1. Staff Development Meeting Wednesday, November 4, 2009 “Better learning will not come from finding better ways for the teacher to instruct, but from giving the learner better opportunities to construct.”

2. Learning Intentions I can explain the principle of inclusion.I can explain the principle of inclusion. I can understand the system wide approach to inclusion at Mt. Sentinel.I can understand the system wide approach to inclusion at Mt. Sentinel. I can participate in focused collaboration with a commitment to action.I can participate in focused collaboration with a commitment to action.

3. Mt. Sentinel promotes an inclusive education system in which all students with diverse needs are fully participating members of a community of learners.

4. Inclusion is a principle which holds that: All students are entitled to equitable access to learning and achievement through Meaningful participation Interaction with others Recognition of their inherent value as contributing members of a learning community

5. “Inclusion” is the process of making the classroom or school welcoming to all learners. The term "inclusion" implies that learning experiences are available to all students in the class, regardless of skill, fitness, personal attributes, social behaviours, or their level of knowledge, understanding or appreciation of the learning activities.

6. The spirit of inclusion also suggests that students with disabilities need to become ‘part of the action’, even though they may require additional assistance for some activities.” Adapted from Moving to Inclusion, CIRA/CAPHER, Gloucester, Ontario

7. What Is Integration? Integration is a strategy that supports inclusion: Placement (full or partial) in educational settings with other same age and grade peers who do not have special needs.Placement (full or partial) in educational settings with other same age and grade peers who do not have special needs. Provision of necessary adaptations and/or modifications if necessary.Provision of necessary adaptations and/or modifications if necessary. Takes into consideration the educational needs of the student and others.Takes into consideration the educational needs of the student and others. Integration does not preclude pullout opportunities.Integration does not preclude pullout opportunities.

8. Reflect on your personal experiences with inclusion. What benefits do you/have you seen? What are some of the challenges? The question is no longer whether or not we practice inclusion, but rather how to do it well.

10. Support Teams That Make Inclusion Work Classroom teachers Learning Support Teacher Counsellors Administrators District Specialists (Psychologists, SLPs, OTs…) Student Support Workers: (EA, CYC Worker, Freedom Quest, Art Therapy etc.) Parents

11. System Wide Approach To Inclusion 5 Phase Planning Model 5 Phase Planning Model that includes: 5 Phase Planning Model Classroom TeacherClassroom Teacher Learning Support TeamLearning Support Team (EA/CYC Worker, Teacher Librarian/Technology Support, Learning Support Teacher) Student Support ServicesStudent Support Services (Counsellors, Learning Support Teacher) School Based Team (Counsellors, Learning Support Teacher, CYC Worker and Administration )School Based Team (Counsellors, Learning Support Teacher, CYC Worker and Administration ) Inter-Agency SupportInter-Agency Support District StaffDistrict Staff

12. Phase 1 – School Planning/Classroom Level SCHOOL WIDE STRATEGIES are effectively used for 80- 90% of students in all settings by all adults. They are proactive to prevent serious learning or behaviour difficulties

13. Phase 2 – School Based Team TARGETED SUPPORTS are designed for about 5 - 7% of students at risk

14. Phase 3 – Referral to District Student Services Individualized Supports for 3- 5% of students with serious challenges: cognitive, academic, emotional, behavioural.

15. Phase 4 – Programming & Ongoing Intervention Students continue as verifiably deficient in academic performance compared to peers, in spite of all intervention attempts. Specific, individualized, intensive interventions provided, in either general or special education settings IEP and / or Behaviour Support Plan developed Frequent progress monitoring, data collection and analysis

16. Phase 5 – Alternate Programming equal but different path to meeting graduation requirements programming is more self directed and self paced; individualized learning academic program may include distributed learning, essential learning packages, and/or Independent Directed Studies academic program may be blended to include links to the community through work experience and inter-agency support

17. Focused Collaboration With A Commitment to Action Together we can achieve what can not be done alone. Together we can achieve what can not be done alone. Teamwork! – www.youtube.com /direct link disabled for “professional” reasons! www.youtube.com