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EPSE 565i Martina Cawker


As adapted from EPSE 509

Criteria Not Yet Meeting Developing Meeting Expectations Exceeding Expectations


Instruction Instructional strategy Instructional strategies include Instructional strategies are Effective instructional strategies
expects all students to learn classroom discussions, working based on the strengths of meet the needs of all learners.
the same way and excludes with a partner and social each student, various Instructional strategies are based
students with special needs. emotional strategies. resources and technologies on three block Model of Universal
Students receiving Special education teachers are are used for different learning Design for Learning including all
remediation programming placed as a full partner in a styles. All teachers involved students’ academic and social
are pulled out from regular classroom with a general utilize their strengths, share learning. Subject specific teachers
classes. Special Education education teacher. Adaptations roles, and are seen as leaders move fluidly throughout classroom
Teachers teach students and modification are made by in the classroom. making cross curricular
with special needs in a teachers according to the IEP. Students can demonstrate connections.
separate room (‘‘pull-out’) learning through different Instruction models such as UDL
while classroom teacher ways (verbally, hands on, and co-teaching models used in
teaches the other students technology, etc.) every classroom all the time.
in the classroom.

School Climate Meetings between IEP meetings include Collaborative team meetings Relationship building is at the core
and Community administrators and teachers parents/families vision for their occur at intervals of about two of the school environment. There
occur for important school children. Teacher and other weeks. IEP meetings include are strong, interdependent
announcements. Parents professionals share strategies parents/families/community relationships among teachers,
are invited to meetings and resources to work with all and other professional EA’s, students & parents and
when required but only students. Whole school agencies. administrators.
when particular groups of community involvement across a
students are involved not variety of different district
the school community as a agendas.
whole. Paraprofessionals
work independently without
support from the classroom

Vision and Segregated classrooms Some observable measures of Focus is on child’s abilities / A school-wide team is in place with
Values across different school inclusion: push in supports/co- strengths and not disabilities. a shared vision, trust and
environments, and limited teaching in some classroom All programs and opportunities commitment for inclusion. The
EPSE 565i Martina Cawker

programming options environments etc. are supported and available to district has a mandate for inclusion
available to students with all students. that is transparent.
different abilities.

Professional No mandatory professional Professional development Teachers receive ongoing Teachers are highly trained at
Development development for opportunities made available by training/support for inclusive delivering differentiated curriculum
school/district staff. union Pro-D committee with practices, whole school to meet individual needs. District
supplemented funds from district community (teachers, support creates assessment and
and union. staff, administration) is accountability measures that
involved in the development support inclusion.
and implementation of a vision
of inclusion.

Admin/District The principal of the school The principal of the school The principal of the school is Administrators collaborate with
believes in inclusion but provides support and services at solely responsible for staff to provide support by
groups students with Tier 1 level of the classroom. preparing the staff, providing committing time for teacher
disabilities together. resources and commitment to collaboration and regular
help inclusion succeed. professional development.

Family Interaction with parents is Understanding that parent Relating to parents with Creating partnerships by
Involvement only during IEP meetings. relationships are more than respect, positive home phone encouraging parents to be part of
PAC is not involved in home-responsibilities. Parents calls, educating parents about the school parent organization,
developing inclusive welcomed at the school but not the school’s expectations of having ‘Family Nights’, making use
opportunities or funding for necessarily invited to decision them. of community role models and
special needs students. making/value based discussions. mentors.

Ecology/ Students with special needs Some accommodations are made All physical accommodations Follows a co-teaching model in the
Physical layout sit at the back of the such as ramps, elevators, stair are made, including some classroom, every student has
classroom or are climbers, and sidewalk cutouts. open classrooms and access to material in order to
segregated into separate There is some accessible alternate class and seating learn. There are moveable walls,
classrooms/buildings furniture and equipment. options. At least one flexible alternate seating options,
depending on ability. and open large space for indoor/outdoor/ multi-age
Accommodations not made mixed and multi age groups. grouping, all rooms fully
to enable all students to accessible, as well as classroom
access all environments. furniture and equipment.
EPSE 565i Martina Cawker

How to implement the rubric in a half day pro-d at school

In an effort to evaluate and inform the teachers at my school of inclusion and what it looks like, I would use the rubric in which I used in
assignment #3 and the rubric above. As Jennifer and I discussed, I am to plan what a half day professional development day would look like for
the use of my rubric.
Shape of the Day:
- Brainstorm and define in your table groups what inclusion means to you as an educator
- Take up ideas, establish definition as a staff (Every child is a part of the social and academic life of the classroom and school)
- Go over slides from the Charter of Rights and Freedoms, School Act, and Ministry Policy, discuss thoughts or surprises on these and why
inclusion is so important
- Assign each table group one of the following categories from the rubric:
- Instruction
- School climate and community
- Vision and values (this one would be good for administration)
- Professional development
- Admin/district
- Family Involvement
- Ecology/Physical layout
- Once each group has their topic, each group needs to brainstorm strengths and weaknesses of inclusion at our school and put their
opinions on chart paper.
- Once complete, class will complete a gallery walk to see staff perspectives on inclusion at our school.
- Collectively, we will fill in the school rubric to highlight where our school needs to improve on inclusion practices.
- Once the rubric is filled in and I am certain there would be lots of categories which are not meeting expectations, I will ask the staff who
would like to join an inclusion committee with the goal of working on our areas of weakness and furthering our professional development
in the future.
- If time or optional as staff leave, distribute self-assessment rubric of inclusion in the classroom (assignment #3) and have staff assess
their own practice. Inform staff if they feel like they want to know more after completing the self-assessment rubric, they can join the
inclusion committee as well.
EPSE 565i Martina Cawker

Rationale: Inclusion is a very important topic in education. Rather than standing at the front of a professional development day and lecturing my
colleagues on what I think they must be doing, I wanted to make the day more interactive. Not only that, people take offense to being told what to
do, especially if it comes from a newer teacher such as myself. I felt that if we could collectively agree on what the school needs to improve,
people would be more likely to join the inclusion committee. Furthermore, rather than have teachers fill in the self-assessment on inclusion first, I
had the staff work together to ensure that no one felt like they were being personally attacked on their practice. Finally, I remember from EPSE
509 that to make change, you must start with the people who are innovators. If you tried to get everyone to join the committee, it would be a
nearly impossible task. Change takes small steps over time and you must start with those who want to make change, not those who are going
along because everyone else is doing it.