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Success for All Learners through Inclusion

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Title: Success for All Learners through Inclusion


1
Success for All Learners through Inclusion
  • TURKU, FINLAND
  • Dr. Ashleigh Molloy Ph.D

www.transedinstitute.org
2
The Meaning of Inclusion
  • What it isnt
  • What it is
  • (activity)

www.transedinstitute.org
3
The Meaning of Inclusion
  • Inclusive education refers to educational
    practice based on the philosophical belief that
    all learners, those with and without
    disabilities, have the right to be educated
    together in age-appropriate class groups, and
    that all will benefit from education in the
    regular classrooms of community schools.

www.transedinstitute.org
4
The Meaning of Inclusion
  • Within these settings, teachers, parents, and
    others work collaboratively using appropriate and
    sufficient resources to interpret and enact the
    regular curriculum in flexible manner in
    accordance with individual abilities and needs of
    all learners.
  • Gary Bunch, York University

www.transedinstitute.org
5
The Meaning of Inclusion
  • When one student is not a full participant in
    his/her school community, then we are all at risk
  • Inclusion A Matter of Social Justice
  • ASCD, October 2003

www.transedinstitute.org
6
The Meaning of Inclusion
  • Much of the best research suggests that for
    struggling learners, homogeneous learning
    experiences are not beneficial.
  • e.g., Oakes, 1985 Slavin, 1993

www.transedinstitute.org
7
The Meaning of Inclusion
  • Inviting all children to learn together in
    classrooms creates an environment where they
    learn to work effectively with those different
    from themselves, where learning increases for
    all, and where a sense of belonging is
    pervasive.
  • Whole Schooling
    Consortium

www.transedinstitute.org
8
The Meaning of Inclusion
  • Inclusive schools put into place measures to
    support all students to fully participate in the
    life of the school with their age peers.
  • Where barriers to full participation exist,
    inclusive schools change the way they are
    organized, adapting the physical premises and/or
    programmatic elements within classrooms to the
    needs of students.
  • Moving in Unison Into Action Towards a Policy
    for Improving Access to Disability
  • Supports, The Roeher Institute, 2001

www.transedinstitute.org
9
The Meaning of Inclusion
  • Our children need to be educated in heterogeneous
    classrooms where the diversity of students is
    welcomed, celebrated and nurtured.
  • The Canadian Association for Community Living A
    National Initiative on Inclusive Education, 2005

www.transedinstitute.org
10
The Meaning of Inclusion
  • Inclusion is Not Exclusion
  • Inclusion is the future
  • Inclusion is belonging to one race, the human
    race
  • Inclusion is a basic human right
  • Inclusion is struggling to figure out how to live
    with one another
  • Inclusion is not something you do to someone for
    someone it is something we do with one another

  • Marsha Forest
  • Inclusion Advocate Founder
    of Marsha Forest Centre

www.transedinstitute.org
11
The Meaning of Inclusion
  • Inclusive Education UNESCO
  • It is a universal goal to achieve Education for
    All children (EFA) by the year 2015.
  • This goal will only be achieved when all nations
    recognize that the universal right to education
    extends to individuals with disabilities.

www.transedinstitute.org
12
The Meaning of Inclusion
  • It is only when we question a prevailing paradigm
    that we can be open to changing not only our
    beliefs, but our actions.
  • Thomas Kuhn

www.transedinstitute.org
13
Part I
  • Strategies for Inclusion in the Classroom

www.transedinstitute.org
14
The Differentiated ClassroomGuiding Principles
  • Begin where students are, not from the front of a
    curriculum guide.
  • Recognize that learners differ in important ways.
  • Engage students through different learning
    modalities, appealing to different interests,
    using varied rates of instruction and with
    varying degrees of complexity.

www.transedinstitute.org
15
The Differentiated ClassroomGuiding Principles
  • Individual benchmarks for learning.
  • Do not assume one learners road map applies to
    another learner.
  • Flexible schedules to accommodate the learner.
  • Shape the curriculum and environment to each
    learner.
  • Adapted from
    The Differentiated Classroom
  • Carol Ann
    Tomlinson 1999

www.transedinstitute.org
16
The Differentiated ClassroomElements of
Differentiation
  • Focus on the essentials (as per IEP, IPP, PEP).
  • Attend to student differences.
  • Assessment and instruction are inseparable.
  • Modification of content, process and products.
  • All learners participate in meaningful work.
  • Teacher and learner collaborate in learning.
  • Teacher and learner work together flexibly.

www.transedinstitute.org
17
The Differentiated ClassroomUniversal Design
for Learning (UDL)
  • With the premise that each student can benefit
    from a flexible curriculum offering clear goals,
    multiple pathways for reaching those goals, and
    fair and accurate asssessment, the Universal
    Design Curriculum reflects an understanding that
    each learner is unique.
  • Hitchcock, Meyer, Rose and
    Jackson, 2002

www.transedinstitute.org
18
The Differentiated ClassroomUniversal Design
for Learning (UDL)
  • Universality and equity
  • Develop class profile.
  • Apply wide range of instructional methods to meet
    needs of all students.
  • Flexibility and inclusion
  • Make use of all senses, technology, assessment
    strategies, and ways of using space.

www.transedinstitute.org
19
The Differentiated ClassroomUniversal Design
for Learning (UDL)
  • Appropriately designed space
  • Clear sight, resources at reach, space for
    assistive devices, hand grip size, minimization
    of distraction.
  • Simplicity
  • Communicating consistent expectations.
  • Arranging info sequentially.
  • Breaking down instructions into small steps.
  • Providing effective feedback.
  • Safety
  • Adapted from Education
    for All, Ontario Ministry of Education, 2005

www.transedinstitute.org
20
The Differentiated ClassroomUniversal Design
for Learning (UDL)
  • In a diverse classroom, no single method can
    reach all learners. Multiple pathways to
    achieving goals are needed.
  • Hitchcock, Meyer, Rose and Jackson, 2002

www.transedinstitute.org
21
Vygotsky and Learning
  • Learning is most effective in the company of
    others and through social activity (teachers,
    peers, parents, etc.).
  • Learning is not a solitary activity.
  • Limiting social interaction may be detrimental to
    learning.

www.transedinstitute.org
22
Vygotsky and Learning
  • Zone of Proximal Development

Unknown
The completely unknown
Zone of Proximal Development
  • Where learning goes on
  • Social process
  • Facilitated by teacher, paraprofessional, parent,
    peer, or anyone with more knowledge
  • Every student has knowledge the starting point
    for each learner
  • This knowledge is common to peers, and the teacher

Known
www.transedinstitute.org
23
Scaffolding and theZone of Proximal Development
  • Teacher determines what is to be learned.
  • Organization of learning plan with specific
    instructional strategies.
  • As learner masters each step in learning plan,
    amount of support is reduced or type of support
    is changed.
  • Goal is to foster a more independent learner.

www.transedinstitute.org
24
Gardners Multiple Intelligences
  • Wide range of interlocking abilities.
  • Opens up many areas in which a learner may show
    capability.
  • Learner no longer needs to be judged solely in
    terms of verbal, linguistic or mathematical
    achievement.

www.transedinstitute.org
25
Gardners Multiple Intelligences
  • Linguistic
  • Logical/mathematical
  • Spatial
  • Musical
  • Bodily/kinesthetic
  • Intrapersonal
  • Interpersonal
  • Naturalist
  • Existentialist

www.transedinstitute.org
26
Assessment Rubrics
  • A set of criteria (expressed as a scale) used to
    assess levels of student performance may be
    adapted.
  • List and describe behaviors, processes or
    products that can be observed.
  • Precise criteria ? objective.
  • Make expectations clear and assessment equitable.
  • Allow students to monitor progress and make
    corrections.

www.transedinstitute.org
27
Learning Styles
  • The characteristic cognitive, affective and
    psychological behaviors that serve as relatively
    stable indicators of how learners perceive,
    interact with, and respond to the learning
    environment.

www.transedinstitute.org
28
Learning Styles Dunn and Dunns Multidimensional
Model
  • Environment
  • Sound, light, temperature, formal/informal
    surroundings.
  • Emotional
  • Motivation, persistence, responsibility,
    structure.
  • Sociological
  • Pairs, teams, groups, peer group, individual,
    adult oriented, varied.
  • Physical
  • Perceptual preference, need for intake, time of
    day/night, mobility preferences.
  • Psychological
  • Thinking styles, internal or external control.

www.transedinstitute.org
29
Learning Styles
  • All learners vary across all five dimensions.
  • If the teacher can discover the preferences of
    children in the classroom, the learning situation
    can be arranged to provide the individual with
    the most powerful opportunity for learning.

  • Gary Bunch, York University

www.transedinstitute.org
30
Learning Styles
  • I never teach my pupils I only attempt to
    provide the conditions in which they can learn.
  • Albert Einstein

www.transedinstitute.org
31
Learning Styles Assessment
  • Learning style inventories
  • Direct observation
  • Consultation with colleagues, family members
  • Input of learner (when applicable)

www.transedinstitute.org
32
Cooperative Learning Peer Support
  • Foster active participation of students in the
    learning process shifts role of teacher to
    facilitator
  • Benefits for all students (i.e., both typically
    developing and exceptional learners)
  • Enhanced academic achievement
  • Interpersonal relationships
  • Personal/social development
  • Fosters inclusion

www.transedinstitute.org
33
Cooperative Learning Peer Support
  • Facilitates differentiated instruction
  • Promotes distributive leadership among learners
  • Provides teacher greater flexibility in working
    with learners

www.transedinstitute.org
34
Part 2
  • Strategies for Inclusion Extending Beyond the
    Classroom

www.transedinstitute.org
35
Collaboration
  • An essential aspect of effective inclusion
    programs.
  • Seland Creating Inclusive Classrooms for All,
    2005

36
Collaboration
  • Together
  • Each
  • Achieves
  • More

www.transedinstitute.org
37
Collaboration
  • Allows all staff to share the responsibility for
    meeting the needs of all students.
  • Collaboration of all team members exposes
    learners to different styles, approaches,
    knowledge and skills with enhanced outcome for
    all students.
  • Benefits of collaboration extend from the student
    to all team members.

www.transedinstitute.org
38
Collaboration Team Members
  • Teachers
  • Parents
  • Paraprofessionals
  • Administrators
  • Support staff
  • Volunteers

www.transedinstitute.org
39
Collaboration Teachers
  • Building a professional learning community
  • Team teaching
  • Peer mentoring
  • Professional development
  • Evidence-based research
  • Leadership
  • Communication

www.transedinstitute.org
40
Collaboration Parents
  • Seek understanding of the special education
    process
  • Communication/feedback
  • Engaging in learning process
  • Validation

www.transedinstitute.org
41
Collaboration Paraprofessionals
  • Understand and fulfill role requirements
  • Relationship building
  • Role modeling
  • Skill development
  • Action planning for learner (with teacher
    partner) short/long term goals, course of
    action, assessment
  • Communication

www.transedinstitute.org
42
Collaboration Administrators
  • Provision of resources - in school community
  • Role modeling
  • Distributive leadership (empowerment)
  • Servant leadership
  • Policy of inclusion made evident in school

www.transedinstitute.org
43
Collaboration Administrators
  • Communication
  • Flexible organization (e.g., creative scheduling)
  • Advocacy with superintendent
  • Sharing of the vision and inviting participation

www.transedinstitute.org
44
Collaboration Support Staff Volunteers
  • Accessing specialists from board of education or
    community services
  • Accessing volunteers from the community
  • Parents
  • Seniors
  • College/university students
  • Service clubs
  • Etc.

www.transedinstitute.org
45
What Does the Inclusive Classroom Look Like?
  • Welcoming environment
  • Validating
  • Access to resources
  • Resources reflect diversity
  • Learner-centered
  • Schoolwork from all learners on display
  • Embraces change
  • Supportive of cooperative learning
  • Ongoing communication with learners
  • Collaboration among team members

www.transedinstitute.org
46
  • Inclusion is far beyond the words we say.
  • It lies deep in our hearts.
  • It is part of being human.
  • Inclusion like knowledge belongs to everyone
  • and is the private domain of no one
  • Inclusion Song
  • Marsha Forest

www.transedinstitute.org
47
Resources
www.transedinstitute.org
48
Questions
www.transedinstitute.org info_at_transedinstitute.org
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