1. INCLUSION: who, what, where, when, why & how the heck do we do it???
Shelley Moore

2. INCLUSION SEGREGATION EXCLUSION INTEGRATION
What is inclusion???
INCLUSION SEGREGATION EXCLUSION INTEGRATION

3. What is inclusion??? A C B D
Moore, S. & Watson, L. Pr-ALL-Gramming- Session 1, 2012

4. Moore, S. & Watson, L. Pr-ALL-Gramming- Session 1, 2012

5. Who is Inclusion?
EVERYONE.

6. Why Inclusion???
Learn from each other, not tolerate each other

7. Where is inclusion?? How does your school measure up? physical social
Goals which them be a part of the social community
Goals which help them be a part of the academic community
Physical barriers considered
physical
social
curricular
In elective classrooms
In content classrooms
In resource classrooms
In the school
Extra curricular activities
PE, art, music,
Math, science, socials
How does your school measure up?
Pull out or push in
“community”
Lunch, recess, break
Off the timetable

8. Where is inclusion in your school??
physical
social
curricular
In elective classrooms
In content classrooms
In resource classrooms
In the school
Extra curricular activities
How does your school measure up?
“community”

9. Explicit vs. Strategic Instruction
Explicit: goals and skills which are developmentally appropriate, determined by diagnostic assessment and are brought back and used in the classroom
Strategic: goals and skills which are content appropriate, determined by formative assessment and used in the classroom.

10. Yea…..but…….
If the opportunity to be included is there, label it ”inclusive”
If the student is not currently included but has goals which lead to eventual inclusion, label it “inclusive”
Pull out classes that work on explicit skills, label it “inclusive”

11. What is not inclusive???
Resource/ pull out time which is not working on explicit goals which will support the student back in the classroom
Lack of funding/staff as a reason for non inclusion
Segregated content or elective classes
Full day Life Skill Programs
Integration, segregation, exclusion

12. We are not perfect!!!
The goal is not to do everything, the goal is to do something
Look for 1 box that stands out as a tension…CIRCLE IT!!!
This is your something…

13. When is Inclusion?
All times, we are striving towards it… Inclusion is not a destination… It’s a state of mind.

14. How the heck do we do it?

15. No Child Left Behind
PASS THE TEST
white
black
Spanish
ESL
Special Ed

16. Not enough… white black ESL Levels of support Special Spanish Ed
PASS THE TEST
Levels of support
white
black
Spanish
ESL
Special Ed

17. Response to intervention (RTI)
S, Moore Adaptations & Modifications- SDL 2012

18. United States (RTI) Service hours Specific Strategies Support
Tier 3
Tier 2
Tier 1
Service hours
Specific Strategies
Support
Service hours
Specific Strategies
Support
Service hours
Specific Strategies
Support
S, Moore The Class Profile, 2013

19. CANADA (inclusion Triangle)
Tier 1
Tier 2
Tier 3
Even More Supports/ Strategies
More Supports/ Strategies
Supports/ Strategies (UDL)
S, Moore The Class Profile, 2013

20. CANADA (inclusion Triangle)
S, Moore The Class Profile, 2013

21. CANADA (inclusion Triangle)
Tier 1
Tier 2
Tier 3
Even More Supports/ Strategies
More Supports/ Strategies
Supports/ Strategies (UDL)
S, Moore The Class Profile, 2013

22. CANADA (inclusion Triangle)
Tier 1
Tier 2
Tier 3
Even More Supports/ Strategies
More Supports/ Strategies
Supports/ Strategies (UDL)
S, Moore The Class Profile, 2013

23. Key Idea
Supports are designed for specific groups… but are available to EVERYONE
First step… What is the profile of your school?
Then… What interventions have you designed for each tier of student need?
Lastly… Get rid of categories and labels!!!!!!!!

24. Non categorical
S, Moore Adaptations & Modifications- SDL 2012

25. BIG IDEA… Non categorical support model
Design your framework based on the context of students in your schools…
THEN…
Let any student access the framework where they need to be, not where they are designed to be

26. Non-Categorical support model???
Student Population
Interventions
Low Incidence
Modified
- Explicit instruction
- Inclusive modifications to instruction
- Work experience/ Life skills
- Transition support
High Incidence
Modified
High Incidence
Adapted
- Strategic instruction
- Co-teaching/ Co-planning
- Long term learning center support
- Inclusive adaptations to instruction
Non IEP
UDL- Strategic planning
Differentiation
Short term learning center support

27. How the heck do we do it?

28. Non categorical
S, Moore Adaptations & Modifications- SDL 2012

29. Planning, implementation and assessment framework
Combining the class profile, the inclusion triangle and Universal Design for Learning

30. What if we pair this with the inclusion triangle???
What do you notice?

31. The Planning pyramid: Considering UDL
Goals for everyone
Goals for most
Goals for some
S, Moore Adaptations & Modifications- SDL 2012

32. Most students will know
Multiple Goals
Goals for Humanities 9
Unit: The Modern Age
All students will know
Most students will know
A few students
will know
The domino effect
Analyse effects of science & technology to the new modern era
Analyse effects of shift in power form the church to the kings in the new modern era
Analyse the effect of the shift in humanities and arts in the new modern era
Analyzing the effects of prosperity in agriculture and trade in the new modern era
S, Moore Adaptations & Modifications- SDL 2012

33. Most students will know
Inquiry (Strand)
Goals for Humanities 9
Unit: Napolean
All students will know
Most students will know
A few students
will know
What is a hero?
Is Lance Armstrong a hero?
Is Napoleon a hero?
Who else is a hero?
S, Moore Adaptations & Modifications- SDL 2012

34. Lesson assignment- input

35. ALL

36. Sort the word you do know into categories…
few

37. Adaptation- Processing
most

38. Extended Goals for Individual Students
Snapshot Assessment
Extended Goals for Individual Students
Extended/ modified goal- specific for the IEP
Goals for everyone!!!
And extend it
S, Moore Adaptations & Modifications- SDL 2012

40. Word banks, visuals

41. ALL

42. Yea…but…. What about EAs???
EAs are not an intervention...they are support for interventions

43. Interventions
Low Incidence Modified
High Incidence Modified
EA Allocation
High Incidence Adapted
Non-category supported
Non-IEP

44. Interventions
EA Allocation
Low Incidence Modified
High Incidence Modified
High Incidence Adapted
Non-category supported
Non-IEP

45. Universal Design/ Differentiated Learning Low Incidence Modified
Intervention Target
Areas
Universal Design/ Differentiated Learning
Low Incidence Modified
Building Independence
Safety of self & Others
High Incidence Modified
High Incidence
Adapted
Non-category
supported
Non-IEP

46. Low Incidence Modified
Intervention
Areas
Interventions
Safety of self & Others
75/25 day
Explicit instructional blocks (literacy/numeracy/life skills/ work experience)
Students grouped for explicit instructional times to work on goals and skills together (not mixed with adapted students)
Low Incidence Modified
Building Independence
Pair modified students with low incidence students who have EAs
Receive support in class (co teaching)
RT caseload grade based- so CT does not have to deal with multiple case managers, resource classes can be used to teach concepts to a group of students vs. one on one support
Temporary resource support if needed for short term targeted goals
Testing accommodations and locations considered
Courses redesigned and taught for specific student needs
Do not put student who are modified in adapted classes (communication, Sci and Tech etc.)
High Incidence Modified
High Incidence Adapted
Universal Design/ Differentiated Learning
Universal Design Strategies
Ongoing supported classroom teacher support around differentiated teaching
Collaboration time between CT and RT
Utilizing technology
Student helpers/ peer tutors
Homework help offered off the timetable to free up resource teachers to support in classes
Utilizing outside agencies and district support (adolescent support team)
Innovation grant collaboration projects
Non-category supported
Non-IEP

47. Next steps… Applying this model to a classroom
UDL is the answer to every question
Strategic and Explicit planning
Pr-ALL-Gramming Series
Session 1: What is Inclusion
Nov. 25, Dec pm
Richnet