Rethinking Special Education and

Creating
Inclusive Schools
A Professional Development Workshop
by Julia Wolfenden
Introductions

Julia Wolfenden
Learning Resource Teacher
 1. To reflect and deconstruct inaccurate notions
around inclusion and special education.

2. To learn the why and how behind bringing inclusive

practices into our classrooms and schools.

3. To Identify areas for change and opportunities

for growth.

4. To commit to inclusion in our classrooms, schools

and community

Session is being recorded and slide deck and resources will be shared
with you.
Today's Schedule
9:00 - 9:30 Introductions, learning objectives and schedule.

9:30 - 10:00 Warm up activity & Inclusion vs. Integration

10:00 - 10:45 Brain-Based Learning

10:45 - 11:00 Break

11:00 - 12:30 UDL - Universal Design for Learning

12:30 - 1:30 Lunch

1:30 - 2:30 Building an Inclusive Classroom

2:30 - 3:00 Areas for opportunity reflection and commitment

Brainstorm.

What is inclusion?
 Integration INTEGRATION
Students with disabilities learn alongside their peers without

vs. Inclusion
disabilities. Extra supports for accessing the regular
curriculum are provided through the classroom or pull-out
services. This approach expects the students to adapt to a
pre-existing structure. (Bridgeway Education, 2019)

INCLUSION
Inclusion is the belief that all children should have full
access to the same curriculum. Students with
disabilities are not expected to adapt to a pre-existing
system; instead the structure adjusts to all students,
allowing for all learning styles to be met. (Bridgeway
Education, 2019)

Image retrieved from https://www.dcbdd.org/integration-vs-inclusion/

t
 Can we still do
better? What
might the next
phase of inclusion
look like?
Inclusion is an ongoing process that aims to
increase access, achievement, and
engagement in learning for all students. The
practice of inclusion is not necessarily
synonymous with integration and goes
beyond placement to include meaningful
participation and interaction with others.

(BC Ministry of Education, 2016)

Image retrieved from: https://inclusionbc.org/back-to-school-2018/
Brain Based
1 Neuroplasticity
Learning

2 The Brain's 3 Networks

3 The Science of Learning

Brainstorm.

What is learning?
There is no average brain.
The brain has incredible
What you already know
plasticity.
really matters.

Clear goals are what

drive the nervous
system.
The Three Brain Networks

Create: Individually or with a

partner, create a model of the
brain's three networks using
the materials provided.
Judy Willis on the Science of Learning
Group Discussion: What
routines and structures do
you use in your teaching
practice that align with what
Dr. Willis shares?
Brain Based Learning Strategies
How to match teaching practices to what we know about how the brain works.

Teach information in The brain works on a Start with the new: Learn than apply: Process and reflect:
small chunks: time schedule: Children learn best Students learn best Students learn best
students between 5 - Children aged 5 - 13 when teachers start when they're able to when they're
13 learn best when learn best in 5 - 10 with the new immediately apply, provided with time at
provided with 2 - 4 minute increments. information and play with and the end of the lesson
pieces of new Students over 14 review previously practice new to process and
information at a time. learn best in 10 - 20 learned material at learning. reflect on the
Children over 14 can minute increments. the end. learning.
hold up to 7 pieces of
new information.
Universal Design for Learning (UDL)
UDL Assumptions
Not 1 size fits all but alternatives for
all.

Not added on later but designed

from the beginning.

Not access for some but access for

everyone. (CAST, 2018)

Image retrieved from https://twitter.com/ontspecialneeds/status/96450916936874803

UDL
Guidelines
from CAST
Each of the three principles
(Engagement, Representation, Action &
Expression) are broken down into a
further three categories.

Ultimately the goal is to create expert

learners who are: purposeful and
motivated, resourceful and
knowledgeable, strategic and goal-
directed. (CAST, 2018)
In which ways does this teacher
provide:

Multiple means of engagement?

Multiple means of representation?

Multiple means of action and

expression?
Building an
1 Classroom Management
Inclusive
Classroom
Community
2 Inclusive Classroom Practices

3 Inclusive Culture in Schools

 What if classroom management was
defined as: "building relationships with
students and teaching social skills along
with academic skills."

How might this change your classroom management style?

Building Relationships
Strategies for connecting with all students.

1-1 Time
Show Interest Implement Circles Offer Praise Model
Aim to spend 1-1 time
Show an interest in their Morning meeting, class Praise needs to be As much as humanly
with specific students
interests - ask questions, meetings or dialogue truthful, in the possible, model the
(those who are most
be genuinely curious and circles create daily or empathic, kind and
vulnerable or you have moment, specific,
demonstrate a respect weekly times for the communicative qualities
the hardest time earned, and based on
for their extracurricular opportunity to connect you wish to see from
connecting with).
interests. with peers and voice high expectations your students.
They get the full attention opinions, challenges (not just taking a pen
Attend student events if
of the teacher and aren’t and successes out). It can be public
possible
compelled to perform for or private depending
other students. on the needs of the
individual.
 Traditional Discipline Restorative Justice

Focuses on establishing Focuses on students finding

guilt meaningful ways to repair the
Accountability is met with harm done
punishment Accountability is met with
There is typically no remediation and agreement
oppotunity to make ameds. Offenders are held responsible for
their choices by making amends

Consider this: Students with disabilities are twice as likely to

be suspended or excelled. Why do you think that is?
Who are our...

Vulnerable & At-risk

Students?
Take a moment to identify where you as an
individual fall on the wheel of power/privilege.
Then think about one of your students with
special needs.

How do we identify and support our

most at-risk students?
Ways to Support
Programs and approaches that can be integrated into our classroom structure to support all of our students.

Positive Peer Social Respecting Classroom

Behavioural Support Emotional Diversity Circles
Supports Learning Program
(PBS) (SEL)
http://www.threeblo https://www.edutop
ckmodel.com/respe ia.org/practice/stw-
https://www.pbis.or http://www.learning https://casel.org/ cting-diversity- glenview-practice-
g/ forallab.ca/peer-
program- dialogue-circles-
interactions/peer-
videos.html video
supports/
"Imagine a school where
everyone belongs and
everyone participates."
The Three C's of Inclusion
Culture
Curriculum
Collaboration
Instead of thinking “this child is giving me a hard time”,
think: “this child is having a hard time” and how can I help?
Reflect:

What is inclusion?

What is learning?
Performance Indicators for School Success in Quality
Practices for Students
Task: Gold Stars
Look back at our collaborative brainstorms. You will
each get three gold star stickers - place them beside the
key inclusion and learning concepts you believe are the
MOST important.
Where do we go from here?

"We need to give each other the space to grow,

o
to be ourselves to excercise our diversity. We
need to give each other space so that we may
both give and receive such beautiful things as
ideas, openness, dignity, joy, healing and
inclusion.

- Max de Pree
Citations
BC Ministry of Education. (2010). BC District Student Services Review Inquiry Process: A Process for Reviewing the Effectiveness of Student Services at the District Level.
Retrieved August 10, 2021 from, https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teaching-tools/inclusive/ssreviewtoolkit2010.pdf

BC Ministry of Education. (2016). Special Education Services: A Manual of Policies, Procedures and Guidelines. Victoria: Government of British Columbia.Retrieved Augsut
4, 2021, from https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade 12/inclusive/special_ed_policy_manual.pdf

Bridgeway Education. (May 2019). Integration vs. Inclusion. Retrieved August 4, 2021 from, http://www.bridgewayed.com/integration-vs-inclusion/.

CASEL. (n.d.). https://casel.org/.

CAST (2018). UDL and the learning brain. Wakefield, MA: Author. Retrieved from http://www.cast.org/our-work/publications/2018/udl-learning-brain-neuroscience.html

Center on PBIS. (2021, August 10.). https://www.pbis.org/.

Davis, F., (n.d.) Restorative Justice Implementation Guide: A Whole School Approach.Oakland Unified School District (OUSD). Retrieved July 7, 2021 from,
https://www.ousd.org/cms/lib/CA01001176/Centricity/Domain/134/BTC-OUSD1-IG-08b-web.pdf

DeWitt, P. (2011). Creating an Inclusive School Culture. Retrieved Augsut 3, 2021 from,
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Educators Team at Understood at Understood. (2020, February 18). Video: See udl in action in the classroom. Understood.
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Katz, J., (2013) The Three-Block Model of Universal Design for Learning (UDL): Engaging Students in Inclusive Education, Canadian Journal of Education.
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Inclusion BC. (2020). What is Inclusive Education? Retrieved from https://inclusionbc.org/our-resources/what-is-inclusive-education/

Inclusive Cultures in Schools Transforms Communities, Heidi Heissenbutte, TEDXMileHigh. (2014). YouTube. https://www.youtube.com/watch?v=_gsbNR2pIts.

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Person. (2014, July 2). Dialogue circles and positive classroom culture. Edutopia. https://www.edutopia.org/practice/stw-glenview-practice-dialogue-circles-video.

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