1. Justean Allen and Marsha Freeman

2. ‘Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers’ (Special educational needs within the IB programmes, 2010, pg. 3)

3. WHAT IT IS  Inclusion is more about responding positively to each individual’s unique needs. WHAT IT ISN’T  Inclusion is less about marginalizing students because of their differences.

4.  It is an ongoing process  Responding positively to each individual’s unique needs  Identifying and removing barriers  Culture of collaboration, mutual respect, support and problem solving

6. 1. Take ownership for our student’s well-being and results. 2. Develop safe and respectful environments. 3. Know each student’s needs. 4. Use varied and flexible teaching methods and strategies. 5. Assess individual progress based on learning goals and personal growth.

7.  Through a variety of Instructional Strategies such as:  Rafts  Graphic Organizers  Scaffolding Reading  Cubing  Think-tac-toe  Tiering  Web quests & web inquiry  Independent Studies.  Teachers can differentiate through:  CONTENT  ENVIRONMENT  PROCESS  PRODUCT  According to Student: Readiness, Interests, Learning Profile

8. DIFFERENTIATED INSTRUCTION  Content  Process  Product  Learning Environment CO-TEACHING MODELS  One teach, one assist  One teach, one observe  Parallel teaching  Team teaching  Alternative teaching  Station teaching

9. Co-teaching has been defined as an instructional delivery approach in which general and special educators share responsibility for planning, delivery and evaluation of instructional techniques for a group of students; general and special educators work in a coactive and coordinated fashion, which involves the joint teaching of academically and behaviorally heterogeneous groups of students in inclusive settings.

10. ‘The process of identifying, with each learner, the most effective strategies for achieving agreed goals.’ (SEN IB programmes, pg. 4)

11.  Modify rate of learning.  Opportunities for student-selected areas of study within and across disciplines.  Modify complexity  Multidisciplinary approach.

12.  Learning and using higher order thinking skills: creative thinking, critical thinking, problem solving  Integration of basic skills and abstract thinking skills.

13.  Learning and using multiple forms for communicating learning  Presenting information to diverse and appropriate audiences  Allowing students to participate in the assessment of learning activities and the product forms

14.  Flexible and fluid groupings, which simulate real-life situations  Access to various materials and resources  An atmosphere that encourages exploration, expression of new ideas and acceptance of diversity  Experiences reflecting learner interests and ideas  Honoring the dignity of all learners

15. 1. Affirming identity and building self esteem 2. Valuing prior knowledge 3. Scaffolding 4. Extending learning

16.  RAFTS  Parallel Teaching  Writing Frames  Graphic Organizers  Cubing  Tiered Questions  Others…share?

17.  COMMUNITY: -Environment,, culture and relationships, teacher-student bond, mindset-expectations, shared partnership  CURRICULUM: -Essential questions, meaning, engagement, expectations  INSTRUCTION: Flexible grouping, multiple strategies, respectful tasks, flexible management, addressing readiness, interest and learner profile  ASSESSMENT: -Pre, ongoing, summative, criterion- based

18. #1 Who are the stakeholders? 1. Students 2. Administration 3. Art/Music/PE teachers 4. Special Ed teachers 5. Parents 6. Classroom teachers 7. Psychologists/Consultants

19. #2 How do we define inclusion? #3 How does Meredith’s policy on inclusive education reflect IB Programme Standards and Practices #4 What are the local, national and international legal obligations on inclusion that have to be met? #5 How will the stakeholders become aware of the inclusion policy and procedures for implementation? #6 What are the budgetary implications?

21. Some questions to ask…. 1. Is the sped teacher involved in writing of lesson plans? Gen Ed Teacher=Content, Sped Ed Teacher=Process 2. What are some strategies you use with special needs learners?

22.  Group students (pairs or groups of three)  Pass out one of the learner profiles to each group  Explain that it is their group’s job to come up with a statement, using their profile, to describe what this profile looks like (behavior), and that our entire classroom will have to agree on that commitment.

23. Inclusion: Developing an Effective Whole School Approach Written by: Alison Ekins, Peter GrimesAlison Ekins Peter Grimes

24. Inclusion Strategies That Work!: Research-Based Methods for the Classroom Written by: Toby J. KartenToby J. Karten

25. Inclusion in Schools: Making a Difference Written by: Rosemary SageRosemary Sage

26. Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12 Written by: Diane HeacoxDiane Heacox

27. How to Differentiate Instruction in Mixed Ability Classrooms Written by: Carol Ann Tomlinson

28. The Differentiated Classroom: Responding the the Needs of All Learners Written by: Carol Ann TomlinsonCarol Ann Tomlinson

29. Neurodiversity Written by: Armstrong, Thomas PhDArmstrong, Thomas PhD

30. The Zones of Regulation Written by: Leah M. Kuypers

31. Good article to read: http://www.isec2005.org.u k/isec/abstracts/papers_s/si leo_j.shtml Assistive technology: www.washington.edu/doit/ Faculty/Strategies/Academ ic/Adaptive Social relationship intervention: www.rdiconnect.com

32. TAKE AWAYS  Tasks and assessments can change for special education students, but criteria and rubrics can not.  When writing and reviewing inclusion policy, it is best practice to include all the stakeholders

33. “Gone are the days when I teach my students, you teach your students. Now we teach all students and share responsibility no matter what the subject.” -Carolyn McMahon, Teacher