EDUCATION AND SKILL DEVELOPMENT FOR EAs

FOUNDATIONS OF INCLUSIVE EDUCATION

FALL 2010

Printed 2010

The development of this curriculum package was completed by Susan Powell, PhD, Learning and Education Consultant, with support from SSEAC. It is part of an educational initiative developed in 2010 by SSEAC and offered to Education Assistants in BC. All materials in this package are the property of SSEAC.

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Foundations of Inclusive Education (12 hours): Session Outlines

This learning option will focus on the fundamental characteristics of inclusive education. Participants will examine components of inclusive classrooms and general best practices to support the participation and membership of students with disabilities in the regular classroom.

This learning option is designed for delivery over four sessions. Each session can be delivered in 3 hours. There are many opportunities for participants to actively engage in their learning with in class activities as well as activities for participants to take away and try in their classroom. This approach is in keeping with Best Practices for Professional Development (see Appendix B in the Handbook for Instructors). As the instructor you should schedule breaks at appropriate times in the session.

A district may decide to deliver the sessions over a different time frame. In this case, consider the most appropriate way for participants to complete the applied and follow-up activities, so that the principles of quality professional development are maintained.

All learning options in the SSEAC Education and Skills Development for Education Assistants Initiative have been developed using a Backward Planning Design adapted from the work of Grant Wiggins and Jay McTighe. Please see the next page for an overview of the curriculum design for Foundations of Inclusive Education.

Pre-reading for Participants: None

General Resources/Supplies Required:

  • Laptop / LCD projector / screen / Internet connection
  • Black board / chalk or whiteboard / nontoxic markers
  • Felt pens
  • Flip chart paper and painter’s tape
  • Name tag / badges or tent cards

Foundations of Inclusive Education 2010Page 1

Foundations of Inclusive Education (12 hours)
This learning option will focus on the fundamental characteristics of inclusive education. Participants will examine components of inclusive classrooms and general best practices to support the participation and membership of students with disabilities in the regular classroom.
Desired Results for Participants / Acceptable Evidence / Learning Experiences and Instruction
To describe the evolution of special education and its impact on the education of students with disabilities. / Pre/post questionnaire.
Create a supportive inclusive atmosphere.
Things to try for next session: Catch them in the Act. / PowerPoints, applied activities and discussions:
  1. Timeline and evolution of education and role
  2. Distinctions between mainstream, integration and inclusion
  3. What is inclusion?
  4. Beyond Proximity

To examine the effective practices and characteristics of inclusive education. / Self assessment: People First.
Things to try for next session: Inclusion. Checklist and Asset Based Student Profile. / PowerPoints, applied activities and discussions:
  • How to recognize inclusion
  • Research base practices
  • People First Language
  • Self-determination

To recognize the diverse needs of students in the regular classroom. / 5 Questions for the Learner.
Look at case scenarios and pull out components that reflect best practices.
Things to try for next session: Learning in Inclusive Environments Observation Checklist and Thought Question. / PowerPoints, applied activities and discussions:
  • Effective practices
  • Instructional Supports
  • Elementary vs. secondary case scenario:
  • What Helps us Learn (Ed.Leadership article)

To relate effective practices of the Education Assistant to inclusive education. / Reflective Questions.
Effects of paraprofessional proximity.
Heads, Hearts & Hands of a competent Education Assistant. / PowerPoints, applied activities and discussions:
  • Being a ParaPro
  • Students with Disabilities Perspectives (reading)
  • Helping or Hovering? (summary of research)
  • 10 Tips for Para Educators (Project Participate)

Summative Assessment: Describe a classroom activity or typical routine that could be changed to increase the participation, learning or membership of a student. Specifically state how you as the Education Assistant will engage in actions that reflect best practices in inclusive education.

Foundations of Inclusive Education 2010 Page 1

Foundations of Inclusive Education: Session 1

Required Teaching Resources:

  • Tent cards or card stock (one sheet for each person)
  • Crayons or coloured pencils / felts
  • PowerPoint for Session 1
  • Participant handouts:
  1. Overview for Participants
  2. Summative Assessment and Rubric
  3. PowerPoint handout
  4. The Inclusive Education Myths & Truths Game: Pre and Post Assessment
  5. Catch Them in the Act

Administrative Materials:

  • Attendance and Assessment Form
  • Handbook for Instructors

Begin PowerPoint

PowerPoint Slide #2: Getting Connected / Introductions

Activity: Have crayons on table and pass out the tent cards / card stock. Read out instructions from the Name Tag Glyph. Once name cards are completed have each participant introduce themselves by giving their name, one piece of info from their name card and stating the school and grade where they work.

Remember to create a name card yourself (or have one made ahead of time as an example to show participants) and to introduce yourself. You may want to give a few brief biographical points about yourself at this time and how you are connected to the topic of the learning option.

Also let people know about refreshments and where the washrooms are located.

PowerPoint Slide #3: Learning Outcomes

Key points:

  • Purpose of the course.
  • This learning option is one of nine available to Education Assistants. Eachschool district formed a committee consisting of a support staff union, Human Resources and Special Education staff to determine which options should be delivered in their school district.
  • Pathways to Post-Secondary – critical to maintain a professional development portfolio.
  • Review attendance policy and relation to certificate of completion.
  • Summative Assessment: review requirements, rubric and relation to Pathways to Post-Secondary and certificate of completion.
  • Check in with participants about their backgrounds, experiences and formal training. Discuss Requisite Knowledge for EA Learning Options if appropriate at this time.

PowerPoint Slide #4: Key Historical Events

Key points: Over time education has changed and continues to change. Three areas critical to Inclusive Education are:

  • Diversity:
  • Classrooms are reflective of BC society.
  • Diversity (ethnicity, socio-economics, abilities, language, religion, family composition) is normal.
  • Students are individuals.
  • All students are valued, respected and add a richness to the class, school and society.
  • Foundation to public education in BC schools and acknowledged through Ministry of Education website and BCTF webpage.
  • Typical composition of classrooms for all educators today.
  • Teaching & Learning:
  • Students learn in a variety of ways as demonstrated through the three learning styles: auditory, visual and kinesthetic and multiple intelligences: linguistic, logical-mathematical, spatial, body-kinesthetic, musical, interpersonal, intrapersonal, and naturalist . These ways of learning have impacted both how teaching is conducted and how students demonstrate their understanding.
  • Teaching is a collaborative practice – teachers work with teams (school district staff, school based staff and community consultants) of educators to support student success.
  • The Planning / Learning Pyramid as a framework that facilitates inclusionary instruction and enable the general curriculum to accessed by students with diverse learning needs (discussed more in PowerPoint Slide 10).
  • Role of EA:
  • Originally a clerical, housekeeping and personal care focus.
  • Now EA is an educator with a key role in instructional support.
  • Originally viewed as 1-1, and now viewed as having responsibilities for all students with a focus on particular students with disabilities.
  • Member of a team and works collaboratively with the teacher.
  • Support students learning, participation and membership.
  • Research on effectiveness, role, education, etc…now available.
  • Credential preferred for role.

Activity: Distribute the Handout: The Inclusive Education Myths & Truths Game: Pre and Post Assessment. Have participants complete sheet and put aside for discussion at the end of the session.

PowerPoint Slides #5 - #7: Evolution of Terms

Key point: mainstreaming, integration and inclusion are not the same thing.

Discuss:The meaning of each of these terms and how they are distinct from each other. Today BC educators work in Inclusive Education.

PowerPoint Slide #8: Education in BC

Key points: Inclusive Education is the philosophy adopted by BC (it is not mandated by legislation, rather a Ministry Order outlines how school districts will support the education of students with disabilities. The roles of educators and education practices are outlined in other important documents (refer participants to requisite knowledge section in the Overview for Participants handout for details.)

PowerPoint Slide #9: Categorical Funding System

Key points: The 11 categories in the Ministry of Education are for administrative purposes not for ways to describe or profile students. Discussing students in categorical terms is a non-inclusive education practice. What is the inclusive education practice for describing students with disabilities? (Answer: People First language. People First Language refers to language that recognizes someone is a person, a human being, or a citizen first, and that the disability is a part, but not all of them.)

PowerPoint Slide #10: Education Today

Key point: Diversity of learners is the normal composition in classrooms today. There are practices, strategies and resources that support students with disabilities learning the same curriculum – thinking that modifications are needed for all students with disabilities, for all activities, or they need separate curriculum is not how teaching students with disabilities takes place today. Only a few students will need something different or separate – and this usually is not for all activities or all classes.

PowerPoint Slide #11: Beyond the Foot in the Door

Key points: (from the book Embracing (dis)Abilities in the Classroom by Toby Karten): “Proximity” – having students with disabilities sitting in a typical classroom, near their peers, but not interacting or learning the same curriculum is not the goal for having students with disabilities in a typical classroom. Inclusive Education is much more, as illustrated in the following slides.

PowerPoint Slides #12 - #19: Points to Create Supportive Inclusive Classrooms

Key points: There are general but intentional practices educators can take to support students with disabilities. There are environmental, academic, social, behavioural, cultural, perceptual, sensory and physical actions educators can implement.

PowerPoint Slide #20: Creating Supportive Inclusive Classrooms

Activity: Creating Supportive Inclusive Classroom

Have participants work in groups of thee or four. Each group will need felt pens and 1-2 flip chart sheets. Have each group consider the categories in the previous eight slides and add ideas that have not already been mentioned in the slides. Add ideas/thoughts that contribute and detract as illustrated in the slide. Encourage participants to be specific. After several minutes stop the groups, ask them to tape their charts to the wall, to get their notebooks and in a carousel manner (all groups moving at one time to the next group’s chart when you call out the word MOVE) carousel around all the charts. Suggest they write down any ideas that stand out for them or are new. Take time to clarify any ideas that participants are unclear about. Once a complete carousel has been accomplished have participantsreturn to seats.

PowerPoint Slides #21 - #22: Inclusion is Not…

Key points: emphasize inclusion is about educators working together to support the learning, participation and membership of students with disabilities. The next sessions will focus on many of these points in more detail.

Activity:The Inclusive Education Myths & Truths Game: Pre and Post Assessment

Have participants review their responses and check off any: “I wish to change my answers”. Give answers to questions. Briefly elaborate on answers as necessary.

PowerPoint Slide #23: Things to Try for Next Time

Distribute: Catch Them in the Act. Review directions and let participants know to complete it for the next session. The next session will begin with participants sharing with each other what they observed and recorded.

Foundations of Inclusive Education: Session 2

Required Teaching Resources:

  • PowerPoint for Session 2
  • Internet connection
  • Extra sheets of card stock (for tent cards)
  • Participants handouts:
  1. PowerPoint handout
  2. A Self-Assessment for Using Person First
  3. Article: How Are Your Person First Skills
  4. Promoting Self-Determination
  5. Create a Student Profile
  6. Quality of Inclusion Checklist

Administrative Materials:

  • Attendance and Assessment Form
  • Handbook for Instructors

Activity: Getting Connected

Have participants put out the decorated tent cards they created last session (have a few blank pieces of card stock on hand for those participants who forget their name cards). The instructor starts off, by starting to tell things about him/herself (“I have two dogs…I like to go shopping…I keep a daily journal…”). As soon as a participant hears something that he/she has in common with the instructor he/she calls outs, “Me, too.” That participant begins to tell things about him/herself and the others listen for things in common, calling out “Me, too” when there is a connection. Continue in this way for a few minutes or until several connections have been made.

Activity: Catch Them in the Act

Debrief questions:

  • What did you notice about the four actions from this activity?
  • What do the observations say about the relationship between students or educators and inclusive education?
  • Based on your observations, what will be important steps for you to take to enhance inclusive education?

Activity: Anticipation Questions

Ask participants what they think are 10 values and research based practices that illustrate inclusive education. Record on board or flip chart.

Begin PowerPoint – Wait Before Distributing Handout

PowerPoint Slide #1 : How To Know When You See It.

Cheryl Jorgenson (University of New Hampshire) outlines 10 values and research based practices. She gives indicators for all 10 that demonstrate ways in which educators do or do not contribute to the 10 factors.

PowerPoint Slided #2 - #3: 10 Values and Research-Based Practices

Suggest to participants they think about what educators do or do not do that contributes to these factors. The following slides will outline concrete ways educators can be contributing to inclusive education.

Distribute PowerPoint Handout Now

PowerPoint Slide #4: Polices and Practices That Do Not Assume High Expectations

Key point:Students with disabilities can learn and that is why they are in school. It is best practice to assume competence and potential rather than assuming students with disabilities are unable to learn and therefore can be out of the classroom while the teacher is instructing about content. Students with disabilities can learn and do have a future as an adult and what educators do with students while they are in school does make a difference.

PowerPoint Slide #5:Polices and Practices That Do Assume High Expectations

Activity:Distribute the handout: A Self-Assessment for Using Person First Skills. Have each participant complete the self-assessment, then handout the article, How Are Your Person First Skills, for their own reading and refer to them to the website:

This website is maintained by Kathy Snow and there are a number of resources people can download about people first language. Essentially people first language acknowledges that the person with a disability is a person first, more similar than different to people without disabilities and that disability is an attribute not the characteristic that defines the person. People First language contributes to seeing students from a strength based, asset perspective rather than seeing students through their label.

As noted in the last session the education system is categorical for funding purposes, but using that language in reference to students is not seen as part of inclusive education.

PowerPoint Slide #6: Membership & Full Participation in Regular Education Classes

Key point:The definition of Functional Skills has changed – originally it referred to a variety of skills that were used in domestic, vocational and community environments. Teaching these skills was important in students with significant disabilities moving from segregated environments to community, typical environments and for being considered as having a life after high school. This was very much part of the 1970-1990s. However, in the 2000s, Functional Skills have a new definition. Functional skills today include academic skills, communication, problem solving, interpersonal skills, self-initiation, media literacy, relationship building skills (for more details see Functional Life Skills, Maryland Coalition for Inclusive Education, 2004). These new functional skills are often found within the regular curriculum or can be embedded, and taught, in natural routines and typical activities.

PowerPoint Slide #7: Membership & Full Participation in Regular Education Classes

Key point: Research studies indicate that students with disabilities do not learn better in segregated environments. The next session will focus specifically on instruction in the regular classroom.

PowerPoint Slide #8: General Education Practices That Do Not Demonstrate Full Membership

Key points:

  • Students with disabilities are the prime responsibility of the enrolling teacher (as stated in documents referred to in Session 1). Other educators, including the Education Assistant, are support personnel and part of a collaborative team.
  • It is important for all students to feel they are competent and can give help as well as receive help. Students with disabilities can help others; and students without disabilities need to be encouraged to be caring but not pitying.

PowerPoint Slide #9: General Education Practices That Do Demonstrate Full Membership