1. Exclusion to Inclusion: Educating All Students Effectively John VanWalleghem john@educationsolutionsmb.ca U of M – 2012/07/04

2. Historical Perspective Pre-1970 – Out of sight; out of mind  RESULTS??? Parent advocacy Legislation just being implemented 1970s Mostly segregated schools and clusters 1980s to today Least restrictive environment  integration  inclusion

3. Key Educational Conditions 1.Social context – What is the purpose of schooling? What laws and attitudes (about education and youth) are required? 2.Professionalism – What competencies or professional rules of practice (attitudes, knowledge and skills) do teachers need? How can they be changed? taught? assessed? 3.Inclusive educational practices - What school and instructional practices foster inclusive education?

4. Social Context Human rights legislation – no discrimination Philosophy of inclusion Appropriate educational programming (AEP) amendments to the PSA Standards for AEP Attitudes???

5. Professionalism Professionals act within a set of rules that allow difference, even brilliance (e.g., Lionel Messi, Frank Lloyd Wright, John Lennon, Steve Nash) Professionals practice consciously. They plan, systematically implement, and evaluate their practice. They have standards against which others can judge them. Teaching has not defined its rules (which practices are or are not allowed)

6. Developing a School Profile & Planning for the Future Kresta, VanWalleghem, Zaretsky et al. Profiling Inclusive Culture in Schools (PICS)

7. Creating Student Success School Processes Classroom & Instruction

8. Underlying Assumptions All students have equal value All students “belong” Good teaching practice respects each student as an individual Everyone in the school – students, educators, administrators, support staff and parents – can realize their potential and contribute to the life of the school Diverse experiences, perspectives and gifts enrich the school community

9. This Requires: Treating each student with dignity and respect Taking account of each student’s learning style Having high but realistic expectations for each student, based on the student’s strengths and weaknesses Developing appropriate learning goals, related to those expectations that the student finds useful and interesting The whole school community shares in the responsibility for inclusion – everyone embraces it

10. Creating an Inclusive School An opportunity to stimulate dialogue about value of inclusion and inclusive education Celebrate current successes and identify ways to improve inclusion Ensure that you are meeting obligations under the public schools act, the Manitoba human rights code and other human rights laws Uncover attitudes, actions, policies and practices that may be a barrier to inclusion and develop a realistic plan to address them

11. Overview of the Process 1.Principal/School Leadership Team invites stakeholders – students, educators, support staff, parents and administrators - to participate 2.Facilitated sessions held in school (allow up to 2 ½ hours to discuss and completed – all at once, or in designated time slots) 3.Results compiled into a profile for the school 4.Stakeholders attend session to review profile and discuss next steps 5.School develops goals and strategies based on what they have learned and their priority areas for the coming year 6.School builds these priorities into improvement plan

12. The 8 Indicators of an Inclusive Culture School Processes Classroom & Instruction 1.Diversity Embraced 2.Universal Sense of Belonging 3.Proactive School Leadership 4.Collaborative Approach 5.Student-Centered Educational Planning 6.Responsive Structures and Supports 7.Meaningful, Relevant and Inclusive Learning Experiences for All Students 8.Positive Behaviour Approach

13. Diversity Embraced Staff, parents and students articulate a common understanding of inclusive education Diverse experiences, perspectives and knowledge are reflected, respected and honoured The common learning environment reflects the diversity within the school community School committees include a wide range of members with different cultural, racial, intellectual, gender, etc. perspectives Physical accessibility for staff, students and parents is accommodated within the school environment

14. Universal Sense of Belonging All voices are invited, welcomed and heard Teachers strive to create compassionate, caring learning communities in their classrooms (the classroom family) Parent involvement is encouraged; parents are welcome in all aspects of school life Every student has an array of friends, acquaintances that are age-appropriate Every student/staff/parent has at least one meaningful relationship with an adult in the building

15. Proactive School Leadership Distributed, sustainable leadership is encouraged Staff hiring takes into account the diversity within the school community There is a shared vision that covers curriculum, behavior, and the developmental nature of education (Understanding by Design) with essential understandings that are demonstrated through visible learning There is provision of ongoing, relevant and timely professional development School events and operations are considered through the lens of diversity Participation in planning for and implementing inclusive education programming is ensured

16. Collaborative Approach School staff understands developmental sequences and the interactive relationship involved in learning Staff work together to plan, develop, implement inclusive education practices in a collaborative manner (e.g. through professional learning communities) Strategies such as team teaching, co-teaching, integrating curriculum are supported and encouraged School community members learn skills and understand the collaborative processWithin committees and planning groups diverse voices and experiences are welcomed (clerical and custodial staff, parents, students) The school is linked to the broader community School takes responsibility for transition Ongoing and constructive dialogue takes place

17. Student-Centered Educational Planning All members of the school community understand the student specific planning process and their role in it Class profiling is used meaningfully – classroom instruction is informed by the demographics of the classroom using a strength-based approach Teaching staff are supported in enhancing their skills related to differentiated instruction, universal design for learning, adaptations, modifications and individualized programming and their implementation High expectations for all students are established and maintained Planning teams include parents, students and outside consultants when applicable There is planning with the end in mind – ultimately for school leaving upon graduation but also including transitions into school, between grades and between schools Inclusion in the school and the common learning environment is encouraged in all goal setting within the individual education plan (IEP)

18. Responsive Structures and Supports All members of the school community provide support to ensure the success of all learners Staff members are aware of resources available at the divisional and departmental levels and they engage in professional development when needed School-based support staff and divisional personnel support the inclusive school culture (e.g. clinician recommendations fit classroom practice) There are purposeful matches between student needs and available resources (people, money and time) Tools (i.e. assistive technology, communication devices, sensory supports, etc) are accessible to all students and are provided in a timely manner Student learning is enhanced by supporting family structure

19. Meaningful, Relevant and Inclusive Learning Experiences for All Students Curriculum is a tool, not the driver in the classroom; staff approach learning opportunities with flexibility (i.e. not rigid) A UDL approach to teaching and learning is embraced (staff understand three tiers; student choice based on student strengths and preferences; student engagement is at heart of teaching/learning) Universal access to curriculum is ensured (units and lessons are planned with all students in mind; i.e. all/most/some) Delivery of curricular goals and educational outcomes considers access for all students to all areas of the school and to all events and is creatively addressed A strengths-based approach is emphasized (consideration is given to community attributes; programming includes students’ interests and learning styles and multiple intelligences, differentiated instruction) Cross-subject thematic units are encouraged Flexible and creative groupings are used Authentic and meaningful assessment for all students is ensured (as, of and for; meta-cognition) There is minimal use of spaces outside of the common learning environment for student learning

20. Positive Behaviour Approach All students and staff are aware of and demonstrate behaviours consistent with human rights, responsibilities, citizenship and community. Values for supporting an inclusive community are directly taught. All students are supported in understanding expectations. Positive school-wide behaviour planning is data-driven, relevant, consistent, flexible and accessible to staff, students and parents. All students feel safe in the school community.