Foundations of Inclusive Education Learning in Inclusive Environments

Effective practices for students with disabilities that significantly affect learning 10 well researched strategies Effective with and across many different student populations Important to apply the techniques in a way that matches the learning characteristics and strengths of individual students (Effective Practices, 2004, Rhode Island College)

3 Outcomes for all Students in Inclusive Education Knowledge / Skills Membership Relationships

The Goal! The goal is not just participation. The student is supposed to be actively engaged in LEARNING, not just taking part in activities and routines. Tip: think outcomes, skill development or concept development (these are different than activities)

Effective Practices Curriculum is linked to the general education Instruction reflects the student’s individual needs & strengths Social skill development is embedded in typical activities and routines

Effective Practices 4. The student’s life is predictable and understandable 5. Positive behaviour supports, based on a functional behavioural assessment, are implemented consistently across staff and settings.

Effective Practices 6. Data is collected in key areas of the student’s education to demonstrate progress towards goals. 7. The student can self-organize and carry out a plan.

Effective Practices 8. The student has a way to communicate and to understand the communication of others. 9. The student’s involvement is active and meaningful. The student has choices. 10. The family participates as an equal partner in the student’s program.

Instructional Support For every new activity, there should be visual information (or text) and physical organization of the environment that answer 5 questions for the learner (remember the Pyramid of Teaching - some students need to have this support individualized; others need “to read” the natural cues in the classroom. The EA can support students to do either.)

5 questions for the learner Where should I be? What work or activity will I do? How much work will I do? / How long will it last? How will I know that I am making progress and when I have finished? What will I do next?

Signals to you! Student is: Wondering around the room Asking repetitive questions Refusing to start or end an activity Leaving an activity before its finished Behaving inappropriately during the activity

Supports for Learning Include: Physical structure Time structure Functional routines Work Systems* Task Analysis* Instructional Strategies*

Physical Structure Answers the questions of why am I here and what do I need to do (for large and small group, as well as individual work) Refers to organizing the environment to give meaning and context to each area Helps students understand where different activities take place and where materials are kept: Make boundaries visually clear Minimize distractions Make materials accessible Clearly mark and organize materials

Physical Structure Visual structures to support tasks or activities: clarifies by drawing attention to the important details (labeling, highlighting, color-coding...anything that makes the relevant more obvious) organizes materials in the space and sequences (all items in their place, limited number or spacing...anything to organize) instructs by giving visual information about how to complete the task (jigs, arrows, pictures, product samples...anything that makes no verbal instructions necessary)

Time Structure Provides a visual (objects, pictures or words) to tell students what activities will happen and in what order Classroom Daily Schedules Individual Schedules (may need to be portable) Timetables or agendas May fade but do not eliminate! (offers predictability and/or control; manages change, emotional or psychological responses to the day; promotes independence)

Functional Routines Are part of the everyday life in a classroom Include: Participating in routines and transitions Engaging in academic activities Interacting with others Support the development of self-determination Linked to participating in community, recreational and employment opportunities Provide predictability and expectations Students will develop own if not given ones to learn and follow

Shaping Up a Review What are some things you heard that squared with your beliefs? What questions are still going around in your head? What are 3 points you want to remember?

What Helps Us Learn (Education Leadership, Feb 2010) Meet us face to face Get to know us Connect with our passions Don’t bore us Make sure we understand

What Helps Us Learn (Education Leadership, Feb 2010) Let us choose how to demonstrate our learning Just talk to us Honor our learning preferences Meet us on our level Give us the the time we need Make learning interactive

Things to Try for Next Time Learning in Inclusive Environments Observation Checklist And 2. Thought Question: High school students with significant disabilities were asked to characterize their relationships with paraprofessionals. What do you think they said?