2. Inclusive Schooling “An inclusive school is a school where every child is respected as part of the school community and where each child is encouraged to learn and achieve as much as possible…, a place where all children could learn and where differences are cherished for the richness that they bring” 1(Appendix iv: Statement on Integration). The goal of inclusive schooling is to facilitate the membership, participation and learning of all students in school programs and activities. The support services that are designed to meet students’ diverse educational needs should be coordinated within the neighborhood school and to the extent possible, within grade level/subject area classrooms.

3. Only as Special as Necessary Program Planning in an Inclusive Model  What is the student able to do and/or participate in independently with the class?  What is the student able to do and/or participate in with the assistance of the natural supports in the classroom?  What is the student able to do and/or participate in with the assistance of additional supports in the classroom?  Which outcomes of the provincially approved curriculum cannot be met by the student and what individualized outcomes will replace them?  What level of support is required to assist the student in achieving the individualized outcomes keeping in mind that the support should be only as special as necessary (natural supports in classroom…additional classroom supports)?  Are there services which are best provided in a setting other than the classroom itself? If so, how can they be scheduled so as to be least disruptive to the student’s inclusion in his/her class?

5. Range of Programming Interventions and Levels of Planned, Individualized Support Minor Moderate/Major Adaptations Extensive Programming Regular program in classroom (majority of students) Student remains in regular program with planned adaptations to enable student to succeed in program IPP required to meet Special needs of student Who? How? Normal support by Classroom teacher(s) Teacher(s) with support of PPT as required, plan specific strategies To assist student PPT collaboratively plans, implements, and evaluates IPP What? Outcomes/Objectives of provincially approved curriculum Change in instructional strategies and/or evaluation methods and/or support services while maintaining out- comes of provincially approved Curriculum (documented in Cum File) Outcomes of curriculum must be changed to meet changed to meet student needs; written IPP includes Annual and specific individualized outcomes; Signatures of parents/ Guardians indicate agree- ment on the IPP

6. Teachers’ Responsibility Teachers are responsible for all students who are placed under their supervision and care. This includes responsibility for safety and well-being, as well as program planning, implementation and evaluation. Collaboration Collaboration and consultation is essential in supporting students with special needs to ensure a coordinated and consistent approach to program planning and service delivery.

7. Role of Classroom Teachers Classroom teachers who receive support from a program assistant have the following responsibilities: Informing program assistants of classroom procedures and rules, and methods of classroom management In collaboration with program assistants, discussing and clarifying, specific job functions based on the needs of the student(s) Documenting identified job functions that are to be in accordance with the teacher assistant’s job specifications and ensuring that the principal has a copy of the job functions Providing input regarding the supervision and evaluation of the teacher assistants Informing school principals when students whom program assistants are supporting are absent so that the assistants’ schedules can be adjusted Ensuring communication with program assistants through documentation (eg. Communication book, log book, regular meetings, and ongoing discussion) Modelling the confidentiality of the student-school relationship Resolving conflicts with program assistants at the classroom level first, school level second, and regional school board level third

8. Expectations of Program Assistants Support for Instructional Program Under the direction of the supervising teacher and/or school team, the program assistant will: Assist students in following programs, strategies, exercises, and materials identified/developed and introduced by the teacher Assist the teacher(s) in the preparation of material Provide feedback to the supervisory teacher on his/her observations of students Accompany students to and from community-based programs and provide support within these programs, as necessary

9. Attitude Charles Swindoll The longer I live, the more I realize the impact of attitude on life. Attitude, to me, is more important than the facts. It is more important than the past, than education, than money, than circumstances, than failures, than successes, than what other people think or say or do. It is more important than appearance, giftedness or skill. It will make or break a company…a church…a home. The remarkable thing is we have a choice every day regarding the attitude we will embrace for that day. We cannot change our past…we cannot change the fact that people will act in a certain way. We cannot change the inevitable. The only thing we can do is play on the one string we have, and that is our attitude…I am convinced that life is 10% what happens to me and 90% how I react to it. And so it is with you…we are in charge of our attitudes.

10. “People who say it cannot be done should not interrupt those who are doing it.” -Anonymous

11. LST ECO Room Course Support Teen Health Center Anger Management Programming Transition Planning Peer Tutors – SMART Program IPP Programming (Life Skills)