Inclusive

1

• Inclusive
• Schools
• Workshop
• Based on six features of inclusive schools
  outlined in
• Snell, M Janney, R. (2000). Teachers guides to
  inclusive practices Collaborative teaming.
  Baltimore Paul Brookes.

Accessed from Te Kete Ipurangi - The Three Rs of
Diversity, http//www.tki.org.nz/r/specialed/diver
sity/develop/stage1-profdev_e.php
2
Inclusive Schools WorkshopRESOURCES

• 1. Coloured felt pens
• 2. Whiteboard pens
• 3. Worksheets
• - An Inclusive School (A3 sheet)
• - Inclusive Schools Survey
• - Problem Solving Model (for optional activity)
• - Actioning the Best Possible Solution (for
  optional activity)
• 4. Evaluation forms
• 6. Facilitators notes
• 7. OHTs

3
Facilitators notes (1)Inclusive Schools Workshop

• 1. Welcome, introductions, and warm up
• Each participant states their name and a
  success/satisfaction from last week
• 2. OHT - Special Education 2000 aims to
• 3. OHT - Objectives of the workshop
• 4. OHT - An inclusive school is one which
• 5. Small group work
• What features would you expect to see in an
  inclusive school?
• Think in relation to the students, staff,
  programming, culture of the school, and their
  community.
• List six important features on the A3 sheet
  provided.

4
The Special Education Policy aims to

• improve educational opportunities and outcomes
  for learners
• ensure there are clear, consistent and
  predictable funding guidelines
• provide school communities with flexibility and
  choice

To ensure that learners with similar needs
receive similar resourcing irrespective of their
school setting or geographic location.
5
Objectives of this workshop

• review the aims of the Special Education Policy
• identify the features of inclusive schools
• identify school strengths and areas requiring
  development in relation to being an inclusive
  environment.

6
An inclusive school is one in which all students
are

• included in general education classes
• provided with
• appropriate education experiences
• support and assistance that they or their
  teachers require.

7
In groups of 4 6 What features would you
expect to find in an inclusive school?

• Think in relation to the
• students
• staff
• programming
• culture of the school
• community.
• List six important features on the A3 sheet
  provided.

8
Facilitators notes (2)Inclusive Schools
Workshop cont.

• 6. Groups report back on their six features
• Facilitator lists these on a board and adds new
  ones as each group presents.
• The principles of inclusion apply not only with
  students with disabilities or students at risk
  but ALL students. Recognising the principle that
  good schools are good schools for all students
  and then acting on that principle. The outcome
  can be stronger, more effective educational
  system for all students.
• Having inclusive schools were everyone
  belongs, has friends and is provided with
  appropriate educational programmes and support is
  too important to ignore and not accept the
  challenge.
• The key to successful inclusion is in our
  willingness to visualise, work for and achieve a
  school, which is adaptive and supportive to
  everyone.
• 7. (optional) BRAINSTORM What are the main
  difficulties and challenges in providing for
  students with special needs.
• FACILITATOR Lists the challenges on the
  board.

9
Facilitators notes (3)Inclusive Schools
Workshop cont.

• 8. Screen Features of Inclusive Schools
  (according to Snell Janney, 2000)
• Inclusive models of education are really good
  models for all students.
• Successful implementation rests upon the
  belief that inclusive schooling is a moral
  obligation and without equity within schools does
  not and cannot exist. The ways in which school
  communities create inclusive schools will be
  individual depending on the features of the
  school and the students and will ultimately
  depend upon the combined commitment, abilities
  and expertise of the entire school community.
• 9. Individual exercise Rate this school in
  relation to each of these areas. The ratings will
  not be disclosed.

10
Features of Inclusive Schools (according to
Snell Janney, 2000)

• 1. An inclusive programme model
• 2. Collaborative teaming and problem solving
• 3. Common goals and values
• 4. An inclusive school culture
• 5. Accommodating curricular and instructional
  classroom practices
• 6. Specific strategies to facilitate peer
  supports

11
Activity 2

• Evaluate
• this school
• on each of the key components

12
Activity 2, cont.

• Divide into six groups and discuss
• How can we make it
• work in this school
• for these students?
• Each group chooses one feature of an Inclusive
  school and brainstorms ideas to further develop
  that feature in this school

13
Facilitators notes (4)Optional activity
Problem SolvingWhat are some of the challenges
you have identified?- Divide into groups of
four. - Each group choose one challenge- Screen
Problem Solving OHT- Facilitate groups
following steps in the process outlined This
workshop uses the Problem Solving Model activity
sheet and the Actioning the Best Possible
Solution planning sheet
14
Activity Problem Solving

• What are some of the challenges you have
  identified?
• Choose one challenge
• Use the Problem Solving Model handout to
• state the challenge
• clarify the problem (state as a goal)
• what is/are the obstacles?
• brainstorm solutions, each person contributing
  one idea
• group considers each idea and (in the box under)
  records the likely consequences
• prioritise decide on the first course of
  action.
• Design an action plan