inclusion-toolkit

[inclusion-toolkit]

Module 7: Philosophy of Inclusion

Reflection:

In Module 1, I used the Torus Yantra as the symbol that reflects my philosophy of inclusion. I wrote:

In sacred geometry, the Torus Yantra represents the interconnectedness of all things, symbolizing the continuous cycle of creation and destruction. For me, inclusion is not an end result or even a static picture, it represents a dynamic process that is constantly changing just like the Torus Yantra.

Source: DepositPhotos

My symbol of inclusion has now evolved to a more 3d animated model called a Horn Yorus.

Source: Horn Torus

With this new "animated" symbol, I see inclusion as constant work that harks back to Paulo Freire's work on critical pedagogy, where ideas flow through one vortex and comes out of another and then through one vortex and to the next in a constant flow (dialogue) and endless loop (praxis) of theory, reflection, application, evaluation, reflection, and then back to theory.

Source: Class Critical Pedagogy

Reference

Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.

List of Areas to Explore:

Textbook Adaptations: Can and should they be done?

Cultural Diversity as a Resource: Whose stories do I tell?

Using Peer Mentors in the Inclusive Classroom: What are some strategies to effectively use peer mentors in an inclusive classroom? Is it ethical to enlist the help of other students?

Portfolio Assessments: How can standards of performance be developed? How will the portfolios be assessed to evaluate and improve the program?

Meaningful Family Involvement: Aside from meetings, how can families be more involved with the student's education?

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Module 6: Student Programming

Reflection:

Student profiles can be used for ALL students! Perhaps, classroom teachers can create student profiles for all the learners in their class.

Students know themselves the best; thus, listening to what students have to say about can be a great starting point for creating student profiles. Inventories and other assessment tools as well as staff/parent interviews also provide with valuable information.

Focus Questions:

How will you include student voice in your profile? 

To me this is very simple, ask and listen to the students. Part of developing a successful school routine is implementing regular check-ins with my students. This check-in gives me and my students a moment to sync up and learn about what is going on in their lives. Thus, when creating a student profile, I share with them my goals and ask for their opinion about what is to be included.

Source: George Swaniker: Leat people tell their stories by NSCCOnlineLearning

When preparing a strength-based profile, how can you ensure needs and stretches are also identified? 

A strength-based student profile is built around what the student can do and how the team can use those abilities to develop strategies for success to work on their needs and stretches.

For instance, if a student struggles in Mathematics, what can they do well in that subject? Can they work independently? Do they prefer to work in groups? Are they able to use a calculator? A strength-based student profile will then use use these strengths to help the student be successful in class:

Student A will use their ability to use a calculator to solve three-digit addition and subtraction problems with at least 75% accuracy.

What are some examples of flow charts you’ve used to make decisions? 

As part of workplace incident investigations regarding staff members who have been injured at work while working with certain students, I have looked into some WorkSafeBC policies, such as:

Source: WorkSafeBC

How can you apply these examples to student programming?

Decision making is a daily activity for many individuals and organizations. Some decisions are one-time affairs, but many are routine.

A flowchart is a simple way of communicating and documenting a process quickly and clearly, so that the process can be understood and applied correctly and consistently. An example I have made of flowchart is about a student's morning routine that any substitute teacher or EA can follow:

Two or three important ideas that you took away from the module

Benefits of a flowchart to be included in a Student Profile:

You can visually explain a decision-making process on one page - A picture really is worth a thousand words!

You can standardize the process - With a flowchart in place, everyone who needs to make that decision will be doing so in the same way.

You can make decisions much faster - Staff will not have to guess what to do next because it is all documented.

You can make sure anyone can do it - Certain individuals (i.e. classroom teachers, EAs, ISTs) do not have to be present for a decision to be made because you do not need their knowledge to do so: it’s all on paper instead of in someone’s head.

You can easily see missing decision points - Documenting your process lets you see where bits are missing.

At least one useful resource

Source: Strength Based Student Profile

At least one useful strategy

Source: The Replacement Curriculum Goal Planner by Shelley Moore

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Module 5: Mathematics

Reflection:

It surprises me how many adults tell me that Math was their least favourite subject in school. I am not a natural mathematician, but I was never intimidated by it. My father was my first Math teacher. I remember how he would tell me stories of his day at work and embed computational questions that I would willingly answer, not knowing I was actually being taught simple arithmetic. I think what his storytelling did for me was humanize mathematics. It was not a detached, foreign concept, but a part of everyday life. In hindsight, I also used my father’s pedagogical style when I was a classroom teacher. I taught English Language Learners, and I often incorporated new vocabulary into stories so that they may relate to the words in a more personal level. Nowadays, teachers have access to so many resources that they do not have to think of stories on the fly. I remember seeing a classroom teacher read a book titled, Two of Everything, by Lily Toy Hong. This book can easily be an introduction to multiplication, and there are many more books like this.

Source: Goodreads

Focus Questions:

What math skills do students continue to struggle with?

From what my students have shared with me, long division seems to be a contentious issue. My theory is that it is confusing because the way it is notated is unfamiliar to the students. It is the only mathematical process that utilizes a tableau to start the division process instead of / or ÷. Looking back, I will not be able to explain why long division works. I just know that it does.

What supports and strategies could you use to support students with lagging math skills?

Aside from one-on-one in-class support, we are fortunate in our school to offer a Learning Buddies Network Math tutoring program every Thursday after school. My students who are registered in this program have seen a dramatic improvement in their Math scores as well as their interest in the subject. Other ways to support students include practicing with manipulatives, using mnemonics, and presenting Math problems in multimodal ways such as pictures, diagrams, and charts instead of equations.

How does literacy affect math learning?

Some areas of Math, e.g. word problems, are highly dependent on literacy skills due to the nature of the task. Math textbooks also use a lot of unfamiliar terms like “subtract” and “carry.”

What support do you have for struggling readers?

Practice with manipulatives can build important prior knowledge about a Math concept. The more students know about the concept, the better they can comprehend and solve a problem related to it. Teachers can also represent problems multimodally instead of a written manner, such as online math games, which can capitalize on a student’s visual learning strengths

How do you deal with students who read well, but struggle with literacy in math problems?

Like I have mentioned before, Math uses a whole different set of terms that students may be unfamiliar with. Thus, teachers should select vocabulary carefully, simplify sentences, repeat key words often, and perhaps explicitly teach Math terminologies. Another way that can help students who may be overwhelmed by a complex word problem is by separating a problem into its subparts and working through each one. This can help students focus, see connections, and avoid memory overload.

What are some different ways to assess math learning?

Aside from traditional quizzes and worksheets, I have observed classroom teachers using online games to keep track of student progress. Some teachers also have Math journals and KWL charts. Of course, nothing takes the place of observation and conversation to see how students interact and understand the concepts.

How do you record learning while it’s happening?

I have seen teachers use post-its with a couple of checklists that they just tick off during the lesson while observing and interacting with the students during the lesson. During my teacher education program, we were also encouraged to use exit tickets as assessment. For instance, each student will be given a post-it where they can create their own subtraction equation.

Is all your math assessment summative?

Not at all. The online games the students play, the Math journals and KWL charts, the teacher observation checklists, and the exit tickets are all types of formative assessments.

How can you add more assessment for learning and as learning to your pedagogy?

Teacher interaction and observation is a valuable assessment format. Having conversations with students, whether informal or formal like an interview, are an excellent way to assess students' understanding of a concept.

Two or three important ideas that you took away from the module

Literacy skills can be an important precursor to mathematical performance.

I learned a lot about the Provincial Graduation Numeracy Assessment (GNA). I found out that students have the opportunity to retake the GNA three times between Grade 10 and Grade 12 to improve their proficiency score: (1) Emerging, (2) Developing, (3) Proficient, (4)  Extending. Only their best score will be counted as their final result.

At least one useful resource

DreamBox Learning's Math Program, an online, Intelligent Adaptive Learning™ an advanced artificial intelligence that personalizes learning with supplemental curriculum.

At least one useful strategy

Math Daily 3 from the The DailyCAFE (I have not seen a classroom teacher use this. The Daily 5 is quite common, though).

INA Assessments by Island Numeracy Network (I have heard of this, but did not know much about it until now).

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Module 4: Literacy

Reflection:

When I was a classroom teacher, I found writing to be the hardest skill to assess. Why is it so difficult to assess writing? Unlike a math problem that has a clear answer, writing can be challenging to grade because it is so subjective. Sure, there are grammar and punctuation rules to inform accurate writing, but two “accurate” papers about the same topic can be very different! Furthermore, writing is so personal. Sometimes, when I cannot sleep at night, I need to put my thoughts into paper. I would be mortified if someone assessed my night time reflections! I am sure students feel the same with some of their more personal pieces of writing.

Focus Questions:

What is your current classroom literacy program?

This is hard for me to answer because I am not a classroom teacher. However, I do know that our school Learner Support Team teachers use the Fountas & Pinnell Leveled Literacy Intervention program.

Are there additional school-wide supports for literacy?

Because I work in a large inner-city school, we have a full-time Early Literacy teacher who work collaboratively with Kindergarten and Grade 1 teachers to provide additional literacy instruction in their classrooms. Additionally, we have a team of 11 Learner Support Team teachers who provide small group instruction to students with high incidence designations whose learning needs may include phonemic awareness, vocabulary, comprehension, etc.

How do you collaborate with colleagues to provide continuity in literacy programming?

For the students in my caseload who need literacy support, I often meet with the classroom teacher, the Early Literacy teacher, and/or the Learner Support Team teacher. I invite them to IEP meetings, where we discuss and agree on the curricular competency goals of the student. They also provide me with reports (term reports for classroom teachers and a summative report at the end of the year for the other members of the team). Moreover, I make sure to consult them when I implement a Token Reward System so that the short term goals I will use aligns with the goals they have for the student.

Do you have a strong writing program in your class?

Aside from the Fountas & Pinnell Leveled Literacy Intervention program that the Learner Support Team teachers use, I am unaware if classroom teachers in my school use a writing program. When I was teaching English Language Learners, I often used Quill to make my grammar and punctuation lessons more palatable. I like it because it is a free resource with a user interface that is very easy to use. My biggest problem with it is that it is an American program, so it favours American spelling.

What strategies do you have in place to support writers?

Like previously stated, our school has a team of 11 Learner Support Team teachers who provide small group instruction to students with high incidence designations. The instruction they provide also include written skills such as capitalization, punctuation, spelling, etc.

Do you collaborate with colleagues to ensure programming success over the years? 

Generally, students have the same school-based team members during their years at the school unless that staff member leaves. As such, each team member really gets to know the student and programming support required for success.

Two or three important ideas that you took away from the module

During my research into Fountas & Pinnell Leveled Literacy Intervention System (LLI), I found that a study by Thomas & Dyches (2019) concluded that "iterative layers of inductive coding reveal that of 70% of fiction and 20% of nonfiction F&P LLI Level U books present people of Colour as inferior, deviant, and helpless, while 30% of fiction and 100% of nonfiction F&P LLI books present Whites as heroic, determined, innovative, and successful." This hidden curriculum not only perpetuate oppressive ideologies, but also does not reflect the lived experiences of the students in my inner-city school. I think this is something of which teachers need to be more aware and mindful.

Ongoing literacy assessments not only provide evidence of students’ responses to instruction and intervention, but also inform next steps.

At least one useful resource

Examples of Informal Reading Assessments from Reading Rockets

Writing Rubrics from School District No. 85

At least one useful strategy

Writing Wizards Portfolio Wall: Tracking Progress in First Grade from The Balanced Literacy Diet

EET: Expanding Expression Tool by Sara L. Smith as posted by my colleague, Francesca Preckel

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Module 3: Resources

Reflection:

I talked about eye-tracking technology for one of the discussion posts. I had seen it used briefly before in the Richmond School District, and was quite amazed by it. Unfortunately, such technology is very expensive and can be inaccessible to many. After some research, I found that there are free alternatives, such as OptiKey, a free software developed by Julius Sweetland, whose aunt could not speak due to a complex neurological disease. I find it very commendable that Sweetland created OptiKey and released it open source in order for others like his aunt to have an improved quality of life (Reddit, 2015). Having said that, OptiKey is only one part of the equation, the user still needs to purchase a specialized camera and monitor to fully use eye-tracking technology. It is disheartening that not everybody can have access to such life-changing technology.

Reference

Reddit. (2015, October 9). OptiKey: How typing with eyesight could impact millions of lives [Video]. YouTube. https://youtu.be/03NFUMlXrf8

Focus Questions:

What technology do you have readily available in your classroom?

I am not a classroom teacher, but the pieces of tech I often see in classrooms are laptops, iPads, projector, white screen, speakers, dim lighting, and some AAC devices.

Does the technology support UDL or is it a standalone resource?

For the most part, I think the technology is used by most classroom teachers as part of UDL because they provide alternatives to print (audiobooks, movies, videos, digital media, etc.) for instruction, presentation, and assessment. The sound system and lighting are also environmental considerations for an effective UDL class.

What training could you benefit from to comfortably implementing more technology in your classroom?

I was surprised to know that there is a Speech-to-Text function in Microsoft Word. Because I am not a classroom teacher, I’d like to be trained on how to “encourage” classroom teachers to use more Speech-to-Text in Microsoft Word in the classroom so that the students can use them as well. For example, teachers can directly instruct students on how to use it and model effective strategies regularly as part of whole class instructional lessons for various subjects.

Two or three important ideas that you took away from the module

I did not know that the terms “social story” and “social stories” are trademarks originated and owned by Carol Gray.

Be consistent with the visuals being used! Try to use the same picture for consistency.

The Canada Student Grant for Services and Equipment – Students with Disabilities (CSG-DSE) is available for eligible students in postsecondary. Another way to access assistive technology for students in need is through the Public Postsecondary Loan (PPL) program.

At least one useful resource

Social Stories by Storyboard That

At least one useful strategy

Using social scripts (as opposed to a social story) for certain students. I had never used one before!

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Module 2: Adapting and Modifying

Reflection:

I seem to have a fixation with terminologies. As will be answered in one of the focus questions below, the BC Ministry of Education (2009) assert that accommodations may take the form of adaptations and/or modifications. It further defines adaptations as “teaching and assessment strategies especially designed to accommodate a student’s needs so he or she can achieve the learning outcomes of the subject or course and to demonstrate mastery of concepts (p.1).” However, in many non-BC websites and documents, accommodations and adaptations seem to reversed. For instance, the Knowledge Network for Innovations in Learning and Teaching at the University of Albany (2019) states that “[a]ccommodations and testing modifications are types of adaptations….” Finally, McGlynn and Kelly (2019) write that “[a]ccommodations is a term that is often used interchangeably with the term adaptations (p. 36).” Of course, because I live and work in BC, I will follow the BC Guide, but I just cannot help but be confused by it all. Which is right?

References

BC Ministry of Education. (2009, August). A guide to adaptations and modifications. Retrieved from https://burnabyschools.ca/wp-content/uploads/2014/09/adaptations_and_modifications.pdf

Knowledge Network for Innovations in Learning and Teaching. (2019, December 10). Unit 3: Creating your own individualized education program modification & accommodation section. Retrieved from https://knilt.arcc.albany.edu/Unit_3:_Creating_Your_Own_Individualized _Education_Program_Modification_%26_Accommodation_Section

McGlynn, K., & Kelly, J. (2019). Adaptations, modifications, and accommodations. Science Scope, 43(3), 36-41.

Focus Questions:

Why do we need to adapt if we are teaching in a UDL format?

Universal Design for Learning (UDL) is a proactive approach to designing learning experiences to be accessible for all students, while adaptations are reactive strategies specific to the needs of individual students so that they may access the general educational curriculum. Hence, while the two are similar, they differ in some areas, but still complement each other in the classroom.

What do we need to consider when adapting lessons?

The biggest considerations I make when adapting a lesson to a specific student is to maximize student participation in classroom activities while keeping student integrity and maximizing student independence while giving them enough support to function comfortably in the classroom. For example, if a student has difficulty with written tasks, I can shorten the writing assignment. This way, the student still participates in the same writing task independently.

When I adapt a lesson to fit a class, I think about how easily the material can be adapted to fit a large or small group of learners. Another factor I consider is access to technology and other resources. For instance, do I have access to graded readers for novels?

Do you modify programs in a UDL classroom, or are your modified lessons stand alone?

Looking back, my modified lessons have been stand alone and curated specifically for a student. However, with the use of Shelley Moore’s Learning Map template, I can now visualize a better way to modify lessons for students in a UDL classroom.

How could you shift your thinking to create modified lessons that are more inclusive and related to the tasks being assigned to the rest of the students?

As mentioned earlier, I find that Shelley Moore’s Learning Map template has really helped me plan modifications in students’ programs much easier so that it is more inclusive and relevant to the rest of the class. Having the visual of the plate as an access point where everyone starts before they can have a baked potato (with bacon and green onions, if possible) has made me realize that the modified tasks is something all students NEED to know/do within the same lesson.

What are the differences between adaptations and modifications?

I often draw this visual when I try to define or explain accommodations, adaptations, and modifications as set out by the BC Ministry of Education (2009):

Adaptations, therefore, are accommodations use alternate teaching, learning, or assessment strategies to support a student meet the prescribed provincial learning outcomes in the curriculum. Students who receive adaptations are working towards the same Dogwood Graduation Certificate as their peers.

On the other hand, modifications refer to accommodations which change curricular standards. Students on a modified program will receive an Evergreen Certificate, which symbolizes the completion of individualized learning goals outlined in their IEP.

How do you know when to use which one?

First of all, adaptations are considered “best practices,” and any student may be supported by adaptations in order to better meet curricular expectations. For instance, an English Language Learner may read a graded reader as opposed to the original novel. On the contrary, a student’s program cannot be modified without consultation with parents or guardians. This can be done intensively during IEP meetings, where all the stakeholders can brainstorm what adaptations and/or modifications a child should receive. As can be seen in the flowchart below, modifications are used only as a last resort, and only after making every effort to provide interventions and adaptations for the student to meet the curriculum.

Source: A Guide to Adaptations and Modifications

Two or three important ideas that you took away from the module

Reiteration of the importance of “think time” - waiting three or more seconds before eliciting a student response, and before speaking after a student’s response.

Effective feedback is descriptive rather than evaluative. It should identify (1) what the student is doing well, (2) what needs improvement, and (3) what next steps can be taken for improvement.

At least one useful resource

SETBC has a free self-directed online course Curriculum for ALL designed to help schools plan for and include all students into curricular classes.

Shelley Moore’s Learning Map template

At least one useful strategy

The Adaptation or Modification Decision Path found on page 6 of A Guide to Adaptations and Modifications

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Module 1: Differentiation and UDL

Reflection:

To me, “barriers to inclusion” refer to something more than external forces that make it difficult for inclusive education to truly flourish in schools. One of the biggest barriers I see is inclusive language since there is debate within the disability community on whether to use person-first language or identity-first language when describing a person who has a disability. Some people instead prefer identity-first language as a way of emphasizing what they consider an important part of their identity.

Source: Unpacking the debate over person-first vs. identity-first language in the autism community

Language evolves. When talking to or about individuals with disability, I was taught to use person-first language. However, there are some autistic self-advocates (as they would like to be referred) who have recently been challenging that autism cannot be separated from the individual as it is an identity-defining feature, and person-first language suggest undesirable traits and stigmatizing views (Vivanti, 2019). For instance, it is not common to say “person who is beautiful." If a community cannot even agree on how to be called, how can it truly be united?

Reference

Vivanti, G. (2019). Ask the editor: What is the most appropriate way to talk about individuals with a diagnosis of Autism? Journal of Autism and Developmental Disorders, 50(2), 691-693. http://dx.doi.org/10.1007/s10803-019-04280-x

Focus Questions:

Have you supported a family in applying for Jordan’s Principle?

I have supported many families who have accessed funding through Jordan’s Principle. Currently, I have a Grade 5 student who is doing tutoring through Jordan’s Principle. I also helped the family find a good fit for a tutor because my student, unfortunately, did not like the previous ones he had. I like that the service provider is able to bill Jordan’s Principle directly, and that after I connected my student’s family to the tutor, I did not have to do anything else!

Can you think of opportunities for current or past students that this program could support?

In our school, Jordan’s Principle is mostly used for formal assessments (e.g. Psych-Ed testing, medical exams, etc.), professional services (e.g. counselling, SLP services, etc.), and equipment (iPad, TouchChat, etc.), but I think it should be used for so much more. Some ideas include:

Food Security – access to food allowances so that children have healthy food

Caregiver Support – respite services to offer a break for caregivers.

Cultural Well-Being – access to supplies for regalia-making, beading, etc.

How does the design of your classroom affect student learning?

The physical structure of a classroom greatly affects student learning. For instance, in a traditional classroom setup, students may be more inclined to work independently and shy away from participating in group work. Having desks in groups or using tables, on the other hand, may encourage students to collaborate. Furthermore, having different areas in the classroom with flexible seating gives students choice on what works best for them.

How does your teaching pedagogy change, based on the makeup of students in your classroom?

My pedagogical style will always depend on the makeup of the students. For example, if I am teaching in a class with big ability differences, I will definitely provide more choice and differentiation, and perhaps focus more on passion projects in order to create more engagement. Similarly, if there are a lot of English Language Learners in my class, I will make sure to always include linguistic explanations  and accommodations in all subjects. On the other hand, if I am teaching in a class that is more or less culturally homogeneous (like in Japan, where I taught for several years), I will take the time to familiarize myself with the culture and make sure to include topics that would be relevant to the students.

What are the similarities in differentiation in an elementary school vs a high school?

Just like in elementary classroom, high school teachers can differentiate in four ways: content, process, product, and learning environment. Regarding content, there are different electives students can take, and even within a subject (i.e. Math), there are different levels. Likewise, teachers have the freedom to deliver material, assess students, and design their classrooms in a variety of ways.

What differentiation considerations need to be made specific to teaching in a high school?

In Surrey, there is a B.A.S.E.S. (Building Academic, Social and Employment Skills) program in some high schools. This modified program focuses on social skills, employment skills, and functional academic skills that are relevant to the work place and community. Because of the modified curriculum, students do not receive a Dogwood Certificate. I think that having such a program is important because the focus is on functional academics – not everyone needs to know non-Euclidean geometries or Coulomb’s law. Even now as a grown-up, I know many of those with whom I attended high school that did not choose to go to university, and many are very successful in their chosen fields. I think special consideration need to be given to what the student wants to do after high school.

Two or three essential ideas you took away from the module

Three tiers of intervention (Response to Intervention – RTI) + Shelley Moore’s RTI template

The story behind Jordan’s Principle

One or more valuable resources:

I did not know such a document from my district existed until a colleague, Tamara Frew, posted it! I will be using this more often.

One or more useful strategies

Including more life skills in student’s programming, e.g. cooking , gardening,