Reading and writing can be powerful tools for agency and liberation, which is why making sure our practices are grounded in inclusion is so important.
The latest graphic from Kristin Weins, an educator, inclusion coach, and author of My Gratitude Jar, lists the best practices…
Inclusive education is finally starting to attract the attention it deserves in American public schools. Inclusion improves outcomes, fosters social and emotional development and equips students for life outside of school. Despite its value, however, school districts still claim challenges to implementing full inclusion. Talk of insufficient resources, ill-prepared staff and myths about inclusion still exist to create barriers. The good news is that there are ways to overcome these challenges and move towards inclusive schools in every community. Let’s explore some ways in which we can make inclusion become a reality. The first common challenge to overcome is debunking the myths and misunderstandings of inclusive education. We need to provide educators, schools and communities with accurate, up-to-date information. For example, inclusion is not a service or program that is offered to a group of students. It doesn’t happen in a classroom nor is it an instructional strategy. Inclusion is an attitude that determines how we interact with one another. It drives our desire to include every student, regardless of ability, in meaningful learning experiences alongside their peers. The website, Wrightslaw, is an excellent place to start learning and sharing accurate information about inclusion. Newsletters, Parent Night, teacher inservice and videos such as Including Isaac can also help relay the meaning of inclusion. Another challenge to inclusive education is belief that it works for students with and without special needs. The National Catholic Board on Full Inclusion has complied an extensive amount of research that that shows the many benefits of inclusion to both typically and non-typically developing students. For example, The National Institute of for Urban School Improvement found that, "Surveys conducted with parents and teachers involved in inclusive settings generally show that they see no harm to the non-disabled children and that they have positive opinions about inclusion. In fact, one survey of more than 300 parents of elementary-age children shows that 89 percent would enroll their children in an inclusive classroom again.” Furthermore, evidence reported by McGregor, G., & Vogelsberg, T. (1998) found that inclusion results in greater number of typical students making reading and math progress compared to non-inclusive general education classes, inclusion does not compromise general education students’ outcomes, typical peers benefit from involvement and relationships with students who have disabilities in inclusive settings, and the presence of students with disabilities in general education classrooms leads to new learning opportunities for typical students. According to Falvey (2004), “There have been no studies conducted since the late 1970’s that have shown an academic advantage for students with intellectual or other developmental disabilities educated in separate settings.” It is clear that inclusion can be a significant benefit to the entire school community. And, finally, the third most common challenge is understanding the mechanics of inclusion. Inclusion is like a car. There are many parts under the hood that work together to make it run smoothly. One of the most important parts is having the support of school administration and staff. The adults in the building help set the tone of an inclusive school - from the principal to the bus driver, the playground supervisor and the classroom teacher. They are friendly, welcoming and make inclusion a priority in all school activities. In fact, many inclusive schools institute a school-wide character education program, in which staff, students and families participate. This helps reinforce the common goal of inclusion. Another important aspect to inclusion is ensuring that the general education classroom is where a student receives the majority of his/her educational needs. Special Education teachers and Paraprofessionals offer their support, as outlined in the student’s IEP, while the classroom teacher makes accommodations and/or modifications to the curriculum. There may be some need for focussed instruction outside of the classroom, which usually happens during the least disruptive time of day. In addition to curriculum, materials and resources are made accessible to all students. Varying levels of text, visual supports, manipulatives and assistive technology are woven into the class program. For ways to implement these strategies, you can look to Brookes Publishing Company where there are a great selection of teacher guides for the inclusive classroom. Lastly, inclusion involves the work of parents and families. Communication between home and school is essential to making sure the student is learning and thriving in the classroom. It should be a consistent, pro-active arrangement where information is shared between the family and classroom teacher, that is for the benefit of the child. Depending on the child’s needs, daily, weekly or monthly updates is required beyond the yearly IEP meetings. Setting up lines of communication such as email, a “communication book” or phone calls, can facilitate an on-going conversation about the child’s progress, challenges and needs. Inclusive education is a belief system that values a child’s abilities first, not their disabilities. Because it involves the entire school community, there are challenges that can be faced. However, knowledge, discussion, access to resources and support, along with ongoing communication, can help those challenges feel surmountable. Children of all abilities can then truly have equal access to a free and appropriate education. Staub, Deb. "Inclusion and the Other Kids." National Institute for Urban School Improvement, 2005. Web. 25 May 2015. . McGregor, G., & Vogelsberg, T. (1998). Inclusive schooling practices: Pedagogical and research foundations. Baltimore: Paul H. Brookes. Falvey, M. (2004). Towards realizing the influence of “Toward realization of the least restrictive environments for severely disabled students.” Research and Practice for Persons with Severe Disabilities, 29(1), 9-10.
Sensory Breaks: Supporting Neurodiverse Students in the Classroom In today’s diverse classrooms, recognising and accommodating the sensory needs of...
Inclusive Classrooms ~ "Promote a safe and welcoming classroom school and community where individual differences are valued..."
An education blog with strategies, tips and information for teachers about teaching students with disabilities in the inclusive classroom.
How can you teach and include every young learner in your inclusive early childhood classroom? Modifications are one way to meet the needs of every student—and today’s blog post brings you 9 practical ideas you can use and adapt for your own class. Excerpted and adapted from the new Building Blocks for Teaching Preschoolers with […]
First, a big thank you to everyone who commented on last week’s “Why do you support inclusion?” post. We got wonderful, diverse answers from so many passionate inclusion advocates, and your reasons were a joy to read. Because all kids deserve the best. Because diversity is beautiful. Because together we are better. Because it works. […]
This post is part of our Fair Is Not Always Equal…Now What? blog series. Stay tuned for many more posts! Happy Thursday, everyone! Today I’m bringing you a list of critical success factors for all co-teachers, excerpted and adapted from Julie Causton’s book, The Educator’s Handbook for Inclusive School Practices. If you’re currently […]
Establishing Expectations Establishing Expectations. High School Example DAILY_LESSON_PLAN__SPRING_2011 Depth of Knowledge Webbs DOK Guide Rigor in the Classroom Cognitive Rigor – Hess…
This is my first year teaching in a Dual Language program and, to be honest, I was a little nervous. With all the “requirements”, student movement and team-teaching it seemed really ov…
Students with Down syndrome face many barriers in education. My son is only in preschool and he already deals with teachers’ preconceived notions of Ds, improper assessments of what he knows, and difficulty communicating his needs and wants. Supported by research and federal law, Universal Design for Learning (UDL) turns the traditional one-size-fits-all model of […]
Inclusion doesn’t just mean throwing disabled students into general education classrooms without support.
Poorly implemented co-teaching practices may be taking the “special” out of special education, say many who train teachers and districts in collaboration.
Making room for inclusion is often just about using good sense. Don't miss a post from Removing the Stumbling Block:
Developing Essential Cognitive Abilities: Nurturing Executive Function in the Classroom What are Executive Functioning Skills? These cognitive abilities serve...
Maria Montessori's words for peace education along with a variety of resources encouraging respect for diversity
Recently I saw this infographic depicting an iceberg as a metaphor for culture- most of the culture is 'underwater' or rather, more in depth. It is a great graphic! However, at the elementary level, where young children are first being introduced to and learning about the concept of language and culture (often for the first time!) finding tangible, concrete aspects of culture to include in the classroom are key, in my opinion, and typically fall under the 'surface culture' part of the iceberg. As they gain experience and the mental ability to comprehend deeper culture as more than a fact about a group of people they have never met (such as concepts of self, attitudes, and such) these can be added into Spanish class. . One of the most tangible and authentic ways I have brought culture into my elementary classroom, which I believe hits both surface and deep culture at the same time, is the tradition of Ratoncito Pérez, the Tooth Mouse. It is a celebration of sorts, that wonderful and magical experience of losing a tooth, and a coming of age moment for little kiddos. Recognizing and celebrating it in Spanish class via an adorable mouse (not a fairy!) has always been the most remembered, understood and delightful aspects of culture my students interact with. And, because kiddos always have loose teeth or one has fallen out, Ratoncito Pérez is part of EVERY class! Talk about keeping something fresh in their minds! Here are ways I integrate Ratoncito Pérez in my classes: *Right from Kindergarten kiddos learn how to say 'Tengo un diente flojo' and 'Se me cayó un diente'... they are encouraged to share their 'tooth news' with me anytime *I have tooth chart posters featuring Ratoncito Pérez where I record each kiddo's name when he/she loses a tooth (they have to tell me in Spanish or their name doesn't go on the poster :) ) *I teach an entire theme about Ratoncito Pérez in Second Grade, where we read our book 'El diente de Javi' (see the link to our store at the end of this post) and then imagine what Ratoncito Pérez looks like (color and size) and what mode of transportation he uses to get around. After they have practiced this, they then write and illustrate three sentences describing him with this vocab. Super cute! *I hand out certificates celebrating the lost tooth *I read books I have collected over the years of various authors imagining adventures with Ratoncito Pérez-go to Amazon and type in 'Ratoncito Pérez' or 'Ratón Pérez'...a whole load of books will come up. My favorite is 'Cartas al Ratón Pérez'! (Note: most of these are in Spanish and with vocabulary far too advanced for my students to understand so I translate in my head and read it out loud in English) *I have printed out lots of illustrations from Google images over the years which I put around my classroom...he is always present! There are also two full length movies about Ratón Pérez made in Spain- if you are able to get ahold of a copy and can play it, what fun that is! And here's a great link of an article describing what el Ratoncito Pérez might "give" to children: https://www.heraldo.es/noticias/sociedad/2017/11/30/que-puede-regalar-ratoncito-perez-cuando-cae-diente-1209813-310.html If you are interested in integrating Ratoncito Pérez into your classroom and don't want to start from scratch, please check out our Activity Pack in our store on TpT! It is full of printable activities, posters, 'El diente de Javi' minibook, props for retelling the story, and more! Ratoncito Pérez Printable Minibook & Activity Pack You can also watch me introducing a comparison of the Tooth Fairy and el Ratoncito Pérez here:
3 Forms Of Scaffolding 🖐🏾⚙️📊 (by @TanELLclassroom) #edchat #education #eLearning #edtech #engchat #mathchat #satchat
What types of accommodations can help students with dyslexia? Here are some classroom accommodations to talk over with your child’s school. You can even try these supports at home.
As the new school year quickly approaches I have begun to think about the students that I will teach this school year. Last school year I had several students that missed the passing standard by 2-10 points. Needless to say, when I saw their test scores I was heartbroken because in the back of my […]
Use this for behaviour management in the classroom and home! Great worksheet.
I've been a little MIA this week in the bloggy world. SCM is my excuse. SCM stands for Safe Crisis Management, so if you gotta problem wit...
I was in a heated IEP meeting one time, and a teacher angrily blurted out, 'What do you want from me? Do you want me
The reasons your students (or audience members) aren't participating the way you want them to, and some new things you can try to get a better response.
CREATE A TRAUMA INFORMED CLASSROOM This Classroom Values, Expectations & Rules Poster & Banner Kit was designed to build community, foster a trauma sensitive classroom environment, and add a bit joy-filled cuteness to your room. Each expectation, value & and rule delineates positive behaviors and empowering beliefs that support a successful and safe classroom experience. Aligns with your Positive Behavior Interventions and Supports (PBIS) practices and proactive classroom management system. Plus, all banners and rule cards are editable, too! The underlying belief and philosophy which guided the creation of this resource is this: Every child is lovable, belongs and is doing the very best that they can given the resources and skills that they have at any given moment. What's Included ✔ 20 Rules, Expectations, Beliefs & Guideposts ✔ Ready to Print & Display Posters (portrait & landscape) ✔ Ready to Print & Display Rule Cards (full page & half page) ✔ Ready to Print & Display Banner Flags (full page & half page) ✔ EDITABLE Rule Cards and Banner Flags (PowerPoint files) ✔ 3 worksheet and writing prompt activities to choose from ✔ Lesson Ideas and Teaching Tips ✔ Full Color, Light Color & Black/White Printing Options, too!! ✔ 4 Heading/Title Choices: In Our Classroom, In Our School, Our Classroom Expectations & Our Classroom Rules. Ideas for Use: •Hang posters & banners in your classroom to remind students of what they CAN do, that they belong, are safe, important and cared for •Fun Bulletin Board Display •School Counseling Office Decor •Back to School lessons •Use Black/White posters and banners as classroom coloring activity •Prompts for Morning Meeting discussions and Community Building ❤️If you like the graphics in this resource and are looking for a new Calm Corner resource, or would like to expand on your already existing one, be sure to check out: ⭐Our Classroom Calm Corner Toolbox ⭐Breathing Exercises for Kids: Book & Task Cards for Calm Corner ⭐Self-Regulation Coping Tools Desk Reference Name Tags ⭐Feelings Check-In and Calming Strategies Choice Board ⭐Feelings Card Games
Everything about emotion regulation in dialectical behaviour therapy.
Karen Goeller, Jill Kester, Rachael Williams, Kara Pranikoff and Cheryl Mizerny share their ideas for effective student group work.
Inclusive Education, as defined and described by education experts, is a philosophy. It is not a program, nor does it happen in isolation. It can't happen in one classroom and not the other. The successful inclusion of special needs students requires the shared value system, resources and collaboration of the state/province, school district, home, school and classroom. Because the nature of inclusion requires so many components to it's implementation and success, it is often discussed by breaking it down into its topics and sub-topics. For example, we talk about co-teaching, differentiated learning, home-school communication, and IEPs. It is easy for people who are familiar with inclusion to know how all these pieces fit together to form an inclusive environment. However, for others, it still a mystery...a puzzle. How can a teacher with 30 students differentiate learning? Who is a co-teacher? Why does the entire school need to support inclusion? At the suggestion of my radio show co-host, Terri Mauro, a chart depicting the components of inclusive education might be quite helpful for many of our listeners (and readers of this blogpost) in putting the pieces of the "inclusive puzzle" together. It also helps meet the need of our visual leaners :) Please keep in mind that this chart is an overview, a work in progress and you will likely need to enlarge it for reading!
Our Prejudice in Society Poster is a great educational resource that will help you create relevant and engaging PSHE classrooms.
Hello Pk+K Sharing Friends! My name is Marsha McGuire. I'm from a blog called A Differentiated Kindergarten (come visit me sometime) an...
A great management strategy for school teachers to use to help students learn to take responsibility for doing their part in resolving their own conflicts.
Celebrating Think-Pair-Share, the Little Strategy That Could, and sharing some best practices for making it work for you.
All students want to feel part of their classroom community. Here are four activities to help them feel welcomed and comfortable.
What Non-Verbal Communication you may see and what it might mean. Many children have not yet developed the expressive langugae skills they need.
