Inclusion of Exceptional Learners Ed-D 420 Inclusion of Exceptional Learners

Who is involved in the education of exceptional students? Parents/Guardians Classroom Teachers Resource Teachers Special Educators Principals and Vice-principals Guidance Counsellors School Psychologists District Consultants Paraeducators Physiotherapists Speech Therapists Occupational Therapists

Successful Inclusive Teachers: 1. Share positive beliefs about collaboration and inclusion 2. Plan thoroughly and implement their plans flexibly 3. Use teaching methods that engage students 4. Use preventive and caring classroom and behaviour management 5. Focus classroom time on learning 6. Are positive about including exceptional students in their classes 7. Work collaboratively with parents and other professionals

The Pre-Referral Process: First Steps Document the needs and the strengths. Analyze the demands of your classroom. Observe the student in your classroom. Re-read the student’s file. Consult the protocol for identifying exceptionalities. Talk with the resource teacher. Ask the resource teacher for suggestions and resources. Plan pre- referral interventions. Inform the principal. Contact and talk with the parents. Make pre-referral adaptations or differentiations. Keep records of decisions. Use ADAPT. Analyze your records and make recommendations.

Components of an IEP: 1. Present level of functioning, including strengths and needs 2. Long-term goals 3. Short-term goals 4. Instructional strategies, materials, and services 5. Dates for review 6. Identification of case co-coordinator and participants and responsibilities 7. Evaluation procedures In small groups determine what might be included for each of these components. Then look at the IEP provided to determine your accuracy. Be prepared to share.

Team Meeting ~ Video What were some special services that Zoey received in the past? What questions were asked by team members that successfully advanced the team dialogue regarding Zoey? What behaviours (verbal and non-verbal) indicate that this is an effective team? A. Identify at least three pieces or sources of information provided by team members that helped the team better understand Zoey and her past and current educational needs. B. Explain the benefits of reviewing such information and making decisions as a team (rather than as an individual), especially regarding instructional and placement decisions for students with diverse learning or behavioural needs.

The School-Based Team PROCESS a. Pre-referral process (First Steps) b. Teacher/parent makes request c. Resource teacher meets with parents andteacher d. School-based team meets (which includes classroom teachers, resource teacher, principal, parents, student, paraeducator, district consultants) to design an IEP e. School-based team implement and monitors the IEP

The School-Based Team ROLE  Identify student’s needs  Suggest additional assessments  Suggest teaching strategies  Determine best action plan  Set up evaluation plan  Write IEP  Support the classroom teacher  Implement and monitor plan

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