What is inclusion?
Inclusion has no finish line. No end game.
It's ever-evolving and changing which challenges our ideas of inclusion.
Anytime tamariki ALL do anything, you've lost the INDIVIDUAL need being met.
Ask - is this more 'special' than it needs to be? It's only as special as it needs to be. if the tamaiti doesn't need differentiated work, don't provide it.
Beliefs are not at the centre. Primary reason should be data centred. You don't get to choose whether you 'believe' in inclusion.
Centre piece - what do we know about the data?
Pose to our team - What might the benefits be of 'allowing' these tamariki (Z) their own autonomy throughout the day (more likely to live independently)? What are the benefits for Z of not allowing him autonomy?
When people say, 'I tried it and it doesn't work'. Ask - 'What is your 'it'?
The more complex the needs of the tamaiti, the more times you'll need to return to the drawing board. Many iterations! Normalise the hustle of trialling ideas, complex planning, and having the kōrero.
Common error - providing the 'real estate' approach. What works for 1 wont work for all. If you know 1 child, you know 1 child.
The go to questions - 'What about the other kids?' "How come he get's to sit on a chair and they have to sit on the mat?' When conversations occur when tamariki can question equity, they understand themselves in a more sophisticated way. They investigate the definition of success. They find out a lot more about themselves.
At a truly inclusive school you'd see role mixing. 100% of the adults are working with 100% of the kids.
Coping strategies - masking, problem behaviours.
Misconceptions
- The absence of evidence is the evidence of absence. NO.
Effective communication - who get's to choose what's deemed as 'effective'?
'People are impatient and language moves fast'
Every person has language. Jordon Zimmerman
- Functional skills should be a priority. NO.
Often asd tamariki are not allowed to build skills for the hell of it like neuro-typical tamariki.
IEP Matrix
- Inclusion only works best for older kids. NO
UDL is an educational framework designed to optimize teaching and learning for all students by proactively removing barriers. Grounded in cognitive neuroscience, it uses flexible methods, materials, and assessments to accommodate individual learning differences and ensure equal opportunities to succeed.
Adapt the aim/objectives. Everyone needs to be in on that.
As adults, we struggle with these from time to time!
Build relationships
The origins of UDL
UD came out of architecture, not education! In Chicago?
Came out of changes being made to physical accessibility. The city was not designed for people with mobility issues.
How do we design (from the ground up) accessibility, elegance in simplicity.
The notion of being inspired but human differences.
We can all benefit from clearing the path! Think about electric toothbrushes, audiobooks, typewriters, subtitles - all created for people with higher needs.
Breakout 1: Re-thinking the Role o Teaching Assistants when supporting tamariki with ID
TeacherAides working with the child - it's becoming THE way, rather than A way.
How can we all be working together?
Research (International) found that/Good practice suggests that -
Preparedness -
The role of the TA - it's usually ABOUT them, not WITH them.
Make sure they're given appropriate and on-going PLD opportunities
Up-skills the teachers who work with the TA!
TA goal setting opportunities
Including the TAs in the planning and prep time . BUT know that the full responsibility falls with the classroom teacher.
When a TA walks into the class - do they know learning outcomes etc?
Deployment -
Informal support to students with the most needs.
Separation effect - the support separates the child from the class/their peers.
TA becomes the primary educator.
TAs should supplement not replace the teacher.
TAs should be assigned to to class/teacher not a child
Practice -
Feedback time! Communication is ad hoc.
TAs feeling underprepared for the work they were needing to do.
They assume the most responsibility for pedagogical moment-by-moment decision making.
Verbal diff. Emphasis on task completion and correction = children not learning to think independently!
In class support = no impact.
Structured Interventions - most impact if it's evidence based and time spent learning how to implement.
Introduce the TA to the learning space.
Help children take ownership by giving the least amount of support in the initial stage. Give time. Space.
Independence is not a skill that can be explicitly taught.
Student Outcomes -
The more support, the less progress. Typical deployment is not leading to significant improvements. Increased dependency on TA.
TEAM APPROACH!
Breakout 2: The Problem with Behaviour Problems: 3 Positive Supports for Students with ID
Watch your language
Is my support supportive?
Check the curriculum
Seeing Students Strong
Presume competence - and go about the business of finding it! Benefit over a deficit orientation = when a student does not reveal competence, we don't say, "oh, he can't do it." We keep trying! We do not want to limit opportunity.
TAKEAWAYS TO COME BACK TO
Jayne - What is your interpretation of is there a too low to be included? School level? Classroom level?
Print awards!
Home visits - should we do these for new cherubs
What is out 'data'???
Peer tutoring
Start with the goals of the child - how can we meet those goals in the classroom?
Should we set goals for our spicy tamariki coming in? Working with the whānau - setting goals.
Using timers - concrete representation
'Emerging' kids needing IEPs
Do you think Z realises when we hit the 'right fit' for him?
Jayne/Mariska - Could we do this? TAs should be assigned to to class/teacher not a child
Go me
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