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https://products.brookespublishing.com/Its-More-Than-Just-Being-In-P1062.aspx

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For students with disabilities, including those with complex support needs, inclusion means more than just physical presence in a classroom—it means valued membership and full participation in a general education classroom and the school community. This book is your school team’s practical blueprint…

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https://www.positivediscipline.com/

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Products for Parents

Positive Discipline teaches young people from an early age to become responsible, respectful, and resourceful members of their communities. Based on the best-selling Positive Discipline parenting books by child psychologist Dr. Jane Nelsen, Positive Discipline teaches important social and life skills in a manner that is deeply respectful and encouraging for both children and parents. Recent research tells us that children are hardwired from birth to connect with others, and that children who feel a sense of connection to their community, family, and school are less likely to misbehave. Positive Discipline is based on the understanding that the key to positive parenting is not punishment, but mutual respect.

Products for Teachers

Do you find yourself spending time in the classroom controlling behavior and confronting apathetic students? You don't have to - Positive Discipline's proven, time-tested classroom management strategies foster cooperation and mutual respect in children. Positive Discipline in the Classroom gives you the tools to create a classroom atmosphere that motivates students and enhances learning.

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The Official Positive Discipline Website by Founder Dr. Jane Nelsen - Solutions for Parents and Teachers

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https://haringcenter.org/

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The University of Washington Haring Center for Inclusive Education provides early childhood education to children with and without disabilities, conducts leading-edge research to advance inclusive learning, and trains education professionals in proven practices to develop every child's potential. The essential support of our generous donors creates inclusive communities that empower all children to learn, play and grow together.

It is a pivotal time for advancing new discoveries in early learning and we are working to chart a course for the future. Together, we will ensure that children with disabilities receive the best foundation for a lifetime of learning and infinite possibilities. Together, we will build a boundless future. For children, for Washington, for the world.

Thank you for joining us for the 2023 Haring Center Auction: The Future is Inclusive! We look forward to next year's Homecoming Auction when we return to the Haring Center and celebrate the new building renovation. See you on May 18, 2024! https://www.youtube.com/embed/_I0fnlaqhFg

Welcome to the 2023 Haring Center Auction: The Future Is Inclusive, a night where the University of Washington's Haring Center and the community join to celebrate and support inclusive education. https://www.youtube.com/embed/A0DdX_neQ8k

Highlights from the 2022 Haring Center Auction: Our House, Our History at the Don James Center at Husky Stadium. https://www.youtube.com/embed/L8-n8GG5XN8

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The University of Washington Haring Center for Inclusive Education provides early childhood education to children with and without disabilities, conducts leading-edge research to advance inclusive learning, and trains education professionals in proven practices to develop every child's potential. The essential support of our generous donors creates inclusive communities that empower all children to learn, play and grow together.

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Sources By: Emily, Jaclyn, Natasha, Lucy 

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Sources By: Emily, Jaclyn, Natasha, Lucy 

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https://blogsomemoore.com/universal-design/

https://www.cast.org/resources/books-media

https://www.youtube.com/watch?v=MzL8yMBKM7k

https://www.youtube.com/watch?v=RYtUlU8MjlY

Access and inclusion policy

Learning Diversity and Inclusion in IB Education.pdf

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These chairs if you  can find them, are great for students with sensory concerns or need a place to regulate.

https://www.ikea.com/ca/en/p/ikea-ps-loemsk-swivel-armchair-white-red-10407136/

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Since 2003, children throughout the world have spun, hidden and created their own cozy space in LÖMSK swivel armchair. Child psychologist Barbie Clarke, who has researched children and their development, has seen it act like a magnet to children. "Children love things that change into something else. It stimulates the imagination and gives a feeling of having magical powers. And spinning in the armchair is not just a fun game, it also contributes to important physical development," explains Barbie. "When children climb, hang upside down, run, balance and spin, their sensory systems develop ─ particularly their balance."

Today, Designer Monika Mulder has four children of her own. "In our home, it has been used as a toy stove, so that sometimes when the room is to be quickly cleaned, everything from the floor is hidden under the pulled down hood. Later in the evening, LÖMSK often looks like a glowing ball when one of the children sits inside it with a tablet." For Monika, the fact that LÖMSK is used in unexpected ways is positive. "In a pretend world, children can comfortably prepare for adult life ─ with nothing predetermined. It's the imagination of children that decides what LÖMSK should be."

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IKEA PS LÖMSK Swivel armchair, white/red - IKEA CA

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IKEA PS LÖMSK Swivel armchair, white/red Round and round you go! Your child sets the pace - spinning slowly relaxes; spinning quickly develops balance. When your child pulls down the hood, it becomes a cozy hideaway. With the hood pulled down the chair is a secret hiding place for a child.

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Great for prompting conversations

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Working together as a community to promote belonging, reduce barriers, and foster unique characteristics, interests, abilities, and learning needs.
By Ada, Rhea, Itzel, Grace, Brandi, Annabel

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What is inclusion?

We went with the "iceberg" thinking.

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Inclusion is welcoming and respecting everyone’s differences and opinions by removing barriers. It is a safe environment that supports agency and that allows equity for all.

Drafted by Natasha, Emily, Jaclyn, Lucy, Francisco, Ian

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Inclusion is being aware of our own biases and positionality when building spaces for students that demonstrate universal acceptance, a sense of belonging and equal access to resources, where differences are respected and include all abilities, ethnicities, and cultures where students see themselves positively reflected in the curriculum and have equitable access to learning to accomplish their goals.                                Drafted by Kathi, Farhana, Brooke and Jasmine.

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Inclusion is being aware of our own biases and positionality when building spaces for students that demonstrate universal acceptance, a sense of belonging and equal access to resources, where differences are respected and include all abilities, ethnicities, and cultures where students see themselves positively reflected in the curriculum and have equitable access to learning to accomplish their goals.                                Drafted by Kathi, Farhana, Brooke and Jasmine.

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Mindset/beliefs have to be at the root of inclusive practice. Without really believing that every student deserves the opportunity to succeed, actions are hollow. And students are the first to spot that. Valuing the strengths and gifts of each student has to be the foundation of our work.

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How the  context of our school influences the development of inclusive practices and the challenges that can present.

Develop knowledge of strategies and approaches to extend learning and assessment to increase access and participation in order to build capacity with teachers in senior school. Especially around assessment practices.

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Develop knowledge of strategies and approaches to extend learning and assessment to increase access and participation

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Develop knowledge of strategies and approaches to extend learning and assessment to increase access and participation

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Workshop Goals- Ian

Understand

The IB’s approaches to inclusive education.

The role of programme standards and practices.

How context influences the development of inclusive practices.

Identify resources useful to your context.

Ultimately I want to understand the IB's approach, gather strategies and resources to enhance my work in all facets of school life.

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Connect with other educators
Learn new strategies to include everyone
Develop personal skills

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1. Identify resources useful to my context.
2. Collaborate to create a database to support inclusion in your context.

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The IB’s approaches to inclusive education.

Develop knowledge of strategies and approaches to extend learning and assessment to increase access and participation.

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Extend your network to support continued learning and development in your community.

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Extend your network to support continued learning and development in your community.

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Understand the role of programme standards and practices
Develop knowledge of strategies and approaches to extend learning & assessment--I''m especially interested in assessment.

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Thinking about understanding diversity and including everyone with the restrains of time ,class numbers and other factors and commitments and grades in the class sometimes  is a pressure especially when you  identify the needs and the responsibility to do this work of taking the time to understand the diversity and the to do the work of including everyone and differentiate. I just want to do the best that I can do for my students like all of you and  invest in understanding everyone and cater for their  different needs.

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My workshop goals are:

Identify resources useful to your context.

Develop knowledge of strategies and approaches to extend learning and assessment to increase access and participation.

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Identify resources useful to your context and generate an action plan to develop inclusion

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Identify resources useful to your context and generate an action plan to develop inclusion

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Understanding: To understand IB approaches in inclusive education, role of program standards/practices, and how context influences the development of inclusive practices. AND Identify resources useful to your context. Brandi Eagling 

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Understanding: To understand IB approaches in inclusive education, role of program standards/practices, and how context influences the development of inclusive practices. AND Identify resources useful to your context. Brandi Eagling 

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Goal: Develop know of strategies and approaches to extend learning and assessment to increase access and participation.

Goal: Generate an action plan.

Goal: Create a data base to support context.

# data[].attributes.headline
Develop knowledge of strategies and approaches to extend learning and assessment to increase access and participation.

# data[].attributes.subject
Develop knowledge of strategies and approaches to extend learning and assessment to increase access and participation.

# data[].attributes.body
Collaborate to create a database to support inclusion in my classroom.

Identify resources useful to your context.

# data[].attributes.body
Establish your workshop goals.

I would like to leave the workshop with some learning diversity resources and ideas.

# data[].attributes.body
-Generate an action plan(classroom/department/school) to develop inclusion

-the IBs approaches to inclusive education.

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Becky Wiederhold's Workshop Goals:

Develop knowledge of strategies and approaches to extend learning and assessment to increase access and participation.

Identify resources useful to your context.

# data[].attributes.headline
Develop knowledge of strategies and approaches to extend learning and assessment to increase access and participation.Collaborate to create a database to support inclusion in your context.

# data[].attributes.subject
Develop knowledge of strategies and approaches to extend learning and assessment to increase access and participation.Collaborate to create a database to support inclusion in your context.

# data[].attributes.body
Develop knowledge of strategies and approaches to extend learning and assessment to increase access and participation.

# data[].attributes.headline
Identify resources useful to your context.

# data[].attributes.subject
Identify resources useful to your context.

# data[].attributes.body
Develop knowledge of strategies and approaches to extend learning and assessment to increase access and participation.

Understand the IB’s approaches to inclusive education.

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Ada - 1. Collaborate to create a database to support inclusion in my context. 2. Generate an action plan (classroom/department/school) to develop inclusion in my classroom.

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Ada - 1. Collaborate to create a database to support inclusion in my context. 2. Generate an action plan (classroom/department/school) to develop inclusion in my classroom.

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I am a PYP teacher. I chose this image for a number of reasons. First, I can see that this bowl, once considered broken, is now more beautiful because of it's crack. This last year, my teaching journey let me see the cracks in my systems as I grew my abilities in inclusion. Watching students, once not included, grow and thrive in a general education setting was the gold in my bowl.

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Assessments on a given day do not reflect a true picture of the lessons and skills a student has acquired along the way. I want my students to know that it's the day to day efforts that enrich them and their learning. There are multiple ways of representing what you've learned and this is only a small piece.

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Collaborating with a diverse group of individuals allows us to hear multiple perspective and "make things happen" for the benefit of all students.

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Bring home new ideas and perspectives to enrich our program and support our students and teachers.
- Develop knowledge of strategies and approaches to extend learning and assessment to increase access and participation.
-Identify resources useful to your context.

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Sometimes we focus on challenges without solutions. Sometimes we let the challenges overshadow the unique strengths of students. I love how 'broken' is turned into beauty and becomes a part of the 'whole' with this quote.

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Education supports diversity and inclusion by  empowering and recognizing the uniqueness and perspectives of all learners; all shapes sizes and colors.

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Rhea L - what learning diversity and inclusion means to me...

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Rhea L - what learning diversity and inclusion means to me...

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Learning, sharing, and growing together. Being vulnerable, open, and willing to hear about other people's perspectives, ideas, and ways of being.

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respecting indigenous ways of knowing, willing to stretch yourself, thing outside the box, focus on "brave" spaces rather than "feeling safe".

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respecting indigenous ways of knowing, willing to stretch yourself, thing outside the box, focus on "brave" spaces rather than "feeling safe".

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This image displays the importance of empathy. Too often we ignore, trivialize other's problems with trite/ cliche comments, that seem to be the motivational quotes/ advice of the old coach or gym teacher (I was one of these)- Ian

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integrating best practices from all countries to come up with improved/enhanced learning,

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integrating best practices from all countries to come up with improved/enhanced learning,

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If we come from a place of compassion and respect, we can learn about the individual, their uniqueness, and their beauty. If we give ourselves grace in tough situations, we are able to move forward in a complete and whole way.

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We are all connected and deserve space. As educators, it is our job to establish this as a school expectation.
Carly

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Develop knowledge of strategies and approaches to extend learning and assessment to increase access and participation.

Identify resources useful to your context.

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My name is Becky and I am a 4th/5th grade PYP teacher at Columbia Elementary in Bellingham, Washington. This photo reminds me that every little human deserves to be loved unconditionally, the way a mother loves their own children. Also, belonging to a group is important and being seen as an individual within the group matters.

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As a school counselor, I would like to be able to reach students in their particular needs, and this requires understanding who they are and what they might be experiencing.

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Not ignoring those with diverse learning backgrounds and needs when they're in the classroom, but embracing them and supporting their access and input.

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Involving the full community of learners, collaboration, respect, problem solving, building on strengths, acceptance, building platforms for teamwork and working together.

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Involving the full community of learners, collaboration, respect, problem solving, building on strengths, acceptance, building platforms for teamwork and working together.

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Means meeting each learner where they are at and finding individual strengths. Then, working together collaboratively with students and other individuals to not only bring out strengths but support challenges

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That learning is not linear or one size fits all.
Itzel Camacho

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This to me shows what we shouldn't do as educators. We should not be shaping our students to all be the same. We should be learning from our students and exposing them to diverse methods of learning and communicating.

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individuals qualities connecting trough a culture for equity,respect.

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individuals qualities connecting trough a culture for equity,respect.

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Brooke Bower LRC Director PYP & MYP Seattle Washington (St.Luke Shoreline)

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Brooke Bower LRC Director PYP & MYP Seattle Washington (St.Luke Shoreline)

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Learning with and from others makes us stronger. Sharing our unique experiences and perspectives can help build a strong foundation for living and working together in community.

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In special education it seems there's always something to fix --I want to shift the mindset to look at the beauty each of our students bring to our classrooms.

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In special education it seems there's always something to fix --I want to shift the mindset to look at the beauty each of our students bring to our classrooms.

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Build capacity with other educational professionals

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Build capacity with other educational professionals

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being open to listening and learning from various points of global views.

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being open to listening and learning from various points of global views.

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There are an estimated 240 million children with disabilities worldwide. Like all children, children with disabilities have ambitions and dreams for their futures. Like all children, they need quality education to develop their skills and realize their full potential.

Yet, children with disabilities are often overlooked in policymaking, limiting their access to education and their ability to participate in social, economic and political life. Worldwide, these children are among the most likely to be out of school. They face persistent barriers to education stemming from discrimination, stigma and the routine failure of decision makers to incorporate disability in school services.

Disability is one of the most serious barriers to education across the globe.

Robbed of their right to learn, children with disabilities are often denied the chance to take part in their communities, the workforce and the decisions that most affect them.

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Children with disabilities are often overlooked in policymaking, limiting their access to education and learning.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Choose from a wide variety of shapes to create diagrams and charts. Free from Google.

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How might we revamp the master schedule to support the inclusion of diverse learners?

Jennifer and Katelyn

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Removing Barriers for Special Education Students at MRMS

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Removing Barriers for Special Education Students at MRMS

# data[].attributes.headline
Removing Barriers for Special Education Students at MRMS

# data[].attributes.subject
Removing Barriers for Special Education Students at MRMS

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Schools in Rhode Island that received rankings of "low performing" and "in need of improvement" share one common factor-the failure of the subgroup with individualized education programs (IEPs) to meet annual measurable objectives on state assessments. However, no single measure-such as a score on a state test-can adequately determine the effectiveness of a school. We need to look beyond test scores of subgroups and, as ASCD contends, assess a school's effectiveness using multiple measures. One such measure-longitudinal studies-can provide a truer picture of school achievement.

In support of this position, members of the Rhode Island ASCD affiliate conducted a longitudinal study of all 320 public schools in the state. Using data from state testing in language arts and math, the study compared the performance of students who have special needs with that of the student population as a whole.

By considering subgroup performance data from 2001-2004, the research team sought to determine which schools, including those not making adequate yearly progress, were, in fact, making significant progress toward closing the gap between students with individualized education programs and all tested students. Meeting the classification of "moderate" or "high performing" was not the focus of the study.

Using the disaggregated data of each school, the research team analyzed subgroup performance for all grade levels tested, using three-year averages of student performance (index proficiency scores). The study revealed that nearly 100 of Rhode Island's 320 public schools demonstrated significant improvement in closing the gap between the IEP subgroup and all students in either language arts or math on the New Standards Reference Exam (NSRE). Nine schools demonstrated significant improvement in both tested areas.

Sixty schools that had demonstrated the ability to close the gap responded to a survey designed to identify effective practices. The three profiles that follow-of an elementary school, a middle school, and a high school-illustrate how some schools are making substantial progress.

Schools That Closed the Gap

West Broadway Elementary School

West Broadway Elementary School in Providence, Rhode Island, enrolls more than 500 students in grades preK-5 and has a teaching staff of 39. More than 88 percent of students are minority, and more than 85 percent receive free or reduced-price lunch. Approximately one in six students has an individualized education program.

West Broadway has shown three years of progress in the tested grade in both mathematics and language arts for all students and for students with IEPs. Both groups achieved the school's annual measurable objective for mathematics, reducing the achievement gap from 10 points in 2001-2002 to 5.4 in 2003-2004. The school also significantly closed the gap in language arts: In 2001-2002, there was a 48-point gap; by 2003-2004, the gap had decreased to 7.1.

West Broadway's reported practices and intervention included implementing a balanced literacy program, which included teacher read-alouds; self-selected reading; home reading; and teacher-directed reading, writing, and vocabulary building. In mathematics, teachers engaged all students in consistent, in-depth problem solving through focused, small-group instruction and provided manipulatives that helped students learn mathematical concepts. Teachers also immediately addressed students' conceptual and procedural errors.

Gilbert Stuart Middle School

Gilbert Stuart Middle School, also in Providence, enrolls more than 800 students in grades 6-8, with a staff of approximately 65. Almost 25 percent of students have an individualized education program, and approximately 80 percent receive free or reduced-price lunch. More than 95 percent of students are minority.

The school has substantially reduced the gap between all students and students with IEPs in both language arts and math. By the 2003-2004 school year, students with IEPs achieved a score of 51.6 in language arts (up from 28.4 in 2001-2002), reducing the achievement gap from 26.3 points to 15.5. In math, the results were even more impressive. By 2003-2004, students with IEPs were scoring at slightly higher levels in math than all students were.

To achieve these gains, the school implemented a double block of English language arts instruction and regularly scheduled common planning time for teacher teams. In math, special education teachers used the same scope and sequence as the regular education teachers did. They also implemented the same strategies and techniques for differentiating instruction. Special education teachers were included in the English, math, and science departments.

The school has a culture of collegiality and collaboration, with a strong focus on professional development. Regular education teachers used special education teachers as instructional models because of their expertise in scaffolding and differentiating instruction. Teachers also created their own professional development by visiting one another's classrooms to identify effective practices.

Davies Career and Technical Regional High School

Davies Career and Technical Regional High School has an eclectic student population, drawing from numerous cities and towns within the Providence metropolitan area. The school enrolls 800 mostly urban students in grades 9-12, with a staff of almost 100. One student in seven has an individualized education program, one-half receive free or reduced-price lunch, and more than one-third are minority.

In 2001-2002, the gap between the performance of all students and that of students with IEPs was 8.1 points in language arts and 14.7 in math. By 2003-2004, the gap had decreased to 5.4 points in language arts and 12.3 in math.

One teacher/one support teacher, in which a subject-expert lead teacher pairs with a support teacher specialist.

Station teaching, in which teachers divide the content among student groups and teach a miniclass. When the miniclasses are over, students switch groups.

Parallel teaching, in which teachers divide the class and teach the same content after planning cooperatively.

Alternative teaching, in which a smaller group receives preteaching or reteaching.

Team teaching, in which teachers share instruction and planning.

In addition, the school has fully integrated special education staff members into academic departments, meeting weekly for common planning. Special education and regular education teachers work together in all science classes and in most of the English, math, and social studies classrooms.

Davies also offers ramp-up and remedial assistance in language arts and mathematics. Students in grade 9 who are at least three years behind in reading are required to take a daily 90-minute instructional block taught by an English teacher and a reading specialist. The curriculum doesn't differ from the regular curriculum; the students simply have more time to cover the material. Similarly, students in grade 9 who score significantly below grade level in math are required to take a one-credit remedial ramp-up math class in addition to their regularly scheduled math class. Class size is limited to 12 students to ensure an exemplary, self-paced, individualized program with significant teacher interaction.

Striving to Succeed

Two schools surveyed-Richmond Elementary and William R. Dutemple Elementary-indicated that they embedded high expectations for all students in daily activities. For example, teachers and students in these schools understood grade-level expectations. The schools practiced "learning walks" (walk-throughs), focused on strong early reading instruction, and hired excellent, high-quality teachers.

As a result of this focus on high expectations, the achievement gap between students with IEPs and all students in both language arts and math decreased by approximately 40 percent. Dutemple and another school in the study, Garvin Memorial Elementary, implemented inclusion so effectively that it was nearly impossible to distinguish between students with IEPs and general education students. Any student who needed an intervention, an alternate strategy, or other assistance received it, with teachers addressing specific requirements as discreetly as possible.

The diverse populations of schools that have successfully reduced the achievement gap suggest that strategies are applicable and effective in a variety of settings. For example, Richmond Elementary is a rural school that enrolls 500 students, with a minority population of approximately 2 percent. Dutemple, on the other hand, has a minority population of more than 28 percent and is defined as "urban ring."

In 1997-1998, Rhode Island implemented a school accountability reporting system known as SALT (School Accountability for Learning and Teaching). SALT visits involve teams of local educators who spend a week in schools to gather and review evidence on teaching and learning. A SALT visit to Potter-Burns Elementary School indicated a need to expand collaborative planning and teaching models and support greater inclusiveness. By differentiating instruction and analyzing student work, the school experienced a dramatic increase in student achievement. Teachers engaged in collaborative work and planning, integrating the arts with social studies, writing, and math.

In 1998, fewer than 5 percent of the school's students achieved proficiency on the state assessments in language arts and mathematics. By 2003, 86 percent of all students had achieved proficiency in language arts, and more than 73 percent had achieved proficiency in mathematics. For students with IEPs, standard achievement levels dropped slightly during this period, from 75 percent to 69 percent.

Practices That Work

Using inclusive strategies that engage students with special needs in general classrooms.

Establishing common, high expectations for all learners, with a focus on achievement.

Providing professional development to all staff members in research-based best practices.

Employing a highly qualified staff that is trained, committed, and responsive to student needs.

Having teams of teachers frequently analyze student work.

Using multiple forms of assessment.

Differentiating instructional practices to address student needs.

Increasing instructional time in literacy.

Involving parents in student learning.

Creating safe learning environments that incorporate incentives for success.

The Rhode Island ASCD affiliate study proved that students with special needs can achieve high standards when schools address learning needs. Successful schools had strong leadership and incorporated effective practices that promoted a responsive learning environment. Most important, they were committed to ensuring the success of each student.

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Narrowing Gaps for Special-Needs Students

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Schools in Rhode Island that received rankings of "low performing" and "in need of improvement" share one common factor-the failure of the subgroup with individualized education programs (IEPs) to meet annual measurable objectives on state assessments. However, no single measure-such as a score on a state test-can adequately determine the effectiveness of a school.