1. Foundations of Inclusive Education
Learning in Inclusive Environments

2. 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. 3 Outcomes for all Students in Inclusive Education
Knowledge / Skills
Membership
Relationships

4. 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)

5. 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

6. 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.

7. 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.

8. 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.

9. 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.)

10. 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?

11. 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

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

13. 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

14. 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)

15. 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)

16. 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

17. 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?

18. 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

19. 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

20. 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?