Successful Practices for the Inclusion of Students with ASD in Regular Classes - PowerPoint PPT Presentation

1 / 30
About This Presentation
Title:

Successful Practices for the Inclusion of Students with ASD in Regular Classes

Description:

Successful Practices for the Inclusion of Students with ASD in Regular Classes ... Ministry of Education drafts Standards for Programs and Service Delivery for ASD ... – PowerPoint PPT presentation

Number of Views:110
Avg rating:3.0/5.0
Slides: 31
Provided by: YRD68
Category:

less

Transcript and Presenter's Notes

Title: Successful Practices for the Inclusion of Students with ASD in Regular Classes


1
Successful Practices for the Inclusion of
Students with ASD in Regular Classes
From Policy to Implementation
  • Moira Sinclair Louise Moreau
  • Ontario Ministry York Region District
  • of Education School Board
  • moira.sinclair_at_edu.gov.on.ca louise.moreau_at_yrdsb.
    edu.on.ca

2
Ministry of Education
  • The Education Act governs the operation of
    schools and school boards

3
Canadian Charter of Rights and Freedoms (1982)
  • Stipulates that every individual is equal before
    and under the law, and has the right to equal
    protection and equal benefit of the law without
    discrimination and, in particular, without
    discrimination based on race, national or ethnic
    origin, colour, religion, sex, age, or mental or
    physical disability.

4
Ontario Human Rights Code (1989, Revised 2000)
  • Administered by the Ontario Human Rights
    Commission
  • Supports equal treatment for all individuals
  • November 2004 Commission released Guidelines for
    Accessible Education following their 2003
    Consultation Report

5
Ontario Human Rights Code (1989, Revised 2000
cont.)
  • This document sets out a broad definition of
    disability, from a human rights perspective along
    with key policy positions on the duty to
    accommodate and the undue hardship standard.

6
Ontarians with Disabilities Act(ODA) 2001
  • The purpose of this Act is to improve
    opportunities for persons with disabilities and
    to provide for their involvement in the
    identification, removal and prevention of
    barriers to their full participation in the life
    of the province.

7
Under the Education Act
  • School boards must enrol all pupils who have a
    right to attend
  • A pupil has the right to attend until the age of
    21
  • A pupil has the right to attend secondary school
    for 7 years
  • Special education programs and services are
    provided to Ontario residents without payment of
    fees.

8
Hierarchy of Legislation
  • The Ontario Education Act
  • Regulations under the Act
  • Ministry Memoranda
  • Standards and Guidelines
  • Board Policies and Procedures

9
Policy/Program Memoranda(Statements of Ministry
Policy)
  • 11 Early and Ongoing Identification of
    Childrens Learning Needs
  • 81 Provision of Health Support Services in
    School Settings

10
Roles and Responsibilities
11
Funding
  • A. Funding Allocation
  • The special education envelope continues to be
    protected with some differentiation that occurs
    to reflect funding for students with very high
    need.
  • The administrative time required to identify the
    student with high need is to be kept to a
    minimum, ensuring that the focus for service is
    on the students, not on paper work.
  • The cost of providing programming, supports and
    services is shared among Ministries for those
    students requiring extensive care and treatment
    within the school day.
  • Those aspects of the current model that are
    effective are to be maintained.

12
Funding cont.
  • B. Flexibility
  • Boards are provided with the flexibility to make
    decisions locally so they are able to provide the
    most appropriate programs, individualized
    supports and services for students with special
    education needs.
  • C. Accountability
  • There is a focus on accountability for the
    allocation of special education funds used to
    provide programs and services, as well as a
    demonstrating the improvement of student results.

13
Universal Themes
  • Learner is always right children with autism
    will teach us how they learn best
  • Students with ASD are entitled to environments
    that
  • maintain academic, social and communicative
    achievement
  • positively facilitate acceptable behaviour
  • recognize that students with ASD are inductive
    learners not deductive learners
  • Continued capacity building through professional
    development keep it alive!
  • provincial conference, regional forums,
    Board-lead initiatives, symposium
  • networking opportunities, - at regional (e.g.
    portal) and board specific

14
Universal Themes
  • The prevalence of ASD is increasing
  • Coordination of provincial government,
    educational systems, schools and communities
  • Essential Triad
  • technology - teaching procedures
  • coordination - consistent application of
    technologies
  • utilization effective implementation
  • Team work and collaboration are essential to
    ensuring positive outcomes for children and youth
    with ASD

15
Leadership Provincially and Locally
  • Cultivation of optimism and competency We can
    do it attitude
  • Change must be developed with staff, parents and
    administrators
  • Involvement of all school staff from the earliest
    stages
  • Specific goals and implementation strategies
    should be developed to guide organizational
    change and program implementation

16
Ontario Gets Excited!
  • Ministry of Education drafts Standards for
    Programs and Service Delivery for ASD
  • Ministry of Education provides funds for the
    piloting of the draft Standards
  • Ministry of Education coordinates and funds
    Provincial Conference on ASD with International
    speakers (English and French)
  • Ministry of Education invites other Government
    Ministries to participate

17
Ontario Gets More Excited!
  • Ministry of Education funds 7 Regional Forums on
    ASD, hosted by 7 local school boards for 72
    school boards, 33 school authorities and 10
    Provincial school sites (English and French)
  • Ministry funded 100 delegates from 10 boards
    board prepared for 500 delegates

18
Ontario Gets More Excited!
  • Ministry of Education makes available additional
    specific funding for assertive technology and
    resources for the ASD population
  • Ministry of Children and Youth Services and the
    Ministry of Education partner to provide School
    Support Programs

19
York Region District School BoardSteps up to the
Plate
  • Forum proposal was written and accepted as one of
    the 7 host boards
  • Steering committee comprised of board, Ministry
    and parent representation
  • Forum topics were based on
  • local district issues of principals, teachers
    and teaching assistants
  • Improved educational planning, programming and
    instruction for students with ASD

20
York Region District School BoardSteps up to the
Plate
  • Planning committee structured the Forum as a
    vehicle for perpetuating the excitement of
    ongoing learning, planning and leadership in the
    area of ASD for years to come by
  • Inviting a renowned and captivating keynote
    speaker (Michael Powers)

21
York Region District School BoardSteps up to the
Plate
  • Providing practical, relevant workshop sessions
    (leadership, planning instruction themes)
  • Keeping the momentum after the forum
  • Fostering networks among the boards
  • Providing a website for continued interactions
    (newsletter, discussions, Qs As)

22
Supporting Structures at the Local Level
  • The YRDSB has established
  • A multidisciplinary ASD support team
  • Programming
  • Crisis response
  • Linkages with community agencies
  • Professional development series
  • Demonstration sites
  • School Support Program partnership

23
Key Emerging ThemesPlanning
  • Children with autism will teach us how they learn
    best
  • program development needs a choreographer
  • no one discipline can have all the parts
  • Make use of baseline assessment to inform
    instruction
  • Have a vision of what you want the child to be
    able to do
  • identify the steps for learning
  • teach for success
  • Well defined appropriate program goals
    considering strengths and needs in
  • academics
  • communication
  • social
  • behaviour/self-regulation
  • sensory
  • Team approach with strong home/school partnership

24
Instruction
  • Student at the centre
  • explicit teaching of communication, social
    interaction, behaviour and academics
  • paced at the level of the learner
  • Its only effective if it works
  • you have to try it and create your own evidence
    base

25
Instruction - Academics
  • Instruction is evidence-based
  • Formative assessment continually informs
    instruction
  • Multiple sources of data used
  • Interdisciplinary collaboration
  • Instruction is based on evidence that
    demonstrates understanding of the learning

26
Instruction - Communication
  • Behaviour is Communication!
  • teaching functional communication replaces
    challenging behaviors

27
Instruction - Social
  • SOCIAL COMPETENCE
  • Best predictor of positive, long term outcomes
    for people with special needs
  • Need to find time to teach social skills

28
Instruction Behaviour/Self-regulation
  • Functional Ecological approach specific
    environment where the behaviour fits
  • Outcome was the change good enough?
  • Teach students what to DO not what not to do
  • Focus on POSITIVE methods for changing behaviour

29
Instruction Sensory
  • Student with sensory dysfunction has three coping
    options 
  • Aggression
  • Flight - avoid or escape
  • Fright 
  • Cannot learn without support for sensory needs

30
Leadership Learning to Date
  • Multidisciplinary Team Models system supports
  • supporting schools with program development and
    delivery
  • Building capacity of regular education teachers,
    administrators makes it work
  • Special Educators need a team
  • coordinated multidisciplinary approach in
    classrooms
  • Advocacy and collaboration
  • be prepared to build positive relationships with
    families under difficult conditions
  • Listen to parents perspectives.
  • Cultivate trained, caring school community
  • Generalization of models/structures,
    implementation process, strategies and supports
    to all students
Write a Comment
User Comments (0)
About PowerShow.com