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What recycle bins/inclusive structures are already in place in your classroom, school district or community?

1. Flexible seating.

2. Clear visual aids for instructions and schedules.

3. Differentiated assignments/ multiple entry points

4. Accessible technology for varied learning needs.

5. Sensory spaces for students needing breaks.

6. Universal design in lessons to ensure tasks are approachable for all students.

Who are your inclusion Kates?

I chose this set of questions because when I got to this question, I did not have a clear answer. We have new admin this year and our new principal has a background in inclusive ed, so maybe it will be him? Our district inclusive educators are probably great but honestly, I do not know them very well and I do not feel that supported in all honesty. I am going to make it my goal to find out who my inclusion Kate could be.

How can we make sure that they feel appreciated?

Being that my last answer is unknown I do not exactly know. But I think that recognizing when you see something good in someone or letting them know how they have inspired you to grow or change is a good way to recognize someone for something like this. Potentially shouting them out to your school, class, district, community etc. as the champion that they are would also be a good way to show recognition.

What could be your lavender spritzer/ What structures are still needed to make inclusion easier?

I think that the lavender spritzer for me would be to have some sort of shared resource center or link, because I feel like so much of my time/ energy is spent searching for or creating things that already exist, and that I do not get to use / implement easily as many supports as I would like or that are needed because I do not have access to them/ did not know that they already existed or I do not have time to create them.

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What are your thoughts on how effective the plan is currently?

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What are your thoughts on how effective the plan is currently?

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Think about your own school or district setting and how effectively your school is implementing these quality indicators. How does the impact of the ministerial orders support inclusion in your school or district?

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Think about your own school or district setting and how effectively your school is implementing these quality indicators. How does the impact of the ministerial orders support inclusion in your school or district?

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The impact of ministerial orders in British Columbia supports inclusion in schools like SD91 and Fraser Lake Elementary Secondary by mandating equitable access and providing frameworks that ensure all students, including those with exceptionalities, receive necessary support. Key ministerial orders relevant to inclusive education include those that require schools to provide Individual Education Plans (IEPs), offer personalized supports, and adapt learning environments according to each student’s needs. These orders reinforce practices such as Universal Design for Learning (UDL), access to specialized resources, and collaboration between educators, specialists, and families, all of which help foster a more inclusive, supportive environment.

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How will you become the leader you aspire to be?  How do you define leadership?

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How will you become the leader you aspire to be?  How do you define leadership?

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Module 2 Supporting inclusive classrooms

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Module 2 Supporting inclusive classrooms

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Teaching for inclusion – a review of research on the cooperation between regular teachers and special educators in the work with students in need of special support"

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Teaching for inclusion – a review of research on the cooperation between regular teachers and special educators in the work with students in need of special support"

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The article "Teaching for inclusion – a review of research on the cooperation between regular teachers and special educators in the work with students in need of special support" by David Paulsrud and Claes Nilholm reviews qualitative research on the cooperation between regular teachers and special educators from 2005 to 2019.

​

The review aims to understand how different forms of cooperation take shape and the factors that facilitate or constrain such cooperation to achieve inclusion.

​

Key points include:

1. Forms of Cooperation:

Co-teaching: Involves regular and special education teachers collaborating within the classroom.

​ Common models include "one teach, one assist," "station teaching," "parallel teaching," "alternative teaching," and "team teaching."

The "one teach, one assist" model is most common but often results in an unequal distribution of responsibilities.

​

1. Special Educational Consultations: Can be expert-driven or process-driven, focusing on either giving advice or engaging in reflective conversations.

​

Effective consultations involve mutual sharing of expertise and professional dialogue.

​

1. Mixed Forms of Cooperation: Include combinations of co-teaching, consultations, and professional development activities, which are seen as beneficial for fostering inclusive practices and positive attitudes towards inclusion.

​

2. Facilitating Factors:

Organizational Prerequisites: Adequate planning time, professional development, and support from school management are crucial for successful cooperation.

​

2. Personal Chemistry and Compatibility: Matching teaching styles and good professional relationships between co-teachers enhance cooperation.

​

3. Constraining Factors:

Standardisation and Curricular Constraints: Policies emphasizing standardised testing and a packed curriculum limit teachers' flexibility to adapt instruction for inclusivity.

​

3. Institutional Barriers: Lack of communication and differing views among cooperating professionals can hinder effective collaboration.

​

4. Theoretical Framework:

The review uses Thomas Skrtic’s theory of bureaucracies to analyze the forms of cooperation.

​

Skrtic suggests that schools should move towards an "adhocracy" model, which emphasizes innovation, problem-solving, and interdisciplinary cooperation, rather than rigid bureaucratic structures.

​

5. Conclusion:

The review highlights the need for flexible cooperation models that value the expertise of both regular and special educators.

It also emphasizes the importance of supportive organizational structures and policies that allow for adaptive and inclusive teaching practices.

​

The article underscores the complexity of achieving inclusive education and the necessity of systematic cooperation between regular teachers and special educators to create more inclusive learning environments.

​

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Teaching for inclusion   a review of research on the cooperation between regular teachers and special educators in the work with students in need of s

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Impossible. That was my first thought when I saw the class roster. In one of my ninth grade English classes, 13 of my 27 students had IEPs. Additionally, about one-third of the students had failed the class the previous year. I dreaded the first day of school. But then something wonderful happened: The principal assigned me a co-teacher, a special education expert to serve as another set of hands (and eyes and ears!) during this class every day. I was thrilled.

My co-teacher Sandie was a joy to collaborate with, but our relationship was by no means perfect, especially at the beginning. We often struggled to find planning time. Sometimes we disagreed about how to best help a particular student. However, we nurtured the co-teaching relationship and, in time, found a rhythm that worked for us-and for the students we served.

In the years since I co-taught with Sandie and other teachers, I've coached and consulted with dozens of successful and not-so-successful teams. Co-teaching, when done well, offers benefits for both students and teachers. When not done well, it can be confusing or downright frustrating for all involved. If you are or will be part of a co-teaching partnership, this post will show you some ways to make your partnership work beautifully.

What is Co-Teaching?

In a co-teaching relationship, also known as a "push-in" arrangement, a general education teacher partners with a specialist who may be certified in teaching English Language Learners (ELLs), students with learning disabilities, or some other special population. A co-teaching team works in the general ed classroom; for the majority of the time, students with special needs are not pulled out to receive services in another location.

For instance, a middle school social studies teacher may have an ELL teacher co-teaching with him during one class period because five students in that class are newcomers to the United States and speak only Arabic fluently. A high school teacher may have one or two sections of biology to which many students with IEPs for reading are channeled; a co-teacher who specializes in reading disabilities co-teaches in these classes. A 4th grade teacher may have two students with 504 plans and another three who have specific learning disabilities in her class; she works alongside a special education teacher daily during lessons in the four core academic subject areas.

For more background, download this Brief History of Co-Teaching.

Co-Teaching Structures

General education teachers working with specialists in a "push-in" model often work in one of the following structures described by Friend and Cook (1996):

One teach, one observe: One teacher delivers instruction while the other observes student learning. Usually the observer collects data on student understanding so that the co-teaching team can better plan future instruction. Sometimes, specific students are watched closely so that the teachers can determine new strategies to use with them.

One teach, one assist: One teacher takes the lead in providing instruction while the other moves around the classroom, assisting struggling students. This help is not limited to students with special needs; the assisting professional is there to serve whomever needs support.

Parallel teaching: The class is divided in two groups and the same material is presented simultaneously by both teachers. The teachers plan the two groups deliberately to maximize the success of all students; this is not simply a "pull-out" or intervention group sitting in the same room.

Station teaching: Both teachers are actively involved in instruction as students are divided into groups and rotate from one station to the next. There may be stations where students work independently or with a paraprofessional in addition to the two stations the co-teachers facilitate.

Alternative teaching: One teacher takes a small group of students and provides them more intensive or specialized instruction that is different than what the large group receives from the other teacher.

Team teaching: Both teachers teach the content at the same time in tandem or "tag team" fashion.

It is important to note that both teachers have equal status and equal responsibility in all six of these arrangements. In the co-teaching relationships that work best, at no time is one teacher seen as subordinate to the other. Both professionals are credentialed professionals, although each may have his or her specific areas of expertise.

How to Make the Most of a Co-Teaching Partnership

Researchers and practitioners have tons of advice about how to co-teach effectively, and as a person who has been "in the trenches" with several different co-teachers, so do I. The advice below sums up the most common recommendations.

1. Respect each other.

Not surprisingly, mutual respect is critical to the co-teaching relationship. You'll have to share ideas openly and do much of your work facing students together, so respecting each other is paramount. Sometimes you'll disagree, and that's to be expected. As co-teacher and ELL specialist Melissa Eddington says, it's fine to disagree with someone's ideas, but don't make the disagreement about the person.

Teachers in co-teaching situations that don't work well often report feeling disrespected. Amy* is an ELL specialist paired with a middle school social studies teacher. When they collaborate, Amy feels her suggestions for tweaking whole-class lessons are not taken seriously by her partner. "She respects me as a professional," Amy says of her co-teacher, "but I think because I'm not experienced in her content, she doesn't see my input as valuable."

Susan*, who is licensed in both secondary science and learning disabilities, works with two physical science teachers and one biology teacher. The physical science teachers welcome her ideas and eagerly adjust their lessons based on her suggestions. They are seeing a steady increase of students mastering the required standards in the classes Susan supports. The biology teacher, however, dismisses many of Susan's ideas and accuses her of "dumbing down" his content. Susan feels disrespected and finds it hard to even be in the room with the biology teacher because he constantly positions himself as "the expert" and places her in a subordinate role.

Words and gestures speak volumes. Take care to show respect for your partner in all you do.

2. Clearly define roles and responsibilities.

Co-teaching works better when the partners agree on who does what, when. Clearly defined roles and responsibilities prevent either partner from feeling the other has overstepped a boundary or shirked responsibilities.

Natalie Marston (2002-2015), an elementary special ed teacher, recommends co-teachers reach agreement on scheduling, classroom procedures and behaviors, classwork and homework policies, grading, and school/home communication together so they present a united front at all times.

Obviously this type of planning requires a great deal of time, ideally before school starts. If extended time is not available prior to the beginning of the school year, then the co-teaching team should expect to put in extra hours before and after school in the first few weeks so things get off to a good start.

My co-teacher Sandie and I did not have advance warning of our assignment. We found out about it on the first teacher workday, leaving us only a few days before the students arrived. For weeks, we both felt like we were playing "catch up and keep up," but found that having lunch together (and some happy hours together) helped us stay in sync.

3. Be flexible.

Innovation is difficult. That's why so many teachers find themselves falling back on comfortable (and even tired) activities and strategies. Co-teaching allows you to gain another person's perspective on how instruction might be improved, how students might be best assessed, what resources to use, and so much more. Sometimes this means one person has to put aside his or her favorite tried-and-true strategy and try something different.

When Susan suggested a tactile, quiz-like method for reviewing the periodic table to her physical science co-teaching partners, they were skeptical about the time and materials it might require. They initially felt it would be more efficient to simply give additional notes to their students and then pair students to quiz each other. However, they agreed to try the review Susan's way. The students loved the activity, and almost every student with special needs passed the chapter test two days later. All three teachers were thrilled and committed to using the activity in future years.

4. Plan together.

The co-teaching relationship brings together two people with wonderfully rich expertise and experiences. Special educators are typically skilled in individualizing curriculum and instruction based on children's needs (Dettmer et al., 2005; Volonino & Zigmond, 2007). General educators, on the other hand, tend to have broad knowledge of the curriculum, standards, and desired outcomes for the larger group. Therefore, when general educators plan lessons, they tend to aim for the masses (Dettmer et al., 2005). Both perspectives are important, and co-teaching teams need ample planning time to work through how to best utilize each one.

Lack of planning time can lead to territorialism. Without time to plan for a good balance of content and individualization, a general ed teacher may become protective of his subject matter, or a specialist may become protective of his students. Emma*, a high school special ed teacher partnered with two geometry teachers, has experienced this. One teacher often asks Emma to pull aside the five or six students with specific disabilities within his class and work only with them. He sometimes says to her, "You worry about your kids. I'll worry about geometry." The principal is now providing an additional hour of planning time for Emma and this teacher. An assistant principal who oversees the math department facilitates the meetings so Emma feels supported and the geometry teacher has another content-area expert to hash things out with.

Keep in mind that planning must include both instruction and assessment. Considering many students with special needs have legal accommodations for assessment (like being provided translation, extended time, or oral reading), it's best to include both partners fully in designing quizzes, tests, papers, and other high-stakes assessment tasks.

How much time is ideal? One study found that co-teachers desired, on average, 15 minutes to an hour each day for planning (Dieker & Murawski, 2003). This figure corresponds to what worked for my co-teacher and me, and it also confirms what I hear from many co-teachers in the field. Strive to find that time any way you can.

5. Don't take yourself too seriously.

Innovation requires failure. Many times, teachers feel they've failed somehow during instruction, and in reality, the students haven't even noticed. We are often our own worst critics. Revisiting or correcting something later in the day (or the next day) doesn't mean you failed earlier. It means you've learned something since. This is the kind of ongoing learning we want to model for our students.

And, as in most situations in life, a little bit of humor goes a long way. Laugh with your co-teacher. Allow students to see both of you laughing with each other and with them when something is surprising, silly, or just doesn't go the way you planned. In the words of Jennifer Wolf who co-teaches with Melissa Eddington, "Take the work seriously, but don't take yourself too seriously."

Eddington adds, "You gotta laugh at each other! Our job is hard, and if you're not laughing and making light of some things, then it's just not going to be a good place to be."

6. Communicate, communicate, communicate.

Planning time is one thing; constant communication is another. Not only should co-teachers frequently plan for what standards will be covered, how material will be taught, and how students will be assessed, they should also regularly communicate in less formal ways.

Co-teaching teams have different methods to create and sustain that communication:

Eddington and Wolf use the Voxer app throughout the school day and on their drives home to send messages back and forth. Voxer works like a walkie-talkie and allows back-and-forth conversation in real time when two people are not physically close to each other. Melissa says, "We're constantly communicating. We're talking about specific students. We're looking at assessments to see what areas are lacking...different things we want to bring to the classroom, things we don't want to do..."

Some other teams I've worked with use texting and emails throughout each day to share updates. Voxer, texts, and emails can all work well, especially if one teacher has urgent information or an urgent question about a particular student.

Teams can use Google Docs or other shared documents to keep track of lesson planning and to share feedback with each other on how lessons went. Collaborative documents can also be used to provide each other with information about targeted students.

In addition to ongoing communication, Ariel Sacks (2014) reminds us to periodically check in with our co-teacher about how we are doing in general. She recommends asking your partner the following:

Are there management items we should clarify, such as when are students allowed to go to the bathroom?

Are we sharing airtime well?

Are we dividing grading in an equitable way?

Would different teaching formats better utilize the two of us in the classroom?

Finally, co-teachers need to present a united front when dealing with parents. Some partners go as far as to create a shared email address from which all communication flows. This may or may not be practical in your situation. At the very least, important parent communication about a student's progress should be drafted by both parties.

For more in-depth information about communicating and collaborating with your co-teacher, see Communicating and Collaborating in Co-Taught Classrooms (Conderman et al., 2009).

7. Seek administrative support.

Sometimes, teachers have been scheduled to co-teach by administrators but didn't have much advance notice. This is what happened with Sandie and me. We were able to find snippets of time during the school day to use for planning and checking in with each other, but we had no common planning period. If you and your partner don't have a common planning time when you can frequently collaborate, ask for it. Go to your principal with a couple of proposals about how this can work without too much disruption to the rest of the schedule.

Sometimes co-teachers may not understand fully why they are being asked to team. If this is the case, ask for a meeting with the principal and any others responsible for the assignment. Ask them why they thought the two of you would be a good fit and what they hope you will accomplish with students.

If you're already in a co-teaching partnership that's not working well, and you've tried to address this with your partner, turn to a trusted administrator next for advice. If you and your co-teacher have not recently been observed, ask the administrator to come sit in on part of a lesson. Tell him or her what you'd like feedback on or what feels like it's not working well. Debrief with the administrator, ideally with your co-teaching partner. When an observer offers data and feedback to both of you, it may feel different for your partner than when you share things from your perspective. (This co-teaching observation form can help.)

It's important not to go to other teachers with your concerns. Respect the collegial relationship you have with your co-teacher and don't do anything that might undermine it. And it should go without saying that you don't want students to perceive any problems within the co-teaching relationship. Be cognizant of your demeanor, tone, and body language. Students are quite perceptive and can easily spot trouble. They are also experts at "good cop/bad cop." Don't let students play you and your partner against each other. If your colleagues or students give you any evidence that they know the co-teaching arrangement is ineffective, head straight for that trusted administrator to support you. ♦

*These names have been changed.
References:
Conderman, G., Johnston-Rodriguez, S., & Hartman, P. (2009). Communicating and collaborating in co-taught classrooms. Teaching Exceptional Children Plus,5(5). Retrieved January 26, 2017, from http://files.eric.ed.gov/fulltext/EJ967751.pdf

Dettmer, P., Thurston, L., Knackendoffel, A., & Dyck, N. (2009). Collaboration, consultation, and teamwork (6th ed.). Columbus, OH: Pearson.

Dieker, Lisa A., Murawski, W. M. (2003). "Co-teaching at the Secondary Level: Unique Issues, Current Trends, and Suggestions for Success." The High School Journal, 86(4). Retrieved January 26, 2017, from http://search.proquest.com/docview/220220652/13494E2D48D1DB506F0/8

Friend, M. & Cook, L. (1996). Interactions: Collaboration skills for school professionals. White Plains, NY: Longman.

Marston, N. (2002-2015). Six steps to successful co-teaching: Helping special and regular education teachers work together. National Education Association. Retrieved January 26, 2017 from http://www.nea.org/tools/6-steps-to-successful-co-teaching.html

Sacks, A. (2014, October 15). Blog post. Eight tips for making the most of co-teaching. Retrieved January 26, 2017, from http://www.edweek.org/tm/articles/2014/10/15/ctq_sacks_coteaching.html

Volonino, V. & Zigmond, N. (2007). Promoting research-based practices through inclusion. Theory into Practice, 46(4), 291-300.

Learn More

Angela Peery is the author of The Co-Teacher's Playbook, which will be available in September 2019.

Links to this book are Amazon Affiliate links. Cult of Pedagogy gets a small commission for all purchases made through these links.

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When done well, co-teaching offers benefits for both students and teachers. When not done well, it can be confusing or downright frustrating for all involved.

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Engagement

Design options for welcoming interests and identities, effort and persistence, and emotional capacity.

Representation

Design options for perception, language and symbols, and building knowledge.

Action & Expression

Design options for interaction, expression and communication, and strategy development.

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Learn about CAST’s Universal Design for Learning framework, fostering inclusive educational experiences and improving learning outcomes for all learners.

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classroom management with exceptional learners

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This is a positive behavior intervention support (PBIS) document. I really like this resource because it is interactive, there are great visuals (flow charts) and a self assessment to help you figure out where to get started with integrated links making it easy to navigate. There are also rubrics included with each focus that break down what it looks like in elementary and secondary as well as what it should not look like, along with additional resources.

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UDL IN THE CO TEACHING CLASSROOM (1) (1)

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Module 3- Supporting the inclusive school

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Module 3- Supporting the inclusive school

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Positive Behavioral Interventions and Supports (PBIS) is an evidence-based, tiered framework for supporting students’ behavioral, social, emotional, and academic growth. It is a way to create positive, predictable, and safe learning environments where everyone is successful.

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For students with disabilities, peer supports can:

Increase the frequency and quality of interactions with classmates

Help them develop new friendships and supportive relationships

Expand their social networks

Promote their sense of belonging

Ensure broader participation in class and school activities

Improve their social competence and social skills

Inspire higher expectations from teachers and peers

Boost their proficiency in the use of communication systems

Strengthen their independence and self-determination

Support acquisition of new academic skills

Foster greater academic engagement and curricular access

Promote progress toward educational goals

Give them less stigmatizing and intrusive sources of supports

For students without disabilities, participating in peer support activities can:

Strengthen academic engagement and class participation

Increase their opportunities to receive and provide social support

Help them acquire new support and advocacy skills

Connect them with additional attention and feedback from adults

Spark lasting friendships

Inspire a sense of accomplishment and personal growth

Increase their class and school attendance

Help improve their grades and homework completion

Develop a stronger appreciation for the importance and value of inclusion

Increase their self-confidence and help them assume greater responsibility

Deepen their knowledge about and understanding of specific disabilities

Help them understand and accept diversity and individual differences

What peer support strategies have you tried in your classroom? Here are 5 effective approaches that benefit students with and without disabilities, excerpted and adapted from Social Relationships and Peer Support by Rachel Janney & Martha Snell. Look them over and think about which ones might be most helpful to your learners.

Peer modeling

Peers provide recorded or live demonstrations of targeted social skills

Situations modeled should be familiar ones that students are likely to encounter

Peers explicitly tell the observing student what they are doing and why

Can be used informally during the course of the day or during formal, structured learning sessions

Peer buddy systems

Peers provide incidental teaching during nonstructured, routine classroom activities

Many buddy systems in lower grades emphasize increasing and improving a student’s communication with peers

More formal, structured buddy programs may focus on instructional support for secondary school students during inclusive classes

Friendship groups

Lunch, recess, or after-school groups explicitly designed to bring together students with disabilities and their peers for socialization and fun

Work especially well when inclusion is minimal or if a student with disabilities is new to a school

May meet weekly around specific themes like the homecoming dance or school grounds improvement

Good opportunity to build social relationships and provide informal support channels for students with disabilities

Cooperative learning

Students work in small, mixed-ability groups and support each other’s learning

Competition is deemphasized in favor of cooperation, mutual support, and shared accomplishments

All group members work together toward a shared goal; group is successful only when each member achieves the goal

Peer tutoring

Students get one-to-one instruction on a particular topic, assignment, or skill by a classmate, a peer, or an older student

Peer tutoring programs can use fixed roles for students or allow them to alternate between tutor/tutee roles

Especially effective in incremental learning, in which there’s one correct answer that the tutor is able to guide the tutee toward

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Embedding trauma informed practice into education services

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Embedding trauma informed practice into education services

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Step 1: Build Awareness and Buy-In

1. Engage Leadership:

Educate school administrators about the benefits of TIP and its alignment with existing frameworks like PBS or MTSS.

Allocate resources for professional development, staffing, and materials.

2. Assess School Needs:

Conduct a needs assessment to identify gaps in staff knowledge, student needs, and available resources.

Use surveys, interviews, and data from school counselors or behavioral specialists.

3. Form a TIP Leadership Team:

Include administrators, teachers, counselors, and support staff.

Ensure diverse perspectives, including input from parents and students, if possible.

Step 2: Provide Universal Training (Tier 1)

1. Professional Development for All Staff:

Train staff in recognizing trauma symptoms, promoting emotional regulation, and fostering safe environments.

Use evidence-based programs such as Trauma-Informed Schools Training or CBITS (Cognitive Behavioral Intervention for Trauma in Schools).

Emphasize cultural sensitivity and inclusivity.

2. Embed Trauma-Informed Practices into Daily Routines:

Establish predictable routines to create a sense of safety.

Use calming spaces and sensory tools to help students regulate emotions.

3. Foster Positive Relationships:

Encourage empathy and open communication between staff and students.

Train teachers to use restorative practices instead of punitive discipline.

4. Modify Curriculum and Policies:

Incorporate social-emotional learning (SEL) activities into the curriculum.

Review and adjust school policies to avoid retraumatizing practices, such as harsh disciplinary actions.

Step 3: Establish Targeted Interventions (Tier 2)

1. Identify Students Who Need Additional Support:

Use data from behavior tracking, teacher referrals, or counselor observations to identify students showing signs of trauma.

2. Offer Group Interventions:

Implement programs like CBITS or SSET (Support for Students Exposed to Trauma).

Focus on skills like emotional regulation, coping strategies, and peer support.

3. Provide Teacher Support:

Offer consultation and coaching for teachers handling trauma-impacted students.

Develop classroom strategies, such as flexible seating or modified workloads.

Step 4: Deliver Intensive Interventions (Tier 3)

1. Individualized Support Plans:

Create personalized intervention plans for students with severe trauma symptoms.

Involve school counselors, psychologists, and families in developing these plans.

2. Trauma-Specific Therapies:

Partner with mental health professionals to provide interventions like Trauma-Focused CBT (TF-CBT) or other evidence-based therapies.

3. Family Engagement:

Offer workshops or resources for parents to understand and support their child's needs.

Provide access to family counseling services, when possible.

Step 5: Build External Partnerships (Tier 4)

1. Collaborate with Community Agencies:

Partner with local mental health organizations, child welfare agencies, and healthcare providers.

Develop clear referral pathways for students requiring external services.

2. Create a Community Network:

Host regular meetings with community partners to discuss trends, challenges, and successes.

Share resources and coordinate support for students and families.

Step 6: Monitor and Sustain the Program

1. Evaluate Impact:

Use surveys, focus groups, and student performance data to measure outcomes.

Track reductions in behavioral incidents, improved attendance, and enhanced student well-being.

2. Provide Ongoing Training and Support:

Offer refresher courses and workshops for staff.

Maintain coaching and mentorship programs for teachers.

3. Integrate TIP into the School Culture:

Make TIP a core part of the school’s mission and values.

Celebrate successes and share stories of positive impact to maintain momentum.

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my SEL PRO D presentation

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SEL Resource list for BC Teachers

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What is Family-Centred Service?

Family-centred service (FCS) is an approach to working with children and their families that recognizes the central role families play in the child’s development and well-being. This model emphasizes collaboration between professionals and families, respecting the family’s strengths, priorities, values, and cultural context. Key principles include:

Respecting families as the primary decision-makers for their child.

Empowering families through shared decision-making and goal-setting.

Providing support tailored to the family’s unique needs and circumstances.

Myths About Family-Centred Services

1. Myth: Family-centred service means professionals lose control.

Reality: FCS emphasizes shared decision-making, where both families and professionals contribute their expertise. It doesn’t diminish the role of professionals but promotes collaboration.

2. Myth: Families always know what’s best for their child.

Reality: While families know their child best, professionals bring valuable expertise. FCS integrates both perspectives to create well-rounded solutions.

3. Myth: FCS only benefits families and not professionals.

Reality: FCS fosters stronger relationships and better outcomes, reducing professional stress and increasing job satisfaction.

4. Myth: It’s too time-consuming to implement family-centred service.

Reality: While it may require upfront effort, FCS improves communication and reduces misunderstandings, saving time in the long run.

5. Myth: Family-centred service is only for children with significant needs.

Reality: FCS is beneficial for all families, regardless of the child’s needs or abilities.

How Does Family-Centred Service Make a Difference?

1. Improved Outcomes for Children

Children thrive when their families are empowered, supported, and engaged in their development and education.

2. Enhanced Family Empowerment

Families feel more confident and capable in navigating systems, advocating for their child, and supporting their development.

3. Stronger Relationships

FCS builds trust between families and professionals, leading to more effective and meaningful partnerships.

4. Cultural Responsiveness

By respecting family values and priorities, FCS supports culturally relevant care and services.

5. Sustainability

Families develop long-term skills and resources to address challenges independently, fostering resilience.

Fostering Family-Centred Service in the School

1. Build Trust and Respect

Create a welcoming environment where families feel valued and heard.

2. Provide Clear Communication

Share information in accessible ways and use active listening to understand family perspectives.

3. Collaborative Goal-Setting

Involve families in setting educational and developmental goals for their child.

4. Respect Cultural and Personal Contexts

Adapt policies and practices to honor the cultural and personal backgrounds of families.

5. Offer Flexible Support

Tailor interventions and resources to meet individual family needs, whether through flexible meeting times, technology, or interpreters.

6. Empower Families

Provide opportunities for families to build their capacity through workshops, advocacy training, or resource-sharing.

7. Engage the Whole School Community

Promote a school culture where every staff member understands and practices family-centred principles.

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key ways of developing collaborative partnerships between professionals and families as outlined in Chapter 9: The Family-Centred Support Plan: An Action Strategy for Parent and Professional Partners from Barry Trute et al.'s Partnering with Parents: Family-Centred Practice in Children’s Services (2018):

1. Mutual Respect and Trust

Build relationships based on mutual respect and recognition of each other's expertise—parents as experts on their children and professionals as experts in their fields.

2. Clear and Open Communication

Use consistent, transparent, and empathetic communication to ensure both parties understand each other's goals, concerns, and expectations.

3. Shared Decision-Making

Involve families in every step of the decision-making process to ensure their values, priorities, and cultural contexts are reflected in the plans.

4. Strength-Based Approaches

Focus on the strengths of the family and child rather than deficits, empowering them to be active contributors in the support process.

5. Cultural Sensitivity

Respect and incorporate the family’s cultural, spiritual, and social contexts into the planning and delivery of services.

6. Flexibility in Support Plans

Adapt plans to meet the unique needs and changing circumstances of the family, ensuring they remain relevant and achievable.

7. Empowerment and Capacity Building

Equip families with the tools, knowledge, and confidence to advocate for their needs and navigate services independently.

8. Regular Review and Feedback

Schedule periodic reviews of the support plan with input from all parties to assess progress, address challenges, and revise strategies as needed.

9. Collaborative Goal-Setting

Develop goals that are realistic, meaningful, and co-created with input from both the family and professionals to ensure buy-in and alignment.

10. Support for Family Well-Being

Recognize the broader well-being of the family as integral to the child’s success and provide resources or referrals as needed.

These strategies aim to create a supportive, empowering framework where families and professionals work as true partners for the benefit of the child.

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The SAMR model (Substitution, Augmentation, Modification, Redefinition) is a powerful framework for integrating educational technologies, especially in inclusive settings. Here’s how each stage of the model can enhance learning for diverse learners:

1. Substitution: Technology replaces traditional tools without changing the task's functionality.

Examples in Inclusive Settings:

Using a digital text-to-speech tool instead of printed books for students with visual impairments or reading difficulties.

Digital worksheets that can be completed on a device instead of paper copies.

Benefits: Increases accessibility (e.g., enlarging text for low-vision students) and allows students to work independently.

2. Augmentation: Technology acts as a direct tool substitute with added functionality.

Examples in Inclusive Settings:

Enhanced e-books with audio narration and embedded vocabulary definitions.

Online quizzes with immediate feedback for students with learning disabilities.

Speech-to-text tools for students who struggle with writing but excel in verbal expression.

Benefits: Supports learners by providing scaffolds, reducing barriers, and personalizing the learning experience.

3. Modification: Technology allows for significant task redesign.

Examples in Inclusive Settings:

Collaborative writing projects using tools like Google Docs, where peers can contribute and offer feedback in real time.

Digital portfolios for students to showcase their work using multimedia (videos, images, and text) tailored to their strengths.

Virtual reality (VR) experiences that simulate real-world scenarios for students with social or emotional challenges, building life skills in a controlled environment.

Benefits: Encourages collaboration, creativity, and personalized expression, catering to individual needs.

4. Redefinition: Technology enables tasks previously inconceivable.

Examples in Inclusive Settings:

Students create interactive presentations or digital stories using tools like Canva or Adobe Express, incorporating voiceovers, animations, and visuals.

Virtual exchange programs where students interact with peers from different cultural backgrounds via video conferencing or collaborative platforms.

Coding projects where students with diverse abilities design simple games or animations, developing critical thinking and technical skills.

Benefits: Opens new pathways for learning, empowers students to demonstrate knowledge in innovative ways, and bridges gaps between learners of different abilities.

General Tips for Implementation:

Leverage Accessibility Features: Ensure technologies include built-in supports (e.g., closed captions, adjustable font sizes, and high contrast modes).

Collaborate with Specialists: Work with occupational therapists or special education teachers to identify tools that align with student needs.

Train Students and Staff: Provide guidance on how to use these technologies effectively.

Gather Feedback: Regularly assess the impact on student learning and engagement to refine the integration of technology.

By applying the SAMR framework, teachers can progressively adopt technology to create inclusive and transformative learning experiences that address the diverse needs of all students.

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The TPACK framework, which stands for Technological Pedagogical Content Knowledge, is a model that identifies the essential types of knowledge educators need to effectively integrate technology into their teaching. It emphasizes the intersection of three primary forms of knowledge:

1. Content Knowledge (CK): Mastery of the subject matter to be taught.

2. Pedagogical Knowledge (PK): Understanding of teaching methods and practices.

3. Technological Knowledge (TK): Familiarity with digital tools and technologies.

The interplay among these domains enables teachers to design and implement lessons that effectively incorporate technology to enhance learning. For instance, a science teacher might use interactive simulations to demonstrate complex concepts, thereby integrating content, pedagogy, and technology seamlessly.

For a more in-depth explanation and classroom examples of the TPACK framework, you can refer to the article by PowerSchool.

Additionally, here's a video that provides a comprehensive overview of the TPACK framework with practical classroom

1. Interactive Science Simulations: Teachers utilize digital simulations to demonstrate complex scientific concepts, such as molecular structures or physics phenomena, allowing students to visualize and interact with content that would be difficult to grasp through traditional methods.

2. Mathematics Instruction with Virtual Manipulatives: Educators incorporate virtual manipulatives, like digital fraction bars or geometric shape builders, to help students understand abstract mathematical ideas through interactive and visual means.

3. History Lessons Using Multimedia Presentations: Instructors create engaging history lessons by integrating videos, audio recordings, and interactive timelines, providing students with a richer understanding of historical events and contexts.

4. Language Arts with Blogging Platforms: Teachers encourage students to develop their writing and communication skills by maintaining blogs, where they can publish their work, receive feedback, and engage in discussions, fostering a real-world application of language arts.

5. Collaborative Projects via Online Tools: Students participate in group projects using collaborative platforms like Google Docs or educational forums, enabling them to work together asynchronously, share ideas, and co-create content, enhancing their teamwork and digital literacy skills.

These examples demonstrate how the integration of technology, pedagogy, and content knowledge can create dynamic and effective learning experiences, aligning with the principles of the TPACK framework.

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The TPACK Framework Explained (With Classroom Examples)

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The TPACK (Technological Pedagogical Content Knowledge) framework can significantly enhance educational technologies in inclusive settings by guiding educators to thoughtfully integrate technology that addresses the diverse needs of all learners, including those with disabilities or special needs. Here's how TPACK can support inclusive education:

1. Technological Knowledge (TK):

In inclusive settings, the effective use of technology can make learning accessible to a wide range of students.

Assistive technologies like screen readers, text-to-speech, and speech-to-text tools can help students with disabilities access content.

Example: A teacher could use a text-to-speech tool to help a student with dyslexia read class materials, enabling them to access the same content as their peers.

2. Pedagogical Knowledge (PK):

Inclusive education requires flexible, adaptable teaching methods that consider the diverse needs of students.

Differentiation can be enhanced through technology, allowing students to engage with the content in ways that suit their strengths and needs.

Example: A teacher could use video tutorials and interactive lessons to support students who benefit from visual or auditory learning, while also offering written materials for those who process information better through reading.

3. Content Knowledge (CK):

When integrating technology in inclusive classrooms, content must be taught in a way that supports all learners, regardless of their abilities.

Universal Design for Learning (UDL) principles can guide educators in selecting digital tools and content that offer multiple ways to engage, represent, and express learning.

Example: In a history class, the teacher might use interactive maps, multimedia resources, and timelines to provide different ways for students to explore historical events, making the content more accessible to students with varying abilities.

Intersections in TPACK for Inclusive Education:

Technological Content Knowledge (TCK): Teachers can use technology to make complex content more understandable and engaging.

Example: Using virtual simulations to teach complex science concepts, allowing students with varying learning abilities to interact with and explore the content at their own pace.

Technological Pedagogical Knowledge (TPK): Teachers can use technology to design lessons that cater to diverse learning styles and needs.

Example: A teacher might use a learning management system (LMS) that allows students to choose the format of their lessons—videos, podcasts, or text—based on their preferences or needs.

Pedagogical Content Knowledge (PCK): Teachers apply effective teaching strategies that are content-specific while considering students' needs.

Example: Using collaborative tools like Google Docs to facilitate group projects in a way that accommodates students with communication difficulties, offering them alternative ways to contribute to the project (e.g., through speech-to-text or collaborative brainstorming).

TPACK at the Intersection:

Example: A teacher working with a student who has limited mobility might use adaptive technologies like eye-tracking software to allow the student to engage with digital content and participate in group activities. This approach uses both technology (eye-tracking software), pedagogy (supporting participation in group work), and content (ensuring the content is accessible and interactive for the student).

Benefits in Inclusive Settings:

Personalized Learning: TPACK helps ensure that technology is used to tailor the learning experience to each student's needs, allowing for greater individualization.

Increased Engagement: By using diverse technologies, teachers can make learning more engaging for students who may struggle with traditional methods.

Collaboration: Technology tools can promote collaboration among students of varying abilities, enhancing peer learning and social interaction.

Access to Diverse Resources: TPACK encourages the use of various digital resources that can address different learning styles, such as visual, auditory, and kinesthetic learning preferences.

By thoughtfully integrating technology through the TPACK framework, educators can create more inclusive classrooms that are responsive to the needs of all students, providing a variety of learning experiences and fostering equal opportunities for success