Keys to Making Inclusion Meaningful: Membership and Belonging by Michelle Lockwood

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Facilitating Independence Padlet of Resources

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Process for Planning for Least Intrusive Support

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Additional Resources for Parents in Supporting Independence

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Learning Routines to Engage ALL

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padlet with an extensive collection of materials about various learning/instructional routines to actively engage all learners

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Belonging for All Learners

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Membership and Belonging in the Classroom

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ACTIVITY CHOICE: Foster Membership through Literature

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Use the materials in the "literacy" column of this padlet (book lists, selecting literature criteria, etc.) to plan a read aloud that will help your students better understand them meaning of membership in their class, then record your ideas to share with a partner.

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ACTIVITY CHOICE: Member or Visitor Reading

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Read the article about first graders' perspectives of student membership in their classroom and how that may (or may not) apply to how they perceive a student that spends "part time" in their classroom. Reflect on how you, personally, can work to help students see ALL students in the room as members who belong (even if they are not there for the full school day). Record your ideas to share with a partner.

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Inclusive Class Culture Look Fors

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ACTIVITY CHOICE: Making Relationships a Priority

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Read the article that describes ideas for making peer relationships a priority at your school, then outline one activity you personally will engage in to accomplish this at your school.

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ACTIVITY CHOICE: Recommended Literature List

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Create your own recommended book list of literature that supports belonging for students with disabilities to share with colleagues. Use the considerations list (and/or other checklists in the "literature" column of this padlet) to select choices and/or the checklist in that column to evaluate any books you might want to add to the list from your own collections.

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ACTIVITY CHOICE: Planning for YOUR Student

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Review the considerations questions for planning inclusion and supporting independence, then answer each question with one, specific student with a disability in mind. Use the questions to plan ways that you can work to increase inclusion and participation for that student.

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ACTIVITY CHOICE: Champions of Inclusion

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Review the examples of ways to actively promote belonging by becoming a champion of inclusion, then consider how these might relate to you and your role at your school.

ACTIVITY CHOICE: "Real" Friendships for SWD

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Read the article about students with disabilities and the lack of real friendships, then identify several ways that you can help increase real friendships for a student with a disability that you know.

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ACTIVITY CHOICE: Guided Discussion

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Use the example guided discussion format to plan a guided discussion activity for your class to extend the impact of indirect experiences with disability through books/videos for your students.

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ACTIVITY CHOICE: Inclusion Communication Plan for Shared Understandings

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Review the example of a communication plan for providing information to all stakeholders about your school's inclusive vision for all learners as members of the school community. Consider ways that you could implement some of these tasks at your school. How would you accomplish the task? Who would you need to enlist? Record your ideas to share with the group.

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ACTIVITY CHOICE: Create the Plan for Belonging for a Target Student

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Use the belonging reflection tool to engage in collaborative reflection regarding membership and belonging for a targeted student. For each dimension of belonging, reflect on what you are doing well and what could be done better or differently to support THIS student. When finished, agree on several actionable steps that will make a noticeable difference in promoting belonging for this student at your school.

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ACTIVITY CHOICE: Personal Reflection on Cooperative Learning in Inclusive Schools

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Review each example of a cooperative learning activity that can be used (or adapted for use) to support students with disabilities in a general education setting. Select one activity then outline how you would use and/or adapt this for use in your class.

ACTIVITY CHOICE: Adapt the Turn and Talk for a Student with Complex Communication Needs

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Read the information about ways that a turn and talk can be adapted to enable participation with students without disabilities for a student who do not communicate well verbally and/or use AAC devices to communicate. Think about ways you could apply this in your situation.

ACTIVITY CHOICE: Class Library Considerations for Promoting Peer Acceptance

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Review the considerations for developing a class (or school) library that promotes acceptance of students with disabilities. Record any ideas for adjustments that you would like to make in order to better represent students with disabilities as full and equal members of the class and school community.

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ACTIVITY CHOICE: Just Semantics?

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Read the article about "semantics", then consider how this might apply at your school in creating a common language that clearly communicates your school's vision of inclusive education. Identify takeaways to share with a colleague.

ACTIVITY CHOICE: Presuming Competence

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Read the article about presuming competence, then identify ways that you can promote this concept at your school with all students, including those with more complex cognitive disabilities. Identify your next steps and share with a colleague.

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Recess Ideas

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ACTIVITY CHOICE: Membership Reminder Review

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Review the checklist of gentle reminders about signs of student belonging and membership to consider when welcoming a student into your class.

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ACTIVITY CHOICE: Class Membership Activities to Try

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Review the ideas and related links to materials for fostering class membership for all learners, including those with disabilities. Select one activity to try before the end of this school year and one to try at the start of next school year.

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Material request Form

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Please use this form to let us know what you might need in order to implement an activity from this padlet.

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ACTIVITY CHOICE BOARD

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Complete any three squares from the gameboard.

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Inclusive Book Titles

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Inclusive School Culture

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Use this brainstorming worksheet to identify strengths and areas of opportunity for building an inclusive school culture at your school. Use this to identify your next steps.

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