and making revisions as
needed. Discussion with parents should
be clear and concise, avoiding technical
language and educational jargon.
• P
arents may choose to take the IPP home
to reflect on it prior to signing.
• S
taff and parents sign the IPP signifying
knowledge of and commitment to the
annual goals and objectives, instructional
modifications/accommodations and
expectations for monitoring and review.
• Identify the review periods through the year
and the process to review the IPP.
• S
taff record dates of meetings and/or
attempts to obtain signatures and parental
input.
• Inform parents when a specialist/consultant
visit is planned to work with their child.
• Staff can tour parents through the school
and classroom(s) (if known).
• Provide parents with the IPP Input Form
(see IPP Guidebook)
• Identify the purpose of an IPP. Discuss
the role of parents and all staff involved
in the planning, implementation and
monitoring process.
• Invite parents to an IPP planning
meeting to discuss the student’s
strengths, needs, programming goals and
strategies to support the goals. (See IPP
Meeting Agenda in the IPP Guidebook)
Monitoring and Evaluation
• Invite parents and key staff to attend the
IPP review meeting. Provide an opportunity
for parents to contribute to the meeting’s
agenda.
• A
t the review meeting, parents work with
staff to make decisions, adapt ideas and
strategies and revise the IPP as needed.
• C
reate a plan to facilitate a smooth transition to a changing environment or new
program.
• A
t the transition stage, receiving staff initiate the pre-planning stage of this process.
25
What are some fundamental components of
an inclusive school community?
Supporting inclusive school environments requires ensuring physical access,
making available the opportunity for optimal learning and social experiences, and
providing a nurturing climate.
Research tells us that successful and effective inclusive schools have the
following characteristics:
• S
upportive environment - A school’s culture and climate refer to the school’s
atmosphere, values, practices and policies. The attitude and actions of the
principal, modeling and supporting an inclusive culture, is a key element
in creating a successful inclusive school. Research evidence indicates that
teachers’ attitudes toward students who are different learners in inclusive
classrooms are the most powerful factors in these students being accepted
by peers, reporting less loneliness and maintaining their self-esteem
(Campbell, Dodson, & Bost, 1985; Luftig, 1985).
-P
repare in advance for the successful transition of the student with
special needs into a new educational setting.
-C
elebrate the successes achieved with all and promote this throughout
the school.
-D
esignate a staff member (e.g., Learning Coach) to work with staff and
students to implement inclusive learning practices.
• P
ositive relationships - The quality and quantity of interactions with both
students and teachers are important. Research has verified the need for
systematic instruction that addresses individual learning needs, as well as
social interaction skills (Hunt & Goetz, 1997; Jackson, Ryndak & Billingsley, 2000).
Specific strategies, including direct instruction, promote the social inclusion of
all children and assist in building relationships.
-T
he child’s teachers who know the child best should be the key contacts
between the parent and the school.
-T
eachers need to be supported in developing differentiation of instructional
practices to meet the needs of all students.
-R
egular monitoring of the IPP is essential to track a student’s progress
towards achieving the goals and objectives as identified in the IPP.
-T
he Learning Team encompasses all key stakeholders (teachers, parents,
student, OT, SLP, IPP Key Contact, etc.).
26
-E
ncourage collaboration among different school administrators to share with
each other successful inclusive educational practices.
-P
romote professional learning opportunities around inclusive education and
differentiation of instruction with all staff.
-E
nsure the role of Educational Assistants is clearly communicated to staff,
parents and students.
-E
ncourage and facilitate opportunities for Educational Assistants to attend
professional learning sessions.
-E
ducational Assistant’s role is to assist with all students and should not be
limited to only the student with special needs.
• F
eelings of competence - The importance of developing a positive selfidentity is a primary argument in support of inclusive education. Increased
opportunities for social interaction assist in developing age-appropriate social
and communication competencies (Loreman, Deppeler & Harvey, 2005). Success
raises competence, and competence is directly related to a child’s self-worth
and self concept. Graduates from inclusive programs have been found to earn
up to three times the salary of graduates from segregated programs (Apler and
Ryndak 1992).
• O
pportunity to participate - The active, meaningful participation of students
with disabilities in general education classrooms is one critical element of
inclusive education (Stainback & Stainback, 1992). Meaningful participation
creates a sense of belonging.
27
Edmonton Public Schools Case Study - “All For All”
The teaching and support staff at Ford School have created an outstanding
collaborative and inclusive environment for teaching and learning. Integration of
students with special needs has long been a practice at our school. In the spring
of 2006 we began to consider fully integrating students from a congregated
Behaviour and Learning Assistance Program (BLA) classroom into the regular
Grade 4/5/6 classrooms. Inclusive education is a priority in our district but full
inclusion of BLA students is a new frontier. After many meetings, a consultative
process with consultants and parents and an open forum for decision-making,
we decided to go ahead with our plan. During the decision-making phase one
classroom teacher pondered her decision and quietly said, “Well, if it is the right
thing to do then we must do it.”
The entire Ford Staff was involved in preparing our new organizational plan. Team
spirit and desire to do things right prevailed. Although it involved mainly Division
II students, all staff were involved in the planning process. Changes included
physically relocating six classes to ensure the proximity for the Division II classes
in the fall. Successful inclusive educational practices require a whole school
collaborative effort. To ensure that all staff were speaking the same language and
using similar management strategies, staff participated in a Non-violent Crisis
Intervention Workshop.
As the year progressed teaching and support staff met frequently, strategies were
modified and accommodations made. All students are in relatively small learning
groups. Educational Assistants support learners in the classrooms where needed
and we have observed tremendous growth in all students, particularly those with
special needs. One of the highlights has been watching students with behaviour
issues being increasingly valued by themselves and others. We have identified
many things that have contributed to our successful inclusive programming; these
six elements are paramount:
•
•
•
•
•
•
pre-planning and preparation;
strategic supervision schedule in classrooms, at lunch and on the playground;
clear communication;
common strategies and language;
respect and high expectations for all learners; and
team-approach.
To observe this group of professionals embrace the philosophy of inclusive
education and bring it to life in a small school is a privilege. Children at Ford
School are truly supported by professional, creative and committed adults. All
staff members are prepared to do whatever it takes to make sure all students are
successful.
The work of the Ford staff has had a profound impact on student learning. “All
For All” is truly our philosophy. Our small school of 150 students includes 12
moderate to severe special needs students fully integrated. It is truly a model of
an inclusive education, collaboration and team-work.
28
SECTION II
Policy
29
SECTION II - POLICY
What is our district’s policy on Inclusive Education?
31
33
33
30
What is our district’s policy on Inclusive
Education?
The Board is committed to inclusive education. The Board expects the District to
be an inclusive education system and as such the Board of Trustees for Edmonton
Public Schools has approved a new Inclusive Education Policy that expects the
District to reflect inclusive values in it’s programs, operations and practices (IA.
BP.). The attendance area school is the guaranteed point of entry for all students,
and the regular classroom shall be the first placement option considered.
An inclusive education system is a way of thinking and acting that demonstrates
universal acceptance of, and belonging for, all students. Inclusive education
is a values-based approach to accepting responsibility for all learners, whether
registered in District early years or school age learning environments. It is
founded on the belief that all students can learn and reach their full potential
given opportunity, effective teaching, and appropriate resources. An inclusive
education system supports every student to be included in their greater
school community. The success of an inclusive education system relies on the
engagement, collaboration and involvement of students, parents/guardians, staff
and community.
The board believes all students can learn and is committed to meeting the
schooling needs of all students in Edmonton Public Schools through the provision
of a range of programs and instructional options to accommodate their differing
needs and interests. The board believes that program implementation should
provide continuity and flexibility for student learning.
PHILOSOPHICAL FOUNDATION STATEMENT
The Board believes that the District, as an inclusive education system:
•welcomes, respects, accepts and supports children and their parents/guardians;
•provides for families a range of options in programs and programming choice;
•demonstrates an ongoing commitment to meet the needs of the diverse student
population;
•actively recruits qualified staff with academic training that supports an inclusive
education system;
•provides staff with continuing opportunities for professional learning in support
of achieving an inclusive education system;
•provides each student with the relevant learning opportunities necessary to
enable each student to achieve success;
•provides a continuum of specialized supports and services to students that is
consistent with the principles of inclusive education;
•maintains a high standard of responsiveness, open communication, and
accountability;
•continually develops partnerships with community organizations.
LINKS
http://www.epsb.ca/policy/ia.bp.shtml
31
Policy and Regulations
Edmonton Public School policy is aligned with the provincial ministerial orders supporting
inclusion. Alberta Education standards are incorporated into Edmonton Public School
policies and regulations.
Alberta Education and Standards for
Special Education
Edmonton Public School Board Policies &
Regulations
School boards must:
• Ensure that educating students with
special education needs in inclusive
settings in neighbourhood or local schools
shall be the first placement option
considered by school boards.
• The Board is committed to inclusive education.
The Board expects the District to be an inclusive
education system with its values reflected in District
programs, operations and practices. The attendance
area school is the guaranteed point of entry for all
students, and the regular classroom shall be the
first placement option considered. (I.A.B.P.)
States:
• Irrespective of location, students with
special education needs can access
appropriate programming and services.
• The board supports the concept of providing
educational programs for students with special
needs in both neighbourhood schools and district
centres. The neighbourhood school is a guaranteed
point of entry for all students, and the regular
classroom shall be the first option considered. (HA.
BP C.2)
• E
ach school shall be responsible for accommodating
all students in its attendance area. (IC.AR 1)
• P
arents have a right and a responsibility
to make decisions respecting the
education of their children.
• There is an expectation that all high schools will
accommodate the students with mild and moderate
special needs and those with severe emotional/
behavioural disabilities residing in their attendance
area (IC.BP 3.c)
• E
ducational programming and services are
designed around the assessed needs of
the students and are provided by qualified
staff who are knowledgeable and skilled.
• The board supports the concept of open boundaries
and of parents and students having a choice of
schools. (IC.BP 3.a)
• Relevant educational, psychological and medical
documentation will be used in a determination of
the schooling needs of the student. (IB.AR 4)
• The board is committed to providing programs and
services which make it possible for exceptional
students to receive an education appropriate to their
abilities and needs. Changes to the curriculum,
staffing, instructional and evaluation strategies,
materials and resources, facilities or equipment
may be required to address the needs of exceptional
students. (HA.BP C.1)
• A
ll children can learn and reach their
full potential given opportunity, effective
teaching and appropriate resources.
Instruction, rather than setting, is the key
to success.
• A
basic education will allow students to:
understand the physical world, ecology
and the diversity of life and recognize the
importance of personal well-being.
32
• The district shall provide measures to assist in
determining individual student achievement and
performance. (HK.AR)
• The board believes all students can learn and is
committed to meeting the schooling needs of all
students in Edmonton Public Schools through the
provision of a range of programs and instructional
option to accommodate their differing needs and
interest. (HA.BP)
• The district respects individual differences and
diversity, nurtures physical well-being, self-worth
and dignity. (AD.BP)
Placement of students within the district involves the parents and students
when appropriate. All programming options available to the student need to be
discussed. Parents of students attending congregated programs should be made
aware of inclusive education alternatives. The educational needs of the student,
programming options available and parent and student preference are to be
taken into consideration. Principals are to ensure that parents are provided with a
rationale for any changes being considered regarding placement.
Parents and/or the principal may request a review of placement choice from an
individual outside the school to assist in resolving differences. The principal shall
direct students to a placement if differences remain unresolved. Parents must
be advised in writing of the placement and their right and process to appeal. The
superintendent will also receive a written account of the decision.
LINKS
http://education.alberta.ca/media/511387/specialed_stds2004.pdf
(Standards for Special Education - Access, Appropriateness & Appeals)
http://www.epsb.ca/policy
(EPS Board Policies and Regulations - Student Placement)
Instructional Hours
All elementary and junior high students, including those students identified
as needing specialized supports and services, shall be provided with 950
hours of instructional time per year. For Grade 1, alternative minimum times
enabling a smooth transition from ECS are permissible. All senior high students,
including those with special education needs, must have access to 1000 hours of
instructional time per year. Recess breaks are mandatory at the elementary level.
A recess of at least 15 minutes must be provided for each kindergarten class and
a recess of at least 15 minutes must be provided both morning and afternoon for
elementary students. While policy does not mandate lunch breaks for students,
they are seen as desirable and should be at least as long as the recess break.
LINKS
http://www.epsb.ca/policy
http://education.alberta.ca (Access to Instruction Grade 1–9)
http://education.alberta.ca (Instruction Time Kindergarten)
33
34
SECTION III
Programming
35
SECTION III - PROGRAMMING
Whom can I call with questions about Inclusive Educaton?
37
How does the school decide what supports are essential?
38
What are some Inclusive Education practices that High Schools
can implement?
39
How do we assess, evaluate and communicate achievement of
students with special education needs in inclusive classrooms?
42
45
How can I further support staff in programming for students with
diverse learning needs? What supports are essential for staff when
programming for diversity?
46
How do I build capacity for growth and change in my school?
48
How does the school access and manage supports effectively and
efficiently? Which support services are needed/available for students?
64
How can I connect with another school in the district that has a student in
an inclusive setting with similar needs? Does a mentorship program exist?
71
How do students in inclusive settings access transportation?
72
How do I access funding to support programming?
72
36
Whom can I call with questions about
Inclusive Education?
Supports are available within the district and externally. Several departments within
the district are able to provide information on the subject of inclusive education.
Your concerns may be supported by the following departments depending upon the
nature of your question.
DISTRICT SUPPORTS
Budget Services - assists in the allocation of funds for students with special
education needs. Budget Services is also responsible for determining eligibility
for weighted allocations at levels 5 and above. Contact: 780-429-8089
Executive Services - provide advice and assistance to support central, schools,
parents, community members and other educational partners about the transition
process, district policies and procedures governing placement and programming.
Contact: 780-429-8030
Human Resources - provides support to administration regarding teacher and
support staff hiring procedures. Contact: 780-429-8097
Inclusive Learning - provides support to schools through School Service Teams
in consultation with the school’s Learning Team and the Inclusive Learning
Supervisor directly. This support is also offered to external organizations
(on a cost recovery basis) through the Outreach Team. Contact: 780-429-8554
Research and Assessment (Assessing Student Achievement) - assists schools and
a variety of stakeholders by providing information about student achievement and
performance, and by sharing strategies for applying this information. Contact:
780-429-8349
Support for Staff and Students - provide professional development, assistance
and support to school administrators, teachers and support staff for regular, as
well as students with special education needs. Contact: 780-429-8050
Transportation - provide information and assistance regarding eligibility for
transportation, parent provided transportation, safety and other issues.
Contact: 780-429-8585
37
How does the school decide what supports
are essential?
Standards for Special Education, p.6, states:
Access
Students with special education needs are entitled to have access in a school
year to an education program in accordance with the School Act. Students with
special education needs receive adapted or modified programming that enables
and improves learning.
Standards for Special Education, p.7, states:
Assessment
c. u
se results of assessments to make decisions, develop Individualized
Program Plans (IPPs), assign support services and/or determine adapted or
modified programming for students
Support services are determined on an individual basis around the assessed needs
of the student. Inclusive education should ensure that all students have access to
meaningful learning.
The range and diversity of supports that are essential are as individual as
the students themselves. A variety of variables will assist in determining
what supports are essential in creating an environment for optimal learning.
Professional assessments, parental input, student profiles (learning styles),
student and staff needs all impact the level and variety of supports.
Funding concerns and presumed supports, from staff and parents, may hinder
the process of determining which supports are essential in creating an optimal
learning environment for all students (i.e. research supports a full time program
assistant is not always recommended or the most effective method of support).
Functional assessments will provide educational information that directly impacts
the students’ learning potential in the classroom. Focusing on student needs
and abilities, not the disability, will assist the process of determining essential
supports. A finite set of supports does not exist that will meet the learning needs
of all students.
The role of the principal includes informing staff, parents and the community
of the process used to decide which supports are essential to meet the learning
needs of all students.
38
What are some Inclusive Education practices
that High Schools can implement?
TRANSITION SUPPORTS TO HIGH SCHOOLS
In order to better assist high schools foster inclusive education practices, the
following is suggested:
• O
nce a student has chosen the high school that he/she will be attending,
the High School Department Head/Special Needs Coordinator should initiate
contact with the student’s junior high school to arrange a meeting to discuss
the learning needs of the child and how to facilitate the transition process.
• T
he parent(s) should be encouraged to bring the student to the school in the
spring to complete a tour and become familiar with the facilities.
• R
eview the physical needs of the student and ensure that the necessary
materials and supports are in place for the fall to ensure a smooth transition
(e.g., Braille text, FM system).
• L
earning Team work together to select appropriate courses for the student and
to examine how to best program for the learning needs of the child.
• A
ssessment and Instructional accommodations should be explored that will
best support the learning in the inclusive class setting.
• Initiate contact with counseling department to offer another area of support for
the student and parents.
• P
lacement decisions should be based on the recommendations offered in the
IPP and in consultation with the parent(s) and junior high teachers. Decisions
should be based on the needs of the child and the reasonable provision of
services.
• L
earning Team members should be fully involved in the decision-making,
planning and evaluation processes for individual students in inclusive settings.
• P
rofessional learning opportunities should be made available to teachers and
educational assistants to enable them to develop their knowledge base of
effective instructional practices of students with diverse learning needs.
• E
stablish regular review periods to ensure that the inclusive setting is
appropriate for a child.
• Involve parents and students as partners in the decision-making process.
• E
ncourage the use of multiple teaching/learning approaches such as team
teaching, peer partners, and cooperative learning opportunities.
• C
ontact your Inclusive Learning supervisor to access information on Assistive
Technology Learning materials.
• Identify opportunities for students to have social inclusion.
39
High School Transition Survey For Students Who May Require Extra Support
(Includes both Coded & Non-Coded Students)
40
10.
9.
8.
7.
6.
5.
4.
3.
2.
1.
Student
Name
No
Concerns
Elig.
Code
Academic Supports/
Strategies in Place
Exam
Accommodations
Attendance
Issues
-Attendance
Board Status
Behavioral
Concerns
Health/
Other
Concerns
Please Call
Sending
School
(provide
contact
name)
Please complete the following survey for your current students who have
indicated that they will be attending _____________High School in the school
year. Thank you for your time in this matter. Your efforts will help ensure that
we are able to provide the best possible programming for our students.
Student Transition Planning Sheet
(To use with students that may require additional support(s) as they transition
to a new setting)
Student Name: _________________________________________________________
Eligibility Code (if applicable): ____________________________________________
Sending School: ________________________________________________________
Contact Person at Sending School: ________________________________________
Please Call Sending School Regarding this Student: _________________________
Academic Supports/Strategies in Place:
Exam Accomodations:
Attendance Issues -Attendance Board Status:
Behavioural Concerns:
Health/ Other Concerns:
Thank you for your time in this matter. Your efforts will help ensure that we are
able to provide the best possible programming for our students.
41
How do we assess, evaluate and
communicate achievement of students
with special education needs in inclusive
classrooms?
Progress Reports and Individual Program Plans (IPPs) are separate but
complementary documents. The purpose of progress reports is to communicate
student achievement in relation to the Programs of Studies. The purpose of
an IPP is to record a student’s strengths and areas for growth, and to establish
goals and strategies to help the student achieve success. Both academic and
non-academic goals can be included. All students qualified for special needs
coding must have an IPP. IPPs can also be developed to document strategies and
accomodations that will be used to support students who are not coded. Both
documents are governed by HK.AR.
LINKS
http://studentassessment.epsb.ca (Assessment and Reporting Issues)
http://staffroom.epsb.ca/datafiles/Downloads_and_Resources/Publications/Special_
Education/IPP%20Guidebook%20Revisions%20Latest%20May%2024%202012.
pdf (IPP Guidebook)
PHONE
Research and Assessment, 780-429-8349
42
IPPs and Progress Reports
Progress Reports and Individual Program Plans (IPPs) are separate but
complementary documents. The purpose of progress reports is to communicate
student achievement in relation to the Programs of Studies. The purpose of an
IPP is to record a student’s areas of strength and need, and to establish goals and
strategies to help the student achieve success. Both academic and non-academic
goals can be included. All students qualified for special needs coding must have
an IPP. They can also be written to document strategies and accommodations that
will be used to support students who are not coded. Both documents are governed
by HK.AR.
The similarity between these two documents is that they focus on communicating
information about students and provide information to the same audiences.
However, there are some significant differences that need to be kept in mind to
ensure that the two documents do not become repetitive.
District IPPs adhere to Alberta Education requirements. The essential elements
for IPPs are listed within PowerSchool and within the IPP Guidebook. Teachers
develop an IPP for a student in collaboration with parents and the student,
where appropriate. The IPP is based on the student’s learning profile, identified
strengths and areas for growth, and documents how the various stakeholders will
ensure that student learning is maximized. Principals or designates are expected
to read and sign all IPPs, ensuring that Alberta Education requirements are met.
IPP
Progress Report
Primarily a planning document
Primarily a reporting document
Emphasis is on instructional strategies, Emphasis is on achievement and
accommodations and provisions
performance in relation to curriculum
Record of progress toward stated goals
and objectives for student’s identified
areas of need
Record of student’s progress in relation
to graded curriculum
Living document: Goals, strategies and
accommodations should be revisited,
discussed, and then continued,
deleted or updated as needed
Static document: Periodic, summative
reporting relative to the Programs of
Study
Includes input from a variety of
stakeholders; teachers, parents,
support staff and, where appropriate,
students
Includes teacher judgments of
performance based on appropriate
assessment of students
43
Priority goals and accompanying measurable objectives in the IPP may address
cognitive, behavioural, or social needs of the individual student. As partners in
learning, parents or guardians and students should know the goals and strategies
described in the IPP, and should sign (where possible) to demonstrate that they
are committed to achieving the agreed upon outcomes. Once the IPP is created
and entered on PowerSchool, it becomes a working document. Goals, objectives
and strategies are monitored, revised and/or replaced at regular review dates.
Transition plans and successful strategies are documented so the IPP becomes a
record and guide for future programming.
While IPPs guide and monitor the teaching and learning process, a progress report
is required at least three times a year to document how the student is achieving
in relation to Alberta Programs of Studies. The administrative regulation (HK.
AR) states that written progress reports include courses in which the student is
enrolled and grade level of curriculum of each course that the student is studying.
The vast majority of district students with special education needs work on the
graded curriculum. They may work toward expectations at grade levels lower than
their enrolment grade but are still on the graded curriculum. Their progress is
reported against those expectations. Many students in inclusive settings may be
working at grade level in some subject areas.
Students that meet provincial eligibility requirements may have accommodations
on the Provincial Achievement Tests if the accommodation is identified on the
IPP and is implemented throughout the year. More information on eligibility
requirements, as well as policy and procedures for exempting students from
writing, can be found in the General Information Bulletin. Packages outlining
the process for requesting accommodations and exemptions are sent out from
Assessing Student Achievement each January. Accommodations and exemptions
must be approved by the Superintendent of Schools. In contrast, district Highest
Level of Achievement Tests (HLATs) are administered without accommodations. If
students are exempted from HLAT reading or writing, they are included in the data
as having achieved a Not Yet One (NY1) grade level of achievement.
Alberta Education may conduct a Special Education Programming Standards
Review for all district students with special needs. This review includes
discussions with staff, administrators and parents, and intensive review of IPPs for
information and measurable goals.
44
IPPs are developed in collaboration with staff, consultants, parents and when
appropriate, students and other professionals.
Staff regularly involved with the student are responsible for identifying strengths
and areas for growth, selecting long-term goals, identifying accommodations
and strategies, and identifying ways in which these will be achieved in the
student’s classes. The Learning Team includes individuals who consult and
share information relevant to the individual student’s education; and plans
special education programming and services as required. The team may consist
of: the principal, teacher(s), parents, student (where appropriate), educational
assistant(s), consultants, and other school staff as required.
Parents are an integral part of the IPP process. Parents are to be included in all
stages of development, implementation and review.
LINKS
http://staffroom.epsb.ca/datafiles/Downloads_and_Resources/Publications/Special_
Education/IPP%20Guidebook%20Revisions%20Latest%20May%2024%202012.
pdf (IPP Guidebook)
http://www.education.gov.ab.ca/k_12/specialneeds/SpecialEd_Stds2004.pdf
(Standard for Special Education - Alberta Education)
Who is responsible for developing, implementing and reviewing the IPP?
All staff regularly involved with the student are responsible for identifying
strengths and needs, selecting long-term goals, identifying accommodations and
strategies, and identifying ways in which these will be achieved in the student’s
various classes. The principal of the school is responsible for ensuring the IPP is
developed, monitored, and evaluated for each student identified as having special
needs, and designates teachers responsible for this task.
The teacher has professional responsibilities for diagnosing the learning needs of
students, prescribing and implementing educational programs, and evaluating the
results of educational processes. It is the teacher’s responsibility, in consultation
with parents, to develop and monitor the IPP.
Parents are an integral part of the planning process. They should be involved in and
informed of all aspects of their child’s program. Involvement in the pre-planning
process to provide input and feedback recognizes parents as contributing members
of the Learning Team. The parent’s signature on the IPP ensures knowledge of
and commitment to the annual goals and objectives, awareness of instructional
modifications and accommodations and expectations for monitoring and review.
45
If an educational assistant works with the student, they can provide relevant
information about the performance and behaviour of individual students to the
classroom teacher. They attend IPP meetings as required and provide support
for educational programming and learning environments. It is not the role of the
educational assistant to develop IPPs.
Working with Parents
Refer to page 25 for more information.
How can I further support staff in
programming for students with diverse
learning needs? What supports are essential
for staff when programming for diversity?
The Standards for Special Education, p.9, states:
Appropriateness
Educational programming and services are designed around the assessed needs of
students and are provided by qualified staff who are knowledgeable and skilled.
Professional Standards
a. ensure teacher practice is in keeping with the Teaching Quality Standard
b. e nsure teachers know and apply the knowledge, skills and attributes to
accommodate individual differences for students with special education
needs
c. s upport teachers’ ability to monitor the effectiveness of their practices and
adjust practices as necessary.
Individualized Program Planning, Implementation and Evaluation
c. p
rovide teachers of students with special education needs with relevant
resources and access to related professional development opportunities.
46
Research states that administrative support is imperative to successful inclusive
education. Support includes but is not limited to access to professional
development, training and resources. Competent and caring staff who exhibit an
openness to learn are a key factor in creating inclusive school communities. The
role of the principal is to encourage staff to remain open and assuring staff they
will receive support.
Assessing and identifying the needs and concerns of the staff members are
critical. Administrators reinforce and support the notion that nobody has all of
the skills. They support staff in expanding their skill set, increasing capacity and
building confidence. Many resources and supports already exist within the school.
Creativity in accessing existing resources and supports is effective, efficient and
essential in constructing an inclusive school community.
Staff from Student Learning Services are available to support schools in building
capacity within school staffs. Contact the supervisor or director within the area
that is appropriate for your needs. See page 65 for a detailed list of supports
available.
47
How do I build capacity for growth and
change in my school?
Leadership: Building Capacity for Growth, Change and Communication
This section provides administrators with templates and examples that build
capacity for growth and change.
Collaboration and communication are key components in creating an inclusive
school community. Communication processes and tools will assist and support
administration to be proactive in establishing and maintaining positive
relationships with the entire learning community. Providing consistent key
messages to all stakeholders is essential.
“Administrators provide the impetus and support to make inclusive education
happen.”
“Administrators can provide the vision of how a school will look if it educates all
of its students.”
— (Bauwens & Hourcade, 1995)
http://www.uni.edu/coe/inclusion/ preparing/administrators.html
Communication processes and tools will assist administrators in being proactive
in establishing and maintaining positive relationships both within the school and
beyond. This involves anticipating and providing key messages and follow-up to
address 4 stages of involvement:
Stage 4 - Accessing Programming Resources & Supports
Stage 3 - IPP Process/Intervention Plans/Curriculum
Stage 2 - Ongoing Collaboration & Communication
Stage 1(b) - Initial Communication with Parents
Stage 1(a) - Welcoming Stage & Key Messages
48
Stage 1(a) – Welcoming Stage/Key Messages
Whole-school communication that includes welcoming and consistent key
messages clearly communicates philosophy and beliefs. All staff and parents
receive a common message, as well as clarity of processes and roles.
Principals model to staff and students the importance of being respectful of
children with special needs and their parent(s) and/or guardians.
The role of the principal as instructional leader is to promote and support
inclusive educational practices for all staff.
Stage 1(b) – Initial Communication with Parents
Open sharing of information and consistency of messages are essential.
Stage 2 – Ongoing Collaboration & Communication
Messages between and among all groups (grade or classroom, groups of staff and
parents, etc.) establish the learning environment (both individual classroom and
school-wide), as well as equity and fairness in choice of programming.
Stage 3 – IPP Process/Intervention Plans/Curriculum
The Learning Team creates and builds an individual learning plan that is specific
to staff, child and parents. It involves processes and supports for staying on track,
e.g., ongoing conversations, gathering data, monitoring, keeping communication
lines open, checking perceptions and feedback.
Transition planning is ongoing. Independence is the goal (or moving to greatest
possible level of independence). It will require creative problem solving and
proactive use of available supports. Follow protocols and processes, such as
Alberta Education’s Learning Team Resource, that are in place to support healthy
relationships and student learning.
Stage 4 – Accessing Programming Resources & Supports
This involves establishing partnerships and collaborating with others in order to
access resources and supports, gather data, monitor progress and modify plans on
an on-going basis to meet student programming needs.
49
Universal Design for Learning
The term universal design for learning means a scientifically valid framework for
guiding educational practice that:
a) provides flexibility in the ways information is presented, in the ways students
respond or demonstrate knowledge and skills, and in the ways students are
engaged; and
b) reduces barriers in instruction, provides appropriate accommodations,
supports, and challenges, and maintains high achievement expectations for a
ll students, including students with disabilities and students who are limited
English proficient.
Universal Design for Learning is a set of research-based principles for designing
and implementing curriculum-based instruction, materials, assessments and
student learning opportunities that give all individuals equal opportunities to
learn, while maintaining high achievement standards for all students. UDL
provides a flexible approach--not a single, one-size-fits-all solution but a
framework that can be customized and adjusted for individual needs. UDL
addresses the diversity of learners in today’s classrooms, enabling all individuals
to gain knowledge and skills, and to engage in learning by providing rich and
diverse supports for learning to enhance accessibility to the curriculum and to
learning.
Individuals bring a variety of skills, needs, and interests to learning. Neuroscience
reveals that these differences are as varied and unique as our DNA or fingerprints.
UDL was developed based on current neuroscientific research, and examines three
areas:
1. Recognition Network – The “what” of learning
2. Strategic Networks – The “how” of learning
3. Affective Networks – The “why” of learning
In summary, UDL provides an effective lens through which staff in Edmonton
Public Schools can examine and strengthen inclusive practices to meet the needs
of a diverse student population.
LINKS
http://www.cast.org
https://staffroom.epsb.ca/datafiles/catchment_areas/Principal%20support%20
Pyramid%20of%20Intervention%20Framework.doc
Source: Recognize Universal Design for Learning if you Saw It? Ten Propositions for New
Directions for the Second Decade of UDL – Dave L. Edyburn (vol 33, Winter 2010 –
Learning Disability Quarterly)
50
Communication Best Practices Checklist
The ‘Communication Best Practices Checklist’ provides staff with a process to
identify criteria for effective communication and describes evidence within the
school for each stage in the communication process. It includes an assessment
tool that can be used by groups or individuals, to identify and measure progress on
areas of strength and areas where growth is required.
Generate statements under ‘Criteria for’ and ‘Evidence Of’ Effective
Communication. Mark on the continuum where your response rates.
Green Light: We do this consistently.
Yellow Light: We do this some of the time.
Red Light: We need to address this area.
Criteria for...
Effective Communication
E
L
P
Evidence
M
A
S
Green
Yellow
or Red
STAGE 1 A - WELCOMING STAGE / KEY MESSAGES
• A
philosophy that supports an
inclusive school community
is evident where leadership,
teaching and support staff
demonstrate a consistent
positive approach to inclusion.
• A
ll staff greet and extend
a common welcome.
• T
ransitioning: the sending
school administrator contacts
the receiving school prior to the
student’s arrival. The receiving
school, once aware of a new
student, will contact the family
before they arrive to greet and
welcome them.
• P
rincipal is an ambassador
for the child.
• O
pen communication with all
parents.
• C
onsistent information is
shared with all parents of
children who attend the
community school.
• S
tatements such as: “Your
family is welcome.”
“I’m committed to making
it work. I don’t have all the
answers.”
“Let’s work together to
make it a success.”
• P
rincipal is aware that
parents have made
inclusive education as
their choice.
51
Criteria for...
Evidence
Green
Yellow
or Red
STAGE 1 B - INITIAL COMMUNICATION WITH PARENTS
• P
arents have an opportunity
to share information, a vision
and goals about their child’s
educational programming.
• A
parent is an ‘expert’ on
their child—invite them to
‘tell me about your child’.
• P
arents are aware of supports
and resources available.
Information is shared about
resources, supports, and
learning opportunities
available for parents.
• A
dialogue between school
and parent, “How can we
best support the child?”
E
L
P
• P
arents are introduced
to key school contacts:
assistant principal,
counselor, special needs
coordinator, administrative
assistant, etc.
M
A
S
• A
ll members of the
‘Learning Team’ attend
and are welcome at IPP
meetings.
• C
ollaboration, open
communication and a team
approach is evident in
beginning to form a ‘learning
team’.
• Meetings are established
with scheduled dates and
times, members of learning
teams are identified, data
gathering & feedback
processes incorporated into
on-going practice, etc.
STAGE 2 - ONGOING COLLABORATION & COMMUNICATION
52
• T
he school is organized
to meet student learning
needs. The model is clearly
communicated to staff and
parents.
• S
taff meetings, PAC
meetings and newsletters
will provide opportunities
to share the school’s
model for meeting student
learning needs.
• M
embers of the ‘Learning
Team’ formed around
established roles and goals
for student learning. Clarity
of roles and responsibilities
is established to ensure
communication is open and
on-going.
• A
ll staff, including:
administrators, consultants,
teachers, educational
assistants, support staff,
lunchroom aides, bus
drivers etc. receive job
descriptions and have
opportunity to discuss their
roles and responsibilities.
Criteria for...
Evidence
Green
Yellow
or Red
STAGE 3 - IPP PROCESS / INTERVENTION PLAN / BUILDING STAGE
• IPPs are mandated by Alberta
Education for all students
identified as having special
needs. In most cases, these
students have a district
special needs eligibility code.
(See p. 76)
• A
n IPP will be produced
for each student with
an eligibility code or
that requires substantial
programming changes.
Information on strategies,
modifications and/or
accommodations will be
included.
• Intervention plans will be
created for students who
are at risk because they are
currently working below grade
level. Intervention plans
must be on district approved
forms and submitted to the
Superintendent each year.
• Intervention plans will
be in place for identified
students. The process will
identify strategies and
document implementation.
E
L
P
M
A
S
STAGE 4 - ACCESSING PROGRAMMING RESOURCES AND SUPPORTS
• R
esources and sources
of support for student
learning are identified and
documented.
• R
esources, supports and
strategies listed in the
IPP are evident in the
classroom.
• T
he IPP is a process—a
‘living document’ that evolves
in response to changing
student learning needs.
• R
egular IPP meetings and
updates will ensure that
the IPP reflects changing
student needs, growth etc.
• T
he IPP process will include
planning for transition.
• T
ransition planning occurs
throughout the entire year
and includes the student,
family and professionals
to promote a smooth
transition.
53
Communication Best Practices Checklist
The ‘Communication Best Practices Checklist’ provides staff with a process to
identify criteria for effective communication and describe evidence within the
school for each stage in the communication process. It includes an assessment
tool that can be used by groups or individuals, to identify and measure progress
on areas of strength and areas where growth is required.
Generate statements under ‘Criteria for’ and ‘Evidence Of’ Effective
Communication. Mark on the continuum where your response rates.
Green Light: We do this consistently.
Yellow Light: We do this some of the time.
Red Light: We need to address this area.
Criteria for...
Evidence
STAGE 1 A - WELCOMING STAGE / KEY MESSAGES
54
_____________________________
_________________________
_____________________________
________________________
_____________________________
_________________________
_____________________________
_________________________
_____________________________
_________________________
_____________________________
________________________
_____________________________
_________________________
_____________________________
_________________________
_____________________________
_________________________
_____________________________
_________________________
_____________________________
_________________________
_____________________________
_________________________
_____________________________
_________________________
_____________________________
_________________________
_____________________________
_________________________
_____________________________
_________________________
_____________________________
_________________________
_____________________________
_________________________
_____________________________
_________________________
_____________________________
_________________________
_____________________________
_________________________
Green
Yellow
or Red
Criteria for...
Evidence
Green
Yellow
or Red
STAGE 1 B - INITIAL COMMUNICATION WITH PARENTS
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
STAGE 2 - ONGOING COLLABORATION & COMMUNICATION
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
55
Criteria for...
Evidence
Green
Yellow
or Red
STAGE 3 - IPP PROCESS / INTERVENTION PLAN / BUILDING STAGE
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
STAGE 4 - ACCESSING PROGRAMMING RESOURCES AND SUPPORTS
56
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
Examining the data:
• An area of strength to maintain is ________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
• An area that needs to be addressed is ____________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
• Supports and resources that may assist us in addressing needs include:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Name(s): __________________________ Date: _______________________
Process for conversation about data:
• Have various groups complete the checklist (staff, parents, students, etc).
• C
onduct focused conversations about ideas, perceptions and evidence for each
group.
• R
ecord areas of strength and for growth. Chart similarities and differences in
perceptions.
• Identify resources and supports that would assist in maintaining strengths and
improving areas that need to be addressed.
• C
reate a timeline for improvements and arrange for a check-in at regular
intervals to assess and monitor changes.
57
Planning Matrix
Indices of
Inclusive
Education
Situation
Analysis
Policy Goals,
Objectives
What is the
current situation?
What actions are
needed?
Implementation
How will the
actions be taken
and by whom?
Montioring
Evaluation
What information
needs to be
collected, how
will you know
what has been
achieved?
IPPs
Assessment
Parent Input
Social
Curricular
Physical
Emotional
Creative
Professional
Learning for
principals,
teachers, EAs
and parents
(Adapted from: Guidelines for Inclusion: Ensuring Access to Education for All, United
Nations Educational, Scientific and Cultural Organization, p.34)
58
Looking for Evidence of Inclusive Education
The ‘Looking for Evidence of Inclusive Education’ exercise will provide a variety of
stakeholders an opportunity to:
• Identify what inclusive education looks like, and
• D
escribe examples that will illustrate inclusive education
within their school community
EVIDENCE OF INCLUSIVE EDUCATION
IN THE CLASSROOM AND SCHOOL
INDICATORS IN OUR SCHOOL
(LIST 3-5 THINGS)
All Students will:
• b
e engaged, involved in and
responsible for their own learning
For example:
• All students are involved in
setting individual goals and
monitoring growth (e.g., make
choices, indicate preferences)
• u
nderstand, accept and welcome
diversity; respect the individual
differences of others
E
L
P
• A
ll students belong to a play
group during recess
M
A
S
• p
articipate and contribute in
classroom activities in meaningful
ways, be a valued member of the
class
• feel they are a part of the student
community (the social and
emotional aspects of student life
are fostered)
All Teachers & Support Staff will:
• p
romote a classroom and school
culture that values diversity
• d
evelop classroom criteria for
appropriate interaction of all class
members
• d
ifferentiate planning and
teaching in response to individual
learner needs
• c reate a positive classroom
and school environment where
understanding, acceptance &
welcoming of diversity is fostered
• A
ll students are given access to
participate in extra curricular
activities (e.g., hall monitors,
safety patrol, announcements,
student council, etc.)
For example:
• A
ll teachers/staff are responsible
for all children during recess/noon
etc.
• A
ll staff promote positive and
healthy interactions (social skills
programming)
• E
vidence of learning styles is
being addressed in the classroom
(visual, auditory and kinesthetic
resources)
• S
chool communication reflects
inclusive practices
59
(LIST 3-5 THINGS)
All Administrators will:
• p
rovide consistent modeling and
support for all students and staff
For example:
• A
ll students and families are
welcomed to the school (by all
staff members)
• R
esources are available to support
student learning
• Staff has readily available access to
current professional development
• T
he learning needs of all students
are being met in classrooms
through coaching, sharing of best
practices, formal and/or informal
observations
• O
pportunities to share best
practices within the school and
district
• C
urrent research is shared (from
a variety of sources) with staff,
students, parents and community
members through meetings and
newsletters
• s upport staff in programming to
meet the diverse learning needs of
students
• p
rovide opportunities for
peer coaching, sharing of
best practices and on-going
communication
• a ccess current research based
information on inclusionary
practice with emphasis on the
benefits
M
A
S
E
L
P
All Parents will:
• b
e provided with current research
based information on inclusionary
practice with emphasis on the
benefits for all students
• u
nderstand, encourage, accept
and welcome diversity within the
school and community
• feel supported in the decisions
they make for their child and
are encouraged to address any
concerns with school staff
• u
nderstand learning outcomes
(curriculum) and expectations
for achievement (assessing and
evaluating growth)
60
For example:
• C
urrent research is shared (one on
one, newsletters, parent council
meetings, assemblies, open
house/meet the teacher night)
• D
iscussions on the benefits of
inclusive education occur formally
and informally
• S
chool has an open-door policy
and parents are genuinely
welcomed by all staff members
• P
rovide parent information
sessions, opportunities to link
with community resources etc.
• P
arents are involved in the IPP
process
• O
pportunities are provided for all
parents to learn about curriculum
expectations, assessment practices
and communicating student growth
Looking for Evidence of Inclusive Education
The ‘Looking for Evidence of Inclusive Education’ exercise will provide a variety of
stakeholders an opportunity to:
• Identify what inclusive education looks like, and
• D
escribe examples that will illustrate inclusive education
within their school community
(LIST 3-5 THINGS)
All Students will:
For example:
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
All Teachers & Support Staff will:
For example:
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
61
62
(LIST 3-5 THINGS)
All Administrators will:
For example:
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
All Parents will:
For example:
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
Examining the data:
• An area of strength to maintain is ________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
• An area that needs to be addressed is ____________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
• Supports and resources that may assist us in addressing needs include:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Name(s): __________________________ Date: _______________________
Process for conversation about data:
• Have various groups complete the checklist (staff, parents, students, etc).
• C
onduct focused conversations about ideas, perceptions and evidence for each
group.
• R
ecord areas of strength and for growth. Chart similarities and differences in
perceptions.
• Identify resources and supports that would assist in maintaining strengths and
improving areas that need to be addressed.
• C
reate a timeline for improvements and arrange for a check-in at regular
intervals to assess and monitor changes.
63
How does the school access and manage
supports effectively and efficiently? Which
support services are needed/available for
students?
Support for Staff and Students provides support to schools in the
following areas:
•Identify and share research based practices in the areas of curriculum,
instruction and alternative programs.
•Undertake initiatives in support of the District Priorities or specific board
policies that have been identified by the Board of Trustees.
•Organize school based Professional Learning through school groupings and
Work with lead teachers and principals to enhance school based expertise
and build school capacity.
•Provide multiple delivery options such as webcasts, videos, podcasts and
other online resources.
•Design and deliver appropriate support to assist in programming for First
Nations, Métis and Inuit (FNMI) students, sexual orientation and gender
identity students, English Language Learners (ELL), and students from
diverse multicultural backgrounds.
•Support implementation of K-12 Literacy for 21st Century Learners.
•Foster student well-being in the areas of comprehensive school health.
•Develop a framework, curriculum, programs and tools to build leadership
capacity among teaching staff.
Support Services For Parents and Students
• Initial assessment of new English language learners by trained ESL specialist
teachers.
• Orientation
information about the Alberta education system, general district
information, student progress reports, and other school-related information.
• Information about, and liaison with, available community immigrant support
services, language training programs, and career counselling services for parents.
• First language assistance with first-time registration of their child/ren for school.
• Information about the parent’s role and how they can support their child/ren’s
learning.
• F
irst language support to facilitate parental understanding of school information
and communications, student IPPs, school progress reports, Early Ed./Outreach
home visitations, Leadership Services hearings, parent-teacher conferences,
Open House/other events, and special education assessments and intervention
programming.
• Information about extracurricular community services to support student
64 achievement, and emotional and physical well-being.
Support Services For Schools with ELL Students:
• Initial assessment of new English language learners by trained ELL specialists/
teachers.
• Provision
of background information about new English language learners
and their families, including information about prior education/learning, first
language proficiency (when this can be screened/assessed) and cross-cultural
information.
• A
ssessment-based recommendations for student placement, and assistance
with development of intervention strategy plans, program planning and
instructional support of English language learners.
• Customized school-based professional development.
• I n-school support services of ELSSC Team, including instructional coaching and
assistance with program planning.
• F
irst language interpretive services to support and facilitate special education
assessments, Early Education/Outreach home visitations, individual student
case conferences, Leadership Services hearings, parent-teacher conferences,
school-home liaison, and school Open House and other events.
• W
ritten translation services of brief school communications.
Research and Assessment
Assessing Student Achievement
• Work with schools and school groupings on assessment plans and reporting
student achievement.
• Develop assessment standards to establish clear performance standards and
learning targets.
• Manage and report district student achievement data (HLAT, Accountability
Pillar and Diploma exams).
• Develop the capacity of school leaders and staff to collect and analyze data
for school-based innovations.
• Work with SLS Leadership Team and school leaders to transform data and
information into knowledge and insight for program alignment, program design
and improved practices in teaching and learning.
• Leadership and Excellence in Assessment Program (LEAP).
65
Inclusive Learning provides support to schools in the following areas:
•Provide support to schools through School Service Teams in consultation with
the school’s Learning Team and the Inclusive Learning Supervisor.
•Identify, develop and share inclusive learning strategies.
•Offer services ranging from general classroom consultation, group inservicing,
individual student consultation, specialized assessment, based on the Pyramid
of Intervention.
•Provide services, dependant on student needs, in the areas of Adaptive
Physical Education, Assistive Technology, Audiology, Deaf and Hard of
Hearing, Education and/or Behaviour, Occupational Therapy, Physical Therapy,
Psychology (cognitive and/or behavior), Reading, School Social Work, Speech/
Language, or Visual Impairment/Blindness.
•Provide educational assistant support and specialist consultative services, where
required, for Kindergarten students and early learning sites eligible for Mild
Moderate and Program Unit Funds (PUF) (Codes 18, 19, 27, 47 and 85).
•Coordinate the provision of services through external agencies (e.g., ESHIP).
•Build capacity among school leaders to support inclusive learning.
•Lead district work in the articulation and implementation of the
recommendations arising from the Board’s Special Education Task Force.
•Facilitate transition from private Early Childhood Services to district
kindergartens and grade 1 classrooms.
•Partner with Edmonton Student Health Initiative Partnership (ESHIP) to provide
comprehensive school-based services from Alberta Health Services.
•Offer support to external organizations (on a cost recovery basis) through the
External Team.
•Provide support for programming for English Language Learners.
The following supports are offered through the Inclusive Learning Support Teams:
Adapted Physical Education
•Provides advice and assistance to teachers on integrating curriculum
expectations for students with special needs.
•Assists with equipment modification and resources.
•Provides background and resource information.
•Demonstrates how to effectively use educational assistants in the gymnasium.
•Assesses motor skills.
Assistive Technology
•Provides in-services and classroom consultations.
•Uses the Student Environment Task Tools (SETT) process to determine students’
assistive technology needs.
•Assists school personnel with assistive technology including assistive, adaptive,
and rehabilitative devices and includes the process used in selecting, locating,
and using them.
66
Audiology
•Assists teachers with educational programming for students with hearing loss
and hearing difficulties.
•Provides assessment to determine hearing loss and identify if hearing
difficulties are interfering with learning.
•Assesses school acoustics.
•Assists with the use of listening devices such as hearing aides, FM systems,
cochlear implants, amplification systems and other technology.
•Provides inservices on relevant topics to staff and students.
Transition Facilitator works in partnership with private Early Childhood Services
(ECS) operators and schools to assist children who have mild, moderate or
severe disabilities during transition into inclusive school communities. The ECS
Transition Facilitator provides support and assistance to children, parents, school
administrators and classroom staff by providing transitional support, assistance
and consultation regarding a range of program choices, services and community
supports available. The ECS Transition Facilitator can facilitate transition
meetings and/or case conferences as needed. This service is part of ESHIP and
provided at no cost to schools.
Education of Students who are Deaf or Hard of Hearing
•Helps teachers with educational programming for students who are deaf or hard
of hearing.
•Assists with the development of communication systems like sign language.
•Assists with Individual Program Plans (IPPs).
•Assists with the use and care of assistive devices such as hearing aides.
•Provides information on available support services in the community.
Education of Students who are Visually Impaired/Blind
Consultants: Vision Centre North
•Assists teachers with educational programming for low vision or blind students.
•Identifies useful materials and equipment.
•Makes educational, mobility and orientation recommendations.
•Provides workshops for students and school personnel.
•Assists with the development and implementation of Individual Program Plans
(IPP).
•Assesses orientation, mobility and white cane skills and recommend appropriate
interventions in collaboration with schools, agencies, specialists and parents.
67
Educational/Behavioural Programming
•Assists teachers with educational and behavioural programming for students
with special education needs.
•Provides positive behavioral strategies to the classroom, identifies child specific
areas for growth as well as recommendations to improve age appropriate
behaviour.
•Assists with the development and implementation of Individual Program Plans
(IPPs).
•Completes functional behavioural assessments.
•Provides non-violent crisis intervention training.
Occupational Therapy (OT)
•Assists teachers with educational programming for students who have difficulty
interacting with their environment.
•Assesses both student function and development.
•Assists with the development and implementation of individual program plans.
•Focuses on the student’s ability to participate and gain independence in school
tasks and activities.
•Provides strategies to support the development of skills such as fine motor,
visual perceptual, sensory management and daily living (eg. feeding, dressing,
toileting).
•Supports learning with technology, assistive technology and software.
•Assists with specialized equipment and building modifications.
•Liaises between school and the medical community for students with physical
disability, autism, or delayed development.
Physical Therapy (PT)
•Focuses on the student’s ability to participate and gain independence in school
tasks and activities.
•Reviews student’s physical management and safety in their school environment.
•Assists with specialized equipment, building modifications and accessibility
within the school.
•Provides emphasis on assessment, physical status, gross motor abilities and
participation in school-wide activities.
•Advises on issues such as mobility, lifting, transferring and handling and daily
living skills.
68
Psychology – Cognitive and Behavioural
•Provide ongoing consultation regarding the developmental, learning disabilities, medical,
cognitive delays, and behavioral/emotional concerns,personality or intellectual
disorders and learning needs students as they move through the school year.
•Attend meetings and case consultations, classroom visits, presentations and training.
•Assist with program planning and implementation in the classroom.
•Provide information and support for transition of students identified with special
needs.
•Work as part of the team to promote understanding of the needs of the whole
child in an inclusive classroom setting.
•Provide psycho/educational and diagnostic assessments that inform programming.
•Work with community agencies.
•Serve as a liaison to the psychiatric community.
•Provide Critical Incident Support Services (CISS).
Reading Specialists
•Provide consultations regarding classroom literacy strategies aligned to the K-12
Literacy Guiding Document.
•Provide programming suggestions and teaching strategies for individual students.
•Offer consultations with staff and parents regarding assessment results and
programming recommendations.
•Offer individual student assessments for academic programming to determine
achievement level.
School Family Liaison (SFL)
•Supports families of children who receive Program Unit Funding (PUF) in
kindergarten.
•Assists families become familiar with the strategies being implemented in the
classroom to support their child’s learning needs.
•Meets with the family to model strategies and skills or provide information about
community agencies and support opportunities.
•Works in collaboration with schools and community organizations to coordinate
and develop family activities.
School Social Work
•Provides intervention and programming recommendations for all students at risk.
•Provides risk assessments (danger to self or others), emotional behavioural
assessments, child abuse and neglect concerns.
•Assists with attendance improvement.
•Coordinates with district and community services including medical and mental
health consultation.
•Provides grief counseling, conflict resolution, social skill improvement, career
counseling, and self esteem development.
•Provides Critical Incident Support Services (CISS).
69
Speech Language Pathology (SLP)
•Uses assessment and observation to help determine the extent of verbal
and non-verbal communication abilities; assess difficulties in context of the
curriculum; and determine communication alternatives.
•Helps with the development of Individual Program Plans (IPPs).
•Works with classroom teams to facilitate the child’s development of verbal and
non-verbal communication and language learning difficulties.
•Focuses on the student’s ability to participate and communicate meaningfully
in school tasks and activities including: social interaction skills, learning with
technology (eg. speech generating devices) and feeding and oral/motor issues.
•Makes recommendations for programming targeted aspects of communication
that include the child’s ability to listen and to understand others, produce
sentences, hold meaningful conversations, problem solve, and produce speech
sounds.
•Includes provision of classroom strategies and adaptations to encourage and
support successful communication and, where appropriate, direct therapy with
the child.
Speech-Language Assistants (SLA)
•Works under the direction of the Speech-Language Pathologist to facilitate the
development of a child’s communication skills in kindergarten.
•Works may include: assisting the SLP with assessment (example: hearing
screens), leading individualized and small group practice of targeted
communication goals, modeling communication strategies for children and
classroom staff aimed at facilitating language/speech structures within
classroom routines.
Executive Services staff provide advice and assistance to principals, parents
and the community about the transition process and assist in implementation
of district policies and procedures governing placement and programming. They
assist parents and schools to work in partnership in the development of effective
programming. Principals and parents can phone Executive Services when they
require information.
70
How can I connect with another school
in the district that has a student in an
inclusive setting with similar needs?
Does a mentorship program exist?
The District is developing demonstration sites under the Action on Inclusion
Agent Grant.
Each of the project schools is featured in a video and will act as a demonstration
site illustrating best practices for district staff to visit and participate in authentic
professional learning in the 2012/2013 school year. The focus of the work is to
illustrate inclusive education environments that support diversity in learners by
providing the most appropriate learning experience and the opportunity for every
learner to achieve their protential.
Contact your Inclusive Learning Supervisor for more information.
71
How do students in inclusive settings access
transportation?
Many students with special education needs access Edmonton Transit Services at
a subsidized rate. In cases where a student is unable to use this service the principal can recommend special needs transportation for the student.
The community school principal is responsible for arranging transportation, if
possible in May for the following September, or as soon as possible during the
year. Principals are responsible for dealing with student behaviour on the bus and
ensuring safe travel between home and school. Additional equipment (e.g., harnesses for ensuring the safety of students on the bus) is the community school’s
responsibility.
Student Transportation staff provide information and assistance regarding eligibility for transportation, parent provided transportation, safety and other issues. The
district subsidizes transportation for students with special needs. Fees are collected from parents at school.
Early in the year, establish consistent behavioural expectations for students from
bus drivers and school staff. Communicating with bus drivers on a regular basis
throughout the year establishes a sense of team, promotes positive communication and supports appropriate behaviour and safety choices made by students.
Parents should be informed of behaviour expectations while riding the bus and
consequences for inappropriate behaviour.
LINKS
http://staffroom.epsb.ca/student-transportation-forms
PHONE
780-429-8585
How do I access funding to support
programming?
There are many allocations designed to address the unique learning needs of
students. Please refer to teh District Planning Manual and Budget Services
website for more information. You may also call your Budget Services staff
consultant for support.
LINKS
http://staffroom.epsb.ca/budget-services
72
Conclusion
A truly inclusive school community reflects a society where all students are
welcomed, valued and receive every opportunity to succeed. It acknowledges the
right of every individual to access all the experiences and advantages of school.
Social skills are one of many positive attributes of inclusive education. Academic
and non-academic benefits for all students, staff, parents and the community are
widely supported throughout research.
Providing inclusive education opportunities is important for creating societies
that recognize and embrace diversity. Differentiated instruction and assessment
acknowledges diversity within the district and engages all learners.
“Differentiated instruction supports a school culture that reflects an ethic of
caring and genuine community spirit wherein difference is valued, not considered
an aberration, and is welcomed as a natural part of the school’s landscape.”
— (Baglieri & Knopf, 2004)_
73
Bibliography
Baglieri, S. & Knopf, J.H. (2004) Normalizing Difference in Inclusive Teaching.
Journal of Learning Disabilities, 37(6), 525-529.
Billingsley, F., Jackson, L. & Ryndak, D.L. (2000). Defining School Inclusion for
Students With Moderate to Severe Disabilities: What Do Experts Say?
Exceptionality 2220, 8(2), 101-116.
Boettcher, C., Piscitelli, V. & Rafferty, Y. (2003). The impact of inclusion on
language development and social competence among preschoolers with disabilities. Exceptional Children, 69(4), 467.
Brazil, N., Ford, A. & Voltz, D.L. (2001). What matters most in inclusive
education: A practical guide for moving forward. Intervention in School
and Clinic, 37(1); 23-30.
Deppeler, J., Harvey, D. & Loreman, T. (2005). Inclusive Education A
practical guide to supporting diversity in the classroom. New York:
RoutledgeFalmer.
Dejud, C., Fletcher, T., Klingler, C. & Lopez Mariscal, I. (2003). The Changing
Paradigm of Special Education in Mexico: Voices from the Field. Bilingual
Research. Bilingual Research Journal, 27(3); 409-433.
Downing, J.E. & Eichinger, J. (2003). Creating learning opportunities for students
with severe disabilities in inclusive classrooms. Teaching Exceptional
Children, 36(1), 26.
East, K., Sapon-Shevin, M., Stainback, S. & Stainback, W. (1994). A commentary
on inclusion and the development of a positive self-identity by people
with disabilities. Exceptional Children, 60(6), 486-490.
Filler, J. & Xu, Y. (2007). Including Children with Disabilities in Early Childhood
Education Programs: Individualizing Developmentally Appropriate
Practices. Childhood Education, 83(2), 92-98.
LaFlamme, M., McComas, J. & Pivik, J. (2002). Barriers and facilitators to
inclusive education. Exceptional Children, 69(1), 97-107.
Luftig, R. & Pavri, S. (2000). The social face of inclusive education: Are students
with learning disabilities really included in the classroom? Preventing
School Failure, 45(1), 8-14.
Paul, P. & Ward, M. (1996). Inclusion Paradigms in Conflict. Theory Into Practice.
Inclusive Schools: The Continuing Debate, 35 (1), 4-11.
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Pennsylvania Developmental Disabilities Council. (2004). Pennsylvania
Developmental Disabilities Council Inclusive Education Position Paper.
Retrieved September 2006, from http://www.paddc.org/council_news/
inclusive_ed.php
Porter, G. (2001). Disability and Inclusive Education. Retrieved October 2006,
from www.disabilityworld.orf/05-06_01/children/inclusiveed.shtml
Praisner, C.L. (2003). Attitudes of elementary principals toward the inclusion of
students with disabilities. Exceptional Children, 69(2), 135-145.
Skipper, S. (2006). Conceptual Framework for Effective Inclusive Schools.
Retrieved September 2006, from www.leadership.fau.edu/icsei2006/
papers/skipper.doc
Sobsey, D. & Dreimanis, M. (1993). Integration Outcomes: Theoretical Models
and Empirical Investigations. Developmental Disabilities Bulletin, 21.1.
Specht, J. (Date). What We Have Learned - Inclusion. Retrieved September 2006,
from www.edu.uwo.ca/Inclusive_Education
United Nations Educational, Scientific and Cultural Organization. Guidelines for
Inclusion: Ensuring Access to Education for All, p. 34.
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How to Create Inclusive School Communities

Transcription

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