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Classroom Culture

She is fully included in everything: activities, course content

Teacher

Fully included Ruby in the classroom

She was expected to participate in class

Parents

Parents didn’t put limits on her

Sister is thoughtful, and observant. She looks out for her sister’s wellbeing

Individual support

Giving her extra support (speech Pathologist)

This is apart of inclusion

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- The EA worked with Ruby in the classroom, and included her in classroom curriculum

built relationships with the adults working with her on speech therapy.

overly positive about her reports and removed "but" and used "and" instead to celebrate opportunities

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Treated her as an equal even more so then a friend, which made it easy based on the behaviour of the teacher toward Ruby.

They had empathy and understanding toward her. They aren't hiding that she is different, but instead embracing her differences and loving them.

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-displaying her work just as the other kids had their work displayed in class

-integration into the class as a whole

-although there were extra learning supports for Ruby, she was still able to be part of the rest of the class

-teacher making inclusivity examples(reading books about inclusion)

-Ruby was still included in normal childrens games and experiences

-Students around Ruby included her in their friendship circles

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Providing opportunities for her

Focusing on strengths

Connecting to Ruby

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She is determined, resilient, and kind. A regular kid (cheating during hide and seek), showing so much love to her friends and parents (hugs, "you stole my heart"). She is overall, such a sweet child.

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specialists help to provide one-on-one time with Ruby

provides her with additional people to learn from and build more relationships and trust with

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collaboration between principal, class teacher, and speech therapist

Had EA's for her so she can get more one-on-one assistance

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didn't use her differences as a "crutch"

motivated and wanted to do well

tried her best even when it was difficult

very social and confident

communicated her needs

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Parents were the biggest advocates Ruby. They are within the mindset that they want her to have a normal life and push her boundaries in the school setting specifically because they are aware of the safe space the school provides.

They were open to collaboration with multiple members of Ruby's team. The language used by the parents is very mindful as well--its reciprocated then among many others.

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happy, outgoing, and kind

determined and confident

learned from her peers and copied them to learn routines and expectations

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She has a speech-therapist who works with her at school. There are EAs to support her in the classroom. The EA had a personal connection to DS, so it was nice to see the level of support she was giving to Ruby due to her personal story.

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Expressing herself, making choices

Building relationships

Feels sense of belonging and willing to participate

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actively engaged with activities

willing to try difficult things and answer questions

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had educational assistants to provide extra support

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didn't treat her differently

included her

created friendship handshakes

helped her with activities and explained things to her

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include her in all of the activities and do not isolate her from activities (reading what she wrote in front of the class, and having children comment on her work)

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involved with Ruby and her school life

everyone was inclusive

exchanging but with and

focused on the positive

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seeing her as an equal and a friend

encouraging her to do work and holding her to the same standard

modelled expectations for her

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providing extra resources without singling her out

compliment learning not replacing it

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Including her like any other student during group activities, not off to the side with an aid throughout the whole day (allows independence --succeed and fail on her own, knowing what she can and cannot do and figuring that out on her own). The teacher does ensure Ruby is meeting learning objectives with help while needed.

The teacher is using proximity while teaching, having Ruby within arms reach, as well as using peers to give feedback and help to Ruby. Pairing her effectively with others to learn in the best way possible.

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She was also advocating for extra help, and making sure she is acknowledging her achievements, and also making sure other students are being kind.

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Ruby Rainbow Foundation to spread awareness

allowed and advocated for her access and opportunity to be in a mainstream classroom and school

did not treat her differently from her sister

gave her challenges and are inspired by her determination

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confident, happy, comfortable kid

like any other kindergarten kid

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helped Ruby but would not do everything for her

looked out for her, asking Ruby to join their games, made a secret handshake with her, etc

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Working with Ruby in small groups/pairings

Showing kindness and acceptance, not just tolerance

Genuine desire to help- not forced

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Provide challenges for her (not only give her things that they knows she can do, but things that will challenge her and give her a sense of achievement).

Her parents are advocating and being a voice for her to ensure that she is being given an equal opportunity.

They also seem to be very caring parents, and even though both daughters may have different needs and abilities, they are both treated in an equitable way.

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The parents advocating for Ruby's education and making sure she is being included and not left out. Showing her all of the love that they could give her. Not differentiating her and her sister. Also education her sister on Ruby's condition, and affirming that she should be understanding and open-minded.

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treated her the same as others

included her in social interactions

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confident, engaged and active in school activities

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advocate for her

stays involved in her schooling, challenges her so she can grow

talked about Ruby and her sister in a similar way

learnt strategies and did research on downs syndrome

did not make her feel singled out, made sure she got to participate the same as other kids

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really strong advocates for Ruby

were persistent in their advocacy for Ruby even when things were challenging

demonstrated an interventionist approach, allowed Ruby to grow and change

connected her with professionals

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included her in group activities

provided positive reinforcement

Reinforcing kindness in the classroom

allowed her to share her work with the class

same standards as other typical children in the class

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regular friendship activities

adults aren't treating her any differently so her peers are modelling the same behaviour

making an effort to be friends outside of school

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Advocating for her to be included

Not treating her differently from her sister

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biggest advocates

involved in Ruby's life and other adults in Ruby's life

started a foundation

setting her up for success longterm; they challenge her

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Her peers are being very supportive and including her in everything. They aren't singling her out. They are treating her like everybody else. They are very kind to Ruby.

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make her feel welcome in class

Her desk was set up the same as the other students

participated in whole class activities

Called on her to answer questions

communicated with parents

focused on what she can do rather than what she cannot

Library teacher included books about inclusion

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positive feedback to all students

gave her opportunities to share with the class

taught inclusion to students; make it a goal for the school

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treated her and her sibling very similar, provided additional support but not at the expense of her sister

same aspirations as her sister

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teaching expectations to all students and created a really welcoming classroom environment

gave positive feedback

worked closely with parents

held Ruby to the same standards as other students in the class

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Working in small groups or pairs

Inclusion in class-wide activities

Opportunities for independence

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Her peers include her in games (hide and seek), they help her walk through math steps.

Overall, they treat her like she is no different than any other student in the class.

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using materials and resources that have a theme of inclusion

spoke normally to ruby, didn't outwardly treat her different/speak down to her

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They include Ruby in activities inside and out of the classroom and they don't see Ruby as different. Her peers are getting lots of useful skills to be advocates for kids like Ruby

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Reinforcing school learning with therapists outside of school

challenge her

advocate for her

believed in her

made a foundation for her and others

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She was comfortable speaking and sharing in the classroom. She put in a lot of effort, both in the class and while playing. She is happy to make friends and isn't shy

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provided opportunity for inclusion (set up class in a way that actively involved Ruby)

called on Ruby for specific examples (gave her equitable opportunities)

had support to help with some modified work (Educational Assistants)

chose to look at the similarities within all of her students, rather than Ruby's differences

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Interventionist perspective- willing to discuss and plan ways to help her school experience be positive