Ruby's Inclusion Story by Colleen McClure

2023-09-07 17:57:49 UTC

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

2024-09-05 20:36:27 UTC

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

2024-09-05 20:39:34 UTC

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

2024-09-05 20:39:52 UTC

Reinforcing school learning with therapists outside of school
challenge her
advocate for her
believed in her
made a foundation for her and others

2024-09-05 20:40:41 UTC

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

2025-09-04 20:16:41 UTC

using materials and resources that have a theme of inclusion

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

2025-09-04 20:17:18 UTC

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.

2025-09-04 20:17:43 UTC

Working in small groups or pairs

Inclusion in class-wide activities
Opportunities for independence

2025-09-04 20:17:43 UTC

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

2025-09-04 20:17:45 UTC

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

same aspirations as her sister

2025-09-04 20:17:49 UTC

positive feedback to all students
gave her opportunities to share with the class
taught inclusion to students; make it a goal for the school

2025-09-04 20:17:49 UTC

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

2025-09-04 20:18:32 UTC

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.

2025-09-04 20:19:01 UTC

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

2025-09-04 20:19:06 UTC

Advocating for her to be included
Not treating her differently from her sister

2025-09-04 20:19:23 UTC

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

2025-09-04 20:19:33 UTC

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

2025-09-04 20:19:35 UTC

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

2025-09-04 20:19:51 UTC

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

2025-09-04 20:19:52 UTC

confident, engaged and active in school activities

2025-09-04 20:19:59 UTC

treated her the same as others
included her in social interactions

2025-09-04 20:20:21 UTC

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.

2025-09-04 20:20:45 UTC

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.

2025-09-04 20:20:58 UTC

Working with Ruby in small groups/pairings
Showing kindness and acceptance, not just tolerance
Genuine desire to help- not forced

2025-09-04 20:20:58 UTC

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

2025-09-04 20:21:04 UTC

confident, happy, comfortable kid
like any other kindergarten kid

2025-09-04 20:21:20 UTC

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

2025-09-04 20:21:35 UTC

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

2025-09-04 20:21:45 UTC

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.

2025-09-04 20:22:02 UTC

providing extra resources without singling her out

compliment learning not replacing it

2025-09-04 20:22:08 UTC

seeing her as an equal and a friend
encouraging her to do work and holding her to the same standard
modelled expectations for her

2025-09-04 20:22:24 UTC

involved with Ruby and her school life
everyone was inclusive
exchanging but with and
focused on the positive

2025-09-04 20:22:33 UTC

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)

2025-09-04 20:22:43 UTC

didn't treat her differently
included her
created friendship handshakes
helped her with activities and explained things to her

2025-09-04 20:22:52 UTC

had educational assistants to provide extra support

2025-09-04 20:23:31 UTC

actively engaged with activities
willing to try difficult things and answer questions

2025-09-04 20:23:36 UTC

Expressing herself, making choices
Building relationships
Feels sense of belonging and willing to participate

2025-09-04 20:24:02 UTC

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.

2025-09-04 20:24:02 UTC

happy, outgoing, and kind
determined and confident
learned from her peers and copied them to learn routines and expectations

2025-09-04 20:24:25 UTC

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.

2025-09-04 20:24:28 UTC

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

2025-09-04 20:24:43 UTC

collaboration between principal, class teacher, and speech therapist
Had EA's for her so she can get more one-on-one assistance

2025-09-04 20:24:59 UTC

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

2025-09-04 20:25:35 UTC

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.

2025-09-04 20:25:40 UTC

Providing opportunities for her
Focusing on strengths
Connecting to Ruby

2025-09-04 20:25:54 UTC

-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

2025-09-04 20:25:55 UTC

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.

2025-09-04 20:25:57 UTC

- 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

2025-09-04 20:25:58 UTC

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