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- There is a difference between the philosophical beliefs of inclusion, vs the actual practice classroom.
- We often aim for the middle and hope that we get all the kids to understand, but often we miss out on the outliers - the students needing enrichment and the students needing more support.
- You have to 'curve' your teaching and change your aim - you have to teach to the hardest kids - the most challenging ones. Often most kids can benefit from the universal supports that we think just SOME kids need.

I found this to be 100% true. I always provide outlines, exemplars, starters, etc for my students, and I let them choose the level of support they need for most assignments. I am still working on this, but this is something I think many teachers could do well.

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Shelley Moore: Transforming Inclusive Education

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Students are able to access supports in post-secondary, but they must self-advocate and need proof of a disability via a doctor's note to access the supports. They are student centred and many schools will work with the student to find the right fit. They suggest connecting with the accessibility services as early as possible.

Student Responsibility

It is a student's responsibility to contact Accessibility Services and meet with an Accessibility Services Advisor in order to access services.

It is important to note that they do not offer modifications, just accomodations:

An accommodation involves the removal of barriers (physical or instructional).

An accommodation may involve an adaptation or alteration to the physical and/or instructional environment.

An accommodation may include alternate formats and methods of communication, the use of adaptive technology and/or adaptations to the examination environment.

An accommodation does not usually involve modification of curriculum or evaluation; a student must still meet the learning objectives and essential requirements of the course.

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(Bell, 2023)

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Using indigenous perspectives to support trauma informed practices and learning in an experiential way can help students feel culturally safe.

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This is my biggest learning and takeaway - there is so much value in communicating with parents, students, admin, staff and others. It is truly the best way to support kids. Being consistent and having a clear vision is also important in being a leader, but I am also realizing that many people don't have the knowledge of inclusive practices and that I may need to do pro d to support my staff.

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I think it would be beneficial to learn more about the supports we have in Kamloops so I can help students and families access those supports when I am in a LART role.

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I want to better understand some of the more detailed policies around types of supports for students, including provincial exams, and assistive technology.

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I'd love to learn more about how to foster creativity using more project based learning and giving kids a chance to find their strengths and passions.

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I want to keep working on how to create positive behaviours within our RTI and inclusive support model at our school, using our effort matrix. I want to learn to build capacity in students to work towards being good people and good students.

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It is important to create culturally safe classrooms and schools, especially for Indigenous students who may feel unsafe in their spaces. Using Indigenous teaching principles, authentic material, culturally appropriate expectations, and a strong willingness to advocate for reconciliation and proper conversations are all aspects of creating a culturally safe space (Wilson et al., 2018).

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I want to better understand how to implement SEL in my classroom in a way that feels authentic.

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- RTI with levels of intervention built in
- School-wide Positive Behaviour support plans
- School-wide SEL initiatives
- School-wide diversity and cultural awareness

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SEL can help all young people and adults thrive personally and academically, develop and maintain positive relationships, become lifelong learners, and contribute to a more caring, just world.
It can be done school-wide, classroom based, or even at home.

It is most effective at the classroom level when supported by evidence-based programs.

SEL-Focused Classrooms

SEL-focused classrooms often include three components: a supportive classroom climate, integration of SEL into academic instruction, and explicit SEL instruction. An evidence-based program can support one or more of these areas.

A supportive classroom climate helps students to feel emotionally safe, part of a community of learners, motivated, and challenged. This type of environment creates a strong foundation for students to engage fully and take academic risks. This includes: community-building, belonging and emotional safety, and student-centered discipline.

Integration of SEL into academic instruction weaves academic learning with opportunities for students to practice and reflect on social and emotional competencies, such as perspective-taking and developing a growth mindset. For example, teachers might incorporate partner and group activities that promote relationships, communication skills, and effective teamwork.

Explicit SEL instruction provides consistent opportunities to cultivate, practice, and reflect on social and emotional competencies in ways that are developmentally appropriate and culturally responsive.

(CASEL)

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Leaders create culture by working with their staff to create a unified vision and
set of goals that promotes positive influences and interactions, and pushes
students to become good citizens and not just academic students.

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What types of supports are necessary for teachers?

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What types of supports are necessary for teachers?

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Inclusive leaders need to provide resources such as:
- Adaptation options
- Assistive technology tools
- SEL techniques
- UDL principles and ideas
- PBS strategies in the classroom
- Enrichment options

BUT, mainly, we need to provide
- Training and time to learn strategies
- Collaborative time to share
- Professional development opportunities

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Our Mandate

The BC Ministry of Education’s mandate for all Provincial Outreach Programs is as follows:

build and sustain the capacity of school-based teams to provide effective interventions and ongoing support

travel throughout the province or through on-line mechanisms to provide support and training

create and deliver online training and webinars

provide school-based teams with support, knowledge and professional learning opportunities

participate in continuing education to remain leaders in the relevant area of specialization

research, evaluate and share evidence-based practice and resources for diverse learners

liaise with school-based teams, caregivers, tertiary programs and professional associations for the benefit of diverse learners in and out of their home school environment

facilitate peer to peer interactions to host and/or participate in annual district partner meetings

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About SET-BC

SET-BC's History

SET-BC was established in 1989 by the Special Education Branch of the BC Ministry of Education to provide assistive technology services for students living with physical disabilities. We were born out of widespread recognition that technology could empower students with complex needs to participate more actively in their education and participate in standard curriculums.

Our Vision

SET-BC will build the capacity of all B.C. school districts to support their students by facilitating access to and knowledge of assistive technology, related resources, and training. We will ensure that all students have an equal opportunity to feel belonging, connection, and purpose in their educational settings while building a foundation of self-confidence and ability for their future aspirations.

Our Mandate

The BC Ministry of Education's mandate for all Provincial Outreach Programs is as follows:

build and sustain the capacity of school-based teams to provide effective interventions and ongoing support

travel throughout the province or through on-line mechanisms to provide support and training

create and deliver online training and webinars

provide school-based teams with support, knowledge and professional learning opportunities

participate in continuing education to remain leaders in the relevant area of specialization

research, evaluate and share evidence-based practice and resources for diverse learners

liaise with school-based teams, caregivers, tertiary programs and professional associations for the benefit of diverse learners in and out of their home school environment

facilitate peer to peer interactions to host and/or participate in annual district partner meetings

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Skip to content High Contrast Toggle High Contrast Text Size Toggle Large Font Size The SET-BC website uses cookies. If that's okay with you, keep on browsing, or learn more about our Privacy Policy.

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Quality Indicators of Inclusive Leadership

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Quality Indicators of Inclusive Leadership

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- Create a district mission statement reflecting the philosophy that all students can achieve
- Adminstrators involve all stakeholders to make inclusion work
- Adminstrators advocate for resources to support effective inclusion
- Adminstrators ensure that IEPS are accessible to all staff
- Princoals communcat that all staff are responsible for IEP processes
- Principals ensure collaborate planning time is worked into staff schedules and used productively
- School climate celebrates diversity
- There is a school-wide approach to building positive relationships
- School wide effort to teach responsibility in society

(New Jersey Council on Developmental Disabilities)

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Inclusive leaders need to have a clear vision of what inclusion looks like and what is means to be an inclusive environment. They need to believe that ALL students can achieve their goals, and that it is important to support student's wellbeing and personal growth as much as academic growth.

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- Placement of student
- Planning for the IEP and designing a plan with adequate supports
- Evaluation and reporting of student's abilities
- Accountability to distribution of funds

(Ministry of Ed BC, 2006)

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Inclusion

British Columbia promotes an inclusive education system in which students with special needs are fully participating members of a community of learners. Inclusion describes the principle that all students are entitled to equitable access to learning, achievement and the pursuit of excellence in all aspects of their educational programs. The practice of inclusion is not necessarily synonymous with full integration in regular classrooms, and goes beyond placement to include meaningful participation and the promotion of interaction with others.

(Ministry of Ed BC, 2006)

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Communicating is key to inclusive leadership. We read a lot of material on the important ways we need to communicate with parents during the CBIEP process, the referral and testing process, the transition process, and in the support services we offer. Families know their students best, and they know their strengths. Allowing families to be part of the conversations will give us a better understanding of the student's abilities, strengths, and the supports the family feels good about offering. It can help the family know how to properly support their child, and decide what types of external supports they may need. We should always be encouraging parent and family involvement in the process for students.

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A peer flyer on a family centred service offered in BC - Family Smart. This was created by Daniela Pereira, and goes over the services and explores how this services works with families to build a plan that can be done with the families resources and that fits within their life and capacity.

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Collaboration Between Families and Professionals 

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Collaboration Between Families and Professionals 

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- Routines
- Breaks
- Silent signals
- Quiet corrections
- Special tasks
- Behaviour statements/visuals
- Reward systems (both class rewards and individual rewards)

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Adaptations are developed and implemented when a student’s learning outcomes are expected to exceed or be the same as those described in the provincial curriculum.  Some options include:

audio tapes, electronic texts, or a peer helper to assist with assigned readings

access to a computer for written assignments (e.g. use of word prediction software, spell‐checker, idea generator)

alternatives to written assignments to demonstrate knowledge and understanding

advance organizers/graphic organizers to assist with following classroom presentations

extended time to complete assignments or tests

support to develop and practice study skills; for example, in a learning assistance block

use of computer software which provides text to speech/speech to text capabilities

pre‐teaching key vocabulary or concepts; multiple exposure to materials

working on provincial learning outcomes from a lower grade level

Modifications involve setting goals that differ from those in the provincial curriculum. Every effort should be made to support the student to access the learning goals of the curriculum before deciding to use modifications. The decision to modify the goals of the curriculum will often mean that the student receives a School Completion Certificate, called Evergreen Certificate, instead of a Dogwood Diploma, B.C.’s graduation credential. Students who receive an Evergreen have not graduated. This major decision should include the informed consent of the student’s parent/guardian.

(Inclusion BC)

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The duty to consult with parents in the preparation of the IEP is an important statutory right. In Hewko v B.C., 2006 BCSC 1638 the BC Supreme Court held that the School Board had failed to meaningfully consult with Darren Hewko’s parents over his plan. The court held that the school district had breached its statutory duty to consult in failing to seriously consider, and where possible integrate, the parent’s home-based program as developed by the home-based consultant. There was evidence that this program could produce beneficial instruction for Darren Hewko. The District was ordered to meet its obligation by meaningfully consulting with the parents.

Meaningful consultation does not require that parents/caregivers and school staff reach an agreement. School district personnel still have the right to make decisions after they have consulted with parents/caregivers. The extent of consultation or parent collaboration will depend on the needs of the student.

(Inclusion BC)

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“An Individual Education Plan (IEP) is a documented plan developed for a student with special needs that describes individualized goals, adaptations, modifications, the services to be provided, and includes measures for tracking achievement” (Special Education Service: A Manual of Policies, Procedures and Guidelines by BC Ministry of Education)

Individual Education Plans for “students with special needs” (see ministry definition of special needs) are a requirement under the School Act, mandated by Ministerial Order 638/95.

This order directs school boards to ensure that an IEP is in place for the student “as soon as practical” after a student’s needs are identified. The order requires that the IEP be reviewed at least once during the school year and when necessary, revised or canceled. It also requires that parents, and students where appropriate, must be consulted about the preparation of the IEP. Each student’s IEP will be different, reflecting their personal learning needs.

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Explains funding levels, different kinds of supports, the SBT process, and the IEP process, as well specialist teacher's roles and the role of the Case Manager.

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You need to have a clear vision for what you want behaviours to look like in your classroom or school. A strong SWPBS requires clearly defined expectations using a code of conduct or effort matrix, modelling, acknowledging positive behaviours, defined consequences, data collection and collaborative staff decision making. It requires a shared vision and a shared belief of the staff and inclusive leader.

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Creating Cohesive Culture and Systems for PBIS in Secondary Settings

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Types of Assistive Technology:

Screen readers: software applications that read digital content aloud. Screen readers are essential for people who are blind, but are also useful for people with low vision, low literacy or learning disabilities.

Screen magnifiers: software applications that increase the size of text and graphics on your computer screen. Screen magnifiers are typically used by people with low vision.

Voice recognition: systems that enable users to interact with technology by speaking to it. They're often used by people with limited motor skills but are also useful for people with learning disabilities or low vision.

Keyboard navigation: allows users to navigate through content using only their keyboard. Keyboard navigation is one of the most important aspects of web accessibility. It allows people with motor disabilities or who are blind to navigate content.

Other examples of assistive technology include but are not limited to:

Mobility aids such as wheelchairs, scooters and walkers

Hearing aids

Canes

Prosthetic

(Government of BC, 2023)

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Assistive Technology BC provides assistive technology resources to make learning and working environments usable for people with disabilities.

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The PBIS framework fits within a multi-tiered system of supports (MTSS) and interventions that allow educators to target and aid all students, regardless of their needs.

Tier one supports are universal supports that address most students’ needs.

Tier two supports are more targeted and focus on 10-15% of students who may need more support or additional interventions from Tier one.

Tier three supports are in place for about 5% of students who may need intensive intervention.

School wide programs such as - flex programs, intervention blocks, peer tutoring, etc. can be used and address all tiers of support.
(Powerschool)

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Kamloops Interior Community Services program impact statement.

https://www.interiorcommunityservices.bc.ca/programs/child-family/family-service-program

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What is still needed to make inclusion more effective?

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What is still needed to make inclusion more effective?

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Question #3 - What is still needed to make inclusion easier and more effective?

At our school, we are working on something called GRIT block.  We've noticed that students are struggling with attendance, and often, get behind and need extra support. We've also noticed this extends beyond designated students and beyond what the ILC (learning resource centre) can handle. This systemic change and shift is based on a new effort matrix we use and we hope it will be a UDL support for the entire school. We have always had a block of time on a Wednesday afternoon where teachers collaborate or supervise, and students can get extra help. This time has become a complete waste, and teachers have been too overwhelmed to properly be mandating kids to go to this extra time. Part of the RTI and part of many of the student's support plans, involve having this extra time for kids to get caught up and get extra support. Unfortunately there has been no actual accountability as most of the responsibility has been on the learning assistance teachers.  I think this is a really important systemic support that needs to be more organized and we are working on changing this around for next year. Students will have a GRIT block in the morning after first period, where they will report to a classroom of choice to complete work or get ahead on homework (or meet with a club). Students who need extra support will be mandated by a teacher to a specific room, and the student must show up for this - or it goes to admin for follow up and a detention later in the day. I am hoping this allows students to get the extra support they need, while holding them accountable.   We also, as previously mentioned, are implementing a flex program for students who are struggling with in-class learning in ALL subjects, but want to remain part of the school culture and remain in a few courses full time.    It's a blended program, which I think allows kids to work through many of the anxiety issues or learning disabilities in a way that makes sense for them, instead of sending them to an alternate education school.  These flexible programs are going to become more necessary for students in our world now, as it is important for them to remain connected but also to feel safe and comfortable in their environment.

This was my reflection on the school-level and in my own classroom. I spent a lot of time this summer thinking about how I can create an inclusive space in my classroom, with my students working at different levels and at different rates. So far it has gone well, and has allowed the stronger students to push themselves, while the other students who may need more time for other work have the time. On top of the adaptations I provide, I feel like this is a good universal support for all students that I couldn't have come up with without this course and this program pushing me to reflect on myself and my practice.

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Ti create balance in the mental, spiritual, physical and emotional aspects of life we must focus on the 3 blocks:
1 - Social and Emotional learning - Core values of community and interdependence. Create a sense of diversity and pride among students and create a sense of belonging.
2 - Inclusive Instructional Practice - Core values mastery oriented learning and learning communities. Working to understand diverse perspectives and focus on learning through student's strengths.
3 - Systems and Structures - leaders need to guide through core values and use a trauma informed lens. Student leaders and elders should be collaboratively creating UDL structures. Co-teaching and collaboration are part of Indigenous beliefs.

(Purcell)

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Leaders are informed decision-makers who understand the need for allocating training, funding, and support structures. Leaders provide resources and time for both in class and schoolwide inclusive strategies for teachers and staff to use.
They provide in class resources for students and staff using their understanding of policy and the IEP process.

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Leaders must provide consistent support, dialogue, skill development and resources to their teams in order to build a system of inclusivity.

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Leaders need to clearly and consistently communicate and articulate their purpose and vision for inclusive environments to staff, students, and parents. It is important to understand the value of communication with parents, especially when accessing outside supports and trying to be conscious of family centred supports.

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Inclusive leaders need to create functional systems that support learners using UDL, PBIS and other learning and behavior systems. These systems work at both the classroom and school level. Inclusive leaders supports teachers in building these systems in their classrooms, and assist administration with building them at the school-wide level.

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Leaders need to have the ability to prioritize self-reflection by: examining skill level, identifying personal strengths and stretches, and take the time to understand how they want to influence those around them.
Leaders need to reach for professional growth and learning whenever possible.

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Inclusive leaders must have a working knowledge of the curriculum, the school act, ministry policies, ministry orders, IEP structures (CBIEPs), district resources and specialist teachers, school-based team protocols, and school RTI protocols - and should be able to work in collaboration with these various areas of the system.

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Leaders need to be culturally competent and understand the diverse needs of families, students, and staff members. They should be attentive to those around them and ready to adapt as required.

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Each white dot represents items you may need to consider at that particular stage in your child's life.

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Technology Integration and the Benefits for Inclusion

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Technology Integration and the Benefits for Inclusion

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

The biggest obstacle to teaching online probably isn't the technology. Teachers seek out educational technology, in fact, because it "can have considerable positive impacts on student performance," according to a 2016 study -improving test scores and allowing teachers to assess student achievement more efficiently. The big problem is how to integrate it: Beyond the sheer number of tech tools available, the same researchers identified "inadequate professional development and training" as the primary obstacle to using technology productively in classrooms.

Understandably, the emergence of the coronavirus has dramatically accelerated the process of integrating edtech, as educators around the country race to get online as fast as they can. But as many of our teachers have noted, the current state of K-12 online learning is more like triage-a form of crisis management-and not at all like skillfully managed distance education.

What's missing from the conversation right now, which makes sense given the immediacy of the need, is a focus on the bigger question of what the highest quality technology integration actually looks like. That's an important conversation to have, because in a post-coronavirus world there's likely to be a greater emphasis on digital learning, even as we return to physical schools and take advantage of face-to-face opportunities.

A Hierarchy of Tech Uses

A powerful conceptual tool to think about technology integration-and edtech's best uses-is the SAMR model, developed in 2010 by education researcher Ruben Puentedura, who was the 1991 recipient of a Phi Beta Kappa teaching award.

The SAMR model lays out four tiers of online learning, presented roughly in order of their sophistication and transformative power: substitution, augmentation, modification, and r edefinition. When switching to an online format, teachers often focus on the first two levels, which involve replacing traditional materials with digital ones: converting lessons and worksheets into PDFs and posting them online, or recording lectures on video and making them available for asynchronous learning, for example.
Creative Commons
Those are important steps, especially when teaching online for the first time, but in classrooms where tech integration has moved to the mastery level, the last two levels of the SAMR model-modification and redefinition-should also be in the mix. Students in classes where this kind of mastery is embedded find more novel and immersive uses for technology. They are creators and publishers of their own work across multiple forms of media, for example, or they are inviting professionals to provide feedback on their work products, or participating in digital forums with other peers around the world.

It's tempting to think of SAMR as a mountain to be summited. But good technology integration isn't about living at the top of the SAMR model; it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

Here's a closer look at good classroom practices at each level in the model:

Substitution

"Substitution" means replacing traditional activities and materials-like in-class lectures or paper worksheets-with digital versions. There is no substantial change to the content, just the way that it is delivered.

The goal here is to keep things simple: there's no need to reinvent the wheel. Scan your lessons and worksheets, convert them into PDFs, and post them online using Microsoft OneDrive, Google Drive, or a similar file-sharing service. Think about the information you have on your walls, such as the classroom norms, the daily schedule, or vocabulary lists, and convert them into digital formats that students can easily reference.

It may also help to provide synchronous as well as asynchronous versions of your lectures. If you're holding class meetings over a videoconferencing service like Zoom or Skype, provide a recording for students who can't attend. You can also create your own instructional videos for students to view at their own pace.

Augmentation

This level involves incorporating interactive digital enhancements and elements like comments, hyperlinks, or multimedia. The content remains unchanged, but students can now take advantage of digital features to enhance the lesson.

For example, students can create digital portfolios to create multimedia presentations, giving them more options to demonstrate their understanding of a topic. And instead of handing out paper quizzes, you can gamify your quizzes with tools like Socrative and Kahoot.

Teachers can also create virtual bulletin boards-using an app like Padlet -where students can post questions, links, and pictures.

Modification

At this level, teachers can think about using a learning management system like Google Classroom, Moodle, Schoology, or Canvas to handle the logistical aspects of running a classroom, like tracking grades, messaging students, creating a calendar, and posting assignments.

Teaching online opens up new channels of communication, many of which can help students who have traditionally been marginalized. Research shows that girls may be less likely to speak up in class, for example, so they may benefit from backchannels -alternative conversations that can run alongside instruction-that encourage participation.

Zoom's text chat feature, meanwhile, gives students an opportunity to write their questions out, which can feel less intrusive if there are dozens of students participating in the call. Also, students who prefer to collect their thoughts may benefit from slower-paced, asynchronous discussions in an online forum or email threads.

Redefinition

Learning is fundamentally transformed at the "redefinition" level, enabling activities that were previously impossible in the classroom.

For example, virtual pen pals can connect students to other parts of the world, whether it's with other students or experts in a field. Virtual field trips enable students to visit locations like the Amazon rainforest, the Louvre, or the Egyptian pyramids. After reading a book in class, you can invite the author to chat about their work and answer questions.

Technology also provides an opportunity to bring authentic audiences into your virtual classroom, and can make publishers out of your students. Kids can write their own wikis or blogs for public consumption and feedback-and platforms like Quadblogging can connect distant classrooms together so students both write and respond. Students can tackle local problems-like investigating the water quality of a nearby river-and invite members of the community to assess their digital proposals.

Going Beyond SAMR

Finally, consider how technology can be used not just as a way to deliver content, but also to strengthen relationships with your students. For elementary school teacher John Thomas, Seesaw and Flipgrid allow him to share a daily greeting, which his students then respond to-or to each other-with a typed or voiced comment. It's a good way to provide some stability while they're isolated.

How can my lesson be improved using technology?

How can I engage and empower students through technology?

How can online learning more closely resemble authentic, real-world learning?

Remember, again, that SAMR is sometimes thought of as a mountain to summit, but it's really more like a toolbox. The goal isn't to use the most sophisticated tool, but to find the right one for the job. More importantly, however, it's a way to reflect on your technology integration by thinking about a few key questions:

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A Powerful Model for Understanding Good Tech Integration

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

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Crunch Time: Accessibility Services - feat  Accessibility Advisor Jenn Mei