Embedded Files
Inclusion
Inclusion
“We believe that all schools in our province, public and independent, must be spaces that are safe, acceptable, respectful, and welcoming for all students, regardless of their sexual orientation, gender identity, race, religion or background. There is no room for discrimination in B.C. schools.
“As provincial education partners, we are unified in this commitment. It is important that we all stand up and together to support inclusive-learning environments. Our goal as teachers, administrators, support staff, trustees and parents is to create learning environments where all students can thrive and live authentic lives.”
Rob Fleming, Minister of Education
All children have the right to equal opportunities to accessible education. We as teachers and support staff in the schools should make it our priority to build on student strengths and strive for success.
Allison Zumbo, teacher
Ten Strategies for Teaching Students in an Inclusive Class
Ten Strategies for Teaching Students in an Inclusive Class
10 Strategies
Have the right mindset. YOU CAN DO THIS!
Create a welcoming classroom
Know where your students are academically
Look for themes to create cross-curricular units
Monitor your students academic levels
Use the principals of UDL
Create tiered activities
For direct instruction, group students according to ability level
Ensure you teach, model, and expect independent work time
Start with whole class lessons prior to breaking out into groups.
Following the pandemic, students will return with "approximately 63-68% of the learning gains in reading relative to a typical school year and with 37-50% of the learning gains in math." (Kuhfeld, Soland, Tarasawa, Johnson, Ruzek, and Liu 2020).
This highlights the importance in being prepared to teach students with different ability levels in the classroom.
Student Services - SD23
Student Services - SD23
Mission Statement
We believe trust relationships are the key to effective educational services. These relationships can only be built through honest, effective, respectful and frequent interpersonal contact. The needs of students are best met through a collaborative consultation approach where students and parents have the right to be, and should be, involved in the decision-making process and education of their children. Personal wants must become secondary to the needs of students. Therefore, a team of equal status educators working in a consensus or majority decision model is likely to be most effective.
http://www.sd23.bc.ca/ProgramsServices/StudentSupportServices/Pages/default.aspx#/=
District Team
District Team
The district support service team is composed of the following departments:
Behaviour specialists
Elementary Counselling
Hearing Resource
Learning Disabilities Intervention Program
Physical and Occupational Therapy
Resource Service
School Psychology
School-Based Teams
Speech-Language Pathology
Vision Resource
Academic and Social Inclusion
Academic and Social Inclusion
SD23 aims to be inclusive to all students. Access to educational programs (support, alternative, and enrichment), support teams (student support services, SOGI, admin), and a climate of welcoming inclusive staff contribute to an inclusive education model upheld by the district.
To maintain a high level of performance a district should conduct regular reviews in the following areas to ensure student success.
shared understanding
commitment to relevant, meaningful goals
Students perform best in an environment where personnel, parents and other members of the community share high expectations that all students, including students with special needs, will meet relevant, meaningful goals based on assessment that is ongoing
Developing: Some goals may be set but are not measurable or relevant/meaningful, may be shared but not thoroughly. Personnel, parents and other members of the community may not know about or strive to achieve them.
I think the communication between home and school is still one that is not universally consistent. The development of goals is dependent on the teacher wanting to embrace, create and share goals. Often goals that are created are not achievable within the classroom or does not have the support to make it successful
collaborative assessment and planning
inclusive services and supports
Students benefit from services and supports that are based on sound, inclusive principles.
Performing Level: Services and supports are generally based on sound, inclusive principles but may not be universally employed. Benefits to students in meeting social and academic needs are evident.
I think that this is one area that while has made huge gains in the district is still not universal from school to school. The services and supports are still in great demand and this leads to a loss in quality of services.
range of supports and services
access to requisite education resources
knowledgeable and skilled personnel
facilitative communication practices
School/Community Support
School/Community Support
SD 23 embraces an inclusive schooling model
Alternate programs available:
At Home Program
EBus (e-school)
WHEELS transition program
Cutter's Edge
References
References
Eredics, N. (2020, October 02). 10 strategies for teaching students with different ability levels in your classroom. Retrieved April 14, 2021, from https://www.theinclusiveclass.com/2020/10/how-to-include-and-teach-students-who.html
Kuhfeld, Megan, James Soland, Beth Tarasawa, Angela Johnson, Erik Ruzek, and Jing Liu. (2020). Projecting the potential impacts of COVID-19 school closures on academic achievement. (EdWorkingPaper: 20-226). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/cdrv-yw05
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