1 How to know when you see it 10 researched-based practices (Jorgenson, C The Inclusion Facilitator’s Guide. Paul H. Brookes)

2 10 Values and research-based practices Policies & practices based on the least dangerous assumption and high expectations Membership and full participation in general education classes Family and school partnerships Collaborative teaming Planning & implementing of supports

3 10 Values and research-based practices Appropriate augmentative and alternative communication (AAC) Friendship facilitation General and special education reform Encouragement of self-determination Person-centered planning

4 Policies and Practices that do not assume high expectations Emphasis on learning access or functional skills rather than acquiring ideas, content knowledge and related literacy skills Participation only in portion of instructional routines but not the discussion of ideas or content knowledge Conversing as if students are much younger than their actual age Absence of options, comparable to their typical peers i.e: going to college, getting a real job for real pay, when doing future planning

5 Policies and Practices that do assume high expectations Use of person-first language Descriptions of students focus on their abilities and needs, not classification systems, codes or acronyms Annual goals in IEPs reflect links to regular education curriculum (IRP) People speak directly to student rather than through paraprofessional & discuss age- appropriate topics Students are seen as capable and professionals refrain from predicting “will never” acquire skills or knowledge

6 Membership & Full Participation in Regular Education Classes Students with significant disabilities learn more in inclusive classrooms Students with significant disabilities can learn academic curriculum content Functional skills can be taught within the context of regular routines and lessons Diversity enhances communities

7 Membership & Full Participation in Regular Education Classes “Value-added” contributions exists for a diverse school community When students with disabilities are taught well, all students are taught better Negative effects are associated with separating students with disabilities from their peers Classmates’ education is not adversely affected by the presence of students with disabilities

8 General Education practices that do not demonstrate full membership Identifying classes as “inclusion classes” or students as “inclusion students” A lack of ownership on the part of the regular classroom teacher rather than collaborative teaming to benefit all students Students with disabilities are always on the receiving end of help rather than engaging in reciprocal relationships that benefit all students Students with disabilities participate only in disability related extra curricular events

9 General Education practices that do demonstrate full membership Students with disabilities are members of age-appropriate regular classes Students with disabilities participate in the graduation ceremony at the same average age as their classmates without disabilities Related services are delivered to students primarily through consultation in the classroom & in relation to regular curriculum Instructional materials are universally accessible to all students

10 General Education practices that do demonstrate full membership Students with disabilities participate in school plays, field trips, assemblies, sports day, community service activities with appropriate supports, if necessary Students with disabilities participate in classroom routines or typical locations such as performing jobs or errands, eating lunch in the cafeteria The names of all students are included on all class lists, blackboards, bulletin boards…

11 School & Family Partnerships are not working together for quality inclusive experiences When the classroom teacher promotes own view of student’s education and does not listen to a family IEPs are developed by the school team and then presented to parents for their signature The family assumes negative intentions on the part of the school Communication between the family and the team is spotty and focuses primarily on formalities and legalities

12 School & Family Partnerships are working together for quality inclusive experiences School staff members respect the family’s cultural background The family’s priorities are evident in the IEP The family acknowledges the teacher’s efforts on behalf of their child The family attends meetings on a regular basis The family knows about resources for building their own advocacy and leadership skills

13 When Collaboration is not working for quality inclusive experiences Regular and special educators do not share responsibility for all students’ success; there is an attitude among members on the team of “my students” versus “your students” Roles are not clearly defined among team members Little collaborative planning time is available for team members, including the education assistant Communication, follow-through and accountability systems are not in place

14 When Collaboration is working for quality inclusive experiences Roles & responsibilities of all team members are reviewed and clearly understood Special education staff work within the regular education classroom Related service providers and school staff are provided that enable students with disabilities to fully participate in the regular classroom; and to support teachers to effectively teach diverse classes Collaborative planning time is provided during the school day

15 When Planning & Implementing of Supports for quality inclusive experiences is not working Students with disabilities are sitting idle or only work when an education assistant is beside them Education assistant physically acts as a buffer between students with disabilities, the classroom teacher and other classmates The academic performance and behaviours of students with disabilities are poor Adults act as the conversational go- betweens rather than students interacting directly

16 Planning & Implementing of Supports for quality inclusive experiences is working when Labels are not used to discuss students Students are supported to understand their own strengths and needs for accommodations Curriculum and instruction is designed right from the start to intentionally include students with different learning and communication styles

17 Planning & Implementing of Supports for quality inclusive experiences is working when Support personnel help all students in a class Students with disabilities are being called on in class Student with disabilities are provided with academic materials with which to work at the same time as their classmates Students with disabilities talk directly with the classroom teacher and their classmates

18 The essential role of Appropriate Augmentative & Alternative communications is not effective when The student with a disability does not have a communication system; and no training is provided for any system that is in place The communication system reflects outmoded assumptions about the student The communication system is designed by the speech-language pathologist without input from the family, student and school team People talk for the student with disabilities rather than supporting the student’s communication

19 The essential role of Appropriate Augmentative & Alternative communications is effective when The student with a disability has an appropriate communication system The communication system is programmed with messages for social communication and academics The AAC system provided enables the student with disabilities to communicate for the purposes of self-determination and futures planning; as well it takes into consideration the communicative functions of any behaviours that are challenging

20 Friendship Facilitation is not working when The student with disabilities is always in the position of being helped The students with disabilities forms friendships only with students with disabilities The students with disabilities only participates in activities that are specialized around disability The student with disabilities has no or few authentic friendships in which s/he is connecting to peers outside of school

21 Friendship Facilitation is working when The student with disabilities has a variety of relationships: close friends, acquaintances, and with kids who share their interests Adults facilitate and sustain the building of social networks or circle of friends when necessary The student with disabilities has opportunities to provide as well as receive support The student with disabilities participates in a variety of inclusive and typical extracurricular activities

22 General & Special Education reform is not in place when The values of diversity & inclusion are not a integral part of expectations and how the school operates The school responds to issues by stating “It is policy” rather than espousing the values of inclusion Staff initiatives keep regular and special educators separate A school district runs two streams of education

23 General & Special Education reform is in place when General and special education administrators promote the values and benefits of inclusive education at meetings and in public settings General and special education personnel participate together in school wide improvement and reform efforts that benefit all students

24 The Encouragement of Self Determination is not Adults making all decisions about the student’s education and future plans The student with disabilities does not attend meetings at which his or her education is discussed The student’s IEP does not reflect choice and control issues A typical school day devoid of opportunities to develop one’s self determination

25 The Encouragement of Self Determination is The student with a disability has control in decision making that affects his or her life The student with a disability actively participates in IEP meetings The students uses AAC to communicate his or her own thoughts, concerns, opinions and wishes The student with a disability has the opportunity to fail and learn from mistakes

26 Person-centered Planning is not utilized when The student and the family are not asked about their vision for the student’s education and future adult life The student with disabilities is not present or directing the vision for their future Untrained or uncommitted people are in charge of future planning for the student with disabilities Futures planning only includes professionals rather than the student’s family, friends, classmates, co-workers…

27 Person-centered Planning is utilized when The student with disabilities family and network come together at critical transitions points to future plan A strength based and capacity model is used to explore opportunities for the student to live and work in inclusive settings, using natural and generic supports to the maximum degree possible The student and family are active participants in the planning The plan leads to concrete actions to enhance the student’s life

28 Things to Try for Next Time  Create a student profile And  Complete Quality of Inclusion Checklist