Inclusion - Group 1 by Catherine Paul https://padlet.com/catherine_anne_paul/qfmfess9dwem Consider what teachers do to ensure that exceptional students receive authentic inclusion with respect to their academic, social, and emotional needs. Identify some of the obstacles to authentic inclusion. en-us 2018-09-30 21:38:37 UTC 2025-04-14 23:19:12 UTC hello@padlet.com https://padlet-uploads.storage.googleapis.com/308736915/c85c5d21760d24644dfb04cd7994f53d/inclusion.jpg catherine_anne_paul https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/287393608 2018-09-30 22:21:55 UTC https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/287393608 Social Inclusion skelly58 https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/289975055 Inclusive Classrooms in Ontario Schools, authored by Hutchinson and Martin, defines social inclusion as: “The value system that holds that all students are entitled to equitable access to learning, achievement, and the pursuit of excellence in all aspects of their education; incorporates basic values that promote participation, friendship and interaction.”

]]> 2018-10-07 03:33:59 UTC https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/289975055 Social Inclusion - moving forward into adulthood. alatour https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/290023495 Though, overall students with disabilities have been found to feel more lonely in school (due to bullying or exclusion from peer group), they benefited from peer-support networks, teacher attitudes towards students with disability and accommodations put forth in their community. 
A positive insight from this article is that adults with disabilities that have gone to school since inclusion was set in place, have found that they find they can participate in societal norms at their choice, therefore, not being being subjected to only integrating with other's with special needs, but choosing their peer group amongst everyone. They benefited from being involved in extra curriculars and found that their peers have a deeper understanding and acceptance of people with disabilities and differences.]]> 2018-10-07 13:20:52 UTC https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/290023495 Stressors for teachers working towards inclusion in their classrooms. alatour https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/290024702 The number one stressor as defined by a study described in "Perspectives of Canadian Teacher Candidates.." authored by Hutchinson, Minnes, Burbidge, Dods and Pyle, was that teachers found it difficult to "sustain an active learning environment for all".]]> 2018-10-07 13:31:52 UTC https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/290024702 Choosing assessments that enable learners to show "what they know" rather than show their disabilities. ("Inclusive Classrooms in Ontario Schools." by Hutchinson & Martin, page 21. Some examples include: oral reports, dramatic presentations, Google slides, blogs, drawings, 3D models and written reports. abradley6 https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/290053731 2018-10-07 17:06:17 UTC https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/290053731 Inclusive classrooms ought to be communities. Teachers can help to develop and support a community of learners with classroom meetings, a sharing chair, teaching active listening, providing students with chores, and building mentoring relationships. ("Inclusive Classrooms in Ontario Schools." by Hutchinson & Martin, page 20) abradley6 https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/290054410 2018-10-07 17:11:01 UTC https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/290054410 It is important to take the perspective of the exceptional student and consider whether the adaptation is appropriate and if it can be implemented without drawing "undue attention" to the student. ("Inclusive Classrooms in Ontario Schools." by Hutchinson & Martin, page 23.) abradley6 https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/290054919 2018-10-07 17:14:48 UTC https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/290054919 Inclusion Flow Chart skelly58 https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/290122669 2018-10-08 02:58:13 UTC https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/290122669 Social Emotional Learning and Inclusion in Schools skelly58 https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/290127886 Official summary of article authored by Laura Sokal and Jennifer Katz

“Inclusive classrooms provide new opportunities for group membership and creation of effective learning environments. In order to facilitate the success of inclusion as an approach and philosophy, it is important that all class members as well as their teachers develop the skills to understand one another, and to communicate and work together effectively. Social emotional learning (SEL) is aimed at developing these skills and is generally defined to involve processes by which individuals learn to understand and moderate their own feelings, understand the feelings of others, communicate, resolve conflicts effectively, respect others, and develop healthy relationships. These skills are important to both children with disabilities and to those without, in terms of overall social development, perceptions of belonging, and promotion of overall mental wellness, as well as mitigation of the development of mental illness. Research suggests that SEL programming has the potential to effectively enhance children’s academic, social, and relational outcomes. Moreover, teachers who teach SEL in their classrooms have also demonstrated positive outcomes. Despite these encouraging findings, implementation of SEL has been hampered by some limitations, including the lack of a consistent definition—a limitation that in turn affects research findings; lack of teacher education in SEL, which erodes confidence in the fidelity of implementation; and concerns that current SEL programs are not sensitive to cultural differences in communities. Together, the strengths and limitations of SEL illuminate several policy implications regarding the most advantageous ways for SEL to contribute to the success of inclusion in classrooms and schools.”

Sokal, L., & Katz, J.  (2017, March 29). Social Emotional Learning and Inclusion in Schools. Oxford Research Encyclopedia of Education. Ed.   Retrieved 7 Oct. 2018, from http://education.oxfordre.com/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-146.

]]> 2018-10-08 03:38:59 UTC https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/290127886 skelly58 https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/290330582 “If a child can’t learn the way we teach, maybe we should teach the way they learn.”

Ignacio Estrada, Director for Grants Administration – Gordon and Betty Moore Foundation

]]> 2018-10-08 14:48:25 UTC https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/290330582 skelly58 https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/290341322 2018-10-08 15:09:54 UTC https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/290341322 Explicit Instruction jonathan_gardner https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/291509806 Explicit teaching of material is described by The Council for Exceptional Children in this video as a "high-leverage practice" because it provides teachers "a set of behaviours which are effective and efficient in supporting student outcomes."  (HLP#16 Use Explicit Instruction Video). The value of explicit instruction is wide ranging. Teachers chose specific subject matter and deliver direct and immediate feedback to each student individually. This ensures inclusion and clarity. The strategy of Explicit Teaching supports the effective teaching strategies for differentiated teaching as outlined in Inclusive Classrooms in Ontario Schools by Hutchinson and Martin, page 61. The attached video link goes into great detail on the strategy of Explicit Instruction and well worth watching.


]]> 2018-10-10 23:51:36 UTC https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/291509806 Developing an Inclusive Climate jonathan_gardner https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/291517834 It is essential for all students to feel seen, valued, and celebrated for the unique qualities that make them who they are including their different abilities. Students feel most included when they see themselves represented in the examples/ resources/ images, etc. a teachers uses in his or her instruction. Establishing respect must be modelled in this way. The textbook (Inclusive Classrooms in Ontario Schools by Hutchinson and Martin) goes into much detail about establishing a classroom community in Chapter 7 Climate, Community, and Classroom Management. I'm attaching an example of a video that would make for rich dialogue and promote inclusivity in the class community.]]> 2018-10-11 00:42:39 UTC https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/291517834 Something Anyone Can Do jonathan_gardner https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/291520875 This graphic (taken from https://themindfulclassroom.wordpress.com/tag/mindup/) gives examples of things all community members can participate in to feel included and connected. With greater connectedness in any capacity, the result is a happier, healthier individual.  In schools this translates to less negative behaviour issues and more positive behaviour supports as outlined in the textbook (Inclusive Classrooms in Ontario Schools by Hutchinson and Martin), page 173 Decreasing Undesirable Behaviour. ]]> 2018-10-11 01:00:39 UTC https://padlet.com/catherine_anne_paul/qfmfess9dwem/wish/291520875