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Inclusive Education Lecture Outline

• The lecture covers diversity, equity, and inclusion within inclusive education.
• The topics of history of inclusive education, brain development, and Vygotsky's defectology will be addressed.
• Inclusive education in today's classrooms will be discussed.

Diversity

• Diversity and identity encompass both visible elements and elements under the waterline of visibility.

Recognizing And Valuing Diversity

• Creating inclusive environments cultivates respect, belonging, and open sharing among students.
• Diverse perspectives enrich discussions, fostering critical thinking, creativity, and problem-solving abilities.
• Acknowledging diversity reduces bias and prejudice, promoting fairness and addressing discriminatory actions.
• Diversity ensures equal access to opportunities, empowering students to advocate for themselves and others, contributing to a more equitable society.
• Preparing students to navigate and collaborate globally equips them with crucial skills for global interactions.

Equity vs Equality

• Equity and equality serve different purposes.
• Teachers can implement equitable practices in the classroom to support the diverse needs of their students.

Diversity, Equity, and Inclusion Metaphor

• Diversity is the mix of ingredients needed to make a cake.
• Equity measures the right amounts of each ingredient.
• Inclusion mixes these ingredients for collaboration.
• The final product allows for the enjoyment and celebration of all cultures.

Diversity, Equity & Inclusion (DEI)

• Diversity refers to the variety of people and their range of perspectives.
• Equity involves ensuring access, support, and opportunity for all individuals.
• Inclusion means fostering meaningful engagement, involvement, and acceptance.

Evolution of Inclusion

• Inclusion moves through stages of exclusion, segregation, integration, and full inclusion.

Why Study Inclusive Education?

• In Alberta's education legislation, the term 'inclusion' refers to learning for all students.
• Alberta's Education Act recognizes inclusive education and student success.
• The act provides specialized support and services following principles of inclusion in education.
• Teaching Quality Standard includes inclusive learning structured for diverse learners.
• Teachers should embrace diversity, welcoming and respecting every student.

Inclusive Learning Environments

• Teachers establish environments embracing diversity, ensuring every student feels welcomed, cared for, respected, and safe.
• Competency is shown through actions like equality, addressing learning, communicating, awareness, response to student needs, positive environments, respect and leadership.

Fostering Equality and non-Examples

• Implementing anti-bullying programs, celebrating diverse cultures and staff training.
• Ignoring racial discrimination or disabilities are non-examples.

Strategies and Non Examples

• Examples: Adapting teaching for diverse needs and assistive technology.
• Non-examples: One-size-fits-all approaches or neglecting learning challenges.

Education Philosophy and non-Examples

• Regularly share overcoming challenges and growth mindsets, and providing support.
• Examples would involve labeling students as incapable or high performing.

Emotional Support and Non Examples

• Examples with school counselors implementing supportive environment.
• Ignoring distress signs or dismissing concerns are negative examples.

Learning Needs and Non Examples

• Examples include regular assessments, collaborating with special educators.
• Failing to adjust strategies is negative examples and ignoring recommendations.

Classroom Strategies and Non Examples

• Use positive reinforcement and establish clear rules with interactive lessons.
• Using punitive measures primarily or failing to build supportive environments is non-examples.

Incorporating Strengths and Non Examples

• Include culturally relevant materials and encourage students to share backgrounds.
• Non-examples exclude ignoring cultural diversity or not valuing student contributions.

Leadership and Non Examples

• Creating student councils or initiatives and encourage leadership or group projects.
• Negative example involve limiting leadership to a group or ignoring ideas.

Principles of education

• Principles focus on diversity valuing of Learners support and high expectations
• Address bias support building and be a shared responsibility.

Coding Students

• Coding can provide learning and support, only registered psychologist code the students.

Emotional and behavioral disability

• Mild case is inability to establish relationships or moodiness while severe requires extreme diagnosis like bipolar and self harmful behaviors, requires a therapist registered psychology or developmental pediatrician.

Funding

• Support sporting ,equipment, textbooks, art supplies and funding for school year available.

Brain studies

• Past thought it was stable after age 3 we now know it changes when people are exposed to it.
• People have increased function.
• Scientist shows about developments through 30's can explain kids decision making, like dangerous challenges.

Facts about education

• Teachers have to Navigate tensions between ideals in inclusion and support
• Inclusion in adherence.

Vygotsky

• Vygotsky’s help sees disability in a positive way
• Quality instead of quantity is more important and support helps kids overcome inferiority and mediators help rather than to rank.

Inclusive Education

• Activities must help students see options.

Teaching and learning

• Teaching must include behaviors, emotions and cognition or have intentions based around perspectives based Differentiation and individualizes to make a proper education.

Exceptional learners

• Have specific needs and maybe for psycho assessments by justistered.
• Understanding what psychology says is very important to supporting the child.

Assessments

• Next lesson covers IPP review and decision to decide which to work on, future topics include reading psycho educational reports and doing reports of your you you

Understanding psycho educational report outline

• Begins with interviews and then transitions.

Common Misconceptions Diagnoses

• Common misconceptions include that they're meaningless and don't cause harm but communication efficiency secures appropriate.

Criteria of label

Criteria A is animals characteristics where B is their personality of bark and etc.

Purpose of a Diagnose

• Communicate efficiently and secure appropriate services.

Elements of Diagnosis

• Diagosis itself is a subtype
• E.g. High ADHD or moderate

Worldwide Facts

• 20 to 40% show they have it in canada.

Teachers care

• For 20 to 40% because of the fact you will have a class student that will required your help. This support can also be beneficial for student not with the diagnose. Use person first language with your student saying student and not diagnoses.

Report purposes

• Convey information about students and type vary.
• They help make a outline to assessment with results recommendations
• Can be summarized and ensure its the correct information.

Summaries and Impressions

• Provide the context and reason for referral and include the diagnoses and components. focus on function results are reliable this presentation. How they are the brain function etc, look back to school.

Cognitive

• Cognative shows how to support an academic shows support in materials and adaptation show the functioning.

Home and school

• Use the material but it does not match the information and take time to ask it if affecting them and make school documents.

Case of Elsas

You must look at the educationally if it's affecting the learning journey.

Assessment

Important for the IPB data with measures and different areas depending on the focus.

Learning environmnet

Assessments should mention and observations with focus on the student in mind.

Library inclusion

• Has links and various levels for coded and non coded assistance.

Exceptional Learners

• A exceptional student is either gifted but some areas have learning problems.
• There posted archives on online.

IPP

• Instructions show instructions rubric
• Is the main plan so you don't use example
• It includes chapters the are going through as case studies with standard qualities, and Samantha Have a draft with you for the upcoming meeting, but work with your teammates in order to produce a high one for the exam. And a teacher to help manage the plan with transition, as a process
• Its has student administrative history and more, its has medical specialized assessment results
• Its goal is to assist

Holistics

• A holistic plan the entire group works together, making it team work for everyone to work.
• A statement commitment the learning team that the student is identified.
• Action system collection as a service provide for
• It was a lot of variability

Ipps

To take the appropriate action steps for student with their level to build to the end game where they could have a successful education.

Breakdown of the student file

• Student information
• Admin information
• History
• Medical
• Student strengths and more.

Assessment Data

• The result help see where are these students or are able of achieving their goals
• Cognitive abilities ,brain function, and etc.

Actions with students

Social: show them emotions and behavior adaptive : help day to say Take account as much as possible to assist. Recommends to the school and to them.

Background

• Information summarized
• Teacher and relevant information
• In charge that my packed to to get results.

In conclusion

• Important IPP is an overview how the students with a group of teachers.
• How it's used has its own impact.

In case of Elsa

Family : relevant to current behavior Birth: also some of that effects today ability is a main part that show where they are. Vision affect and health might slow down.

Assessments

• Its a list , its has assessment data that differ, different measure but same is e.g Integrated with one focus depending on student.
• Behavior is assessed when necessary.

Appendices

Information for psychologist which can't dictate the learner quality.

Notes

Notes its must be done and ensure they are the correct.

Metaphors

Cake has ingredients.

Report

Its need provide the context , reasons and have results such as cognitive and. Emotional, you should try for holistic approach. The main goal its that that the student can be successful with tools you can use You must do this to support them for high standard.

Aims

The aim for education should be that all the learner have are a appropriate understanding and to be to promote and safe.

Goal for Teacher

What is most affect should is if all feel safe.

Six principals of inclusive education

• Anti bias must provide high learner standard.

Inclusive Education

• The importance of understanding the diversity of students.
• Learning theories need for the understanding.

Emotional vs Mental

• Emotional and mental support needs to be supported.
• With the need a safe school for everyone involved .

Learning support

• Focus not just on a few but for all.
• Be there it's a high chance they will need your assistance.

Appropriate language

• Talk with student first then language so there more communication

Types of Reports

• There's a big range of different formats are used for traditional more accessible way.

Next Section

• All task of A and what to think about What are the reason to have these reports.

Next Section

• Talks about groups and IP process.

The report data breakdown

• The assessment formal inform a school to have goals with students.
• Each person part of the group has some of work that will be put together.

The point of IPP

The main point that the learning goal should be focus in that plan based it a important source.

Six types of categories

• Main categories are based on reports with social behavior.

Action that happen with Students

• What helps to provide the information with more power it all about is the student can be in their best moment.

Student strength.

• Make use of student to understand more of what can they reach, what you can provide and
• what should be use. To the one who receives the better response

2 important test/ assessment

• WISC-V and WISC Integrated

3 types of assessments

• Special assessment , report , to what is now

4- Types :

• Cognitive abilities
• How does it support
• Acaimic support * Performance in academic tasks
• Soical and emotional support.
• Thinking through things to get better results adapt this ability in the class etc....
• Function day to day to day
• What they use in school, to be better, how they teahc to better, The report are really helpful but remember to always do home research. There most be at 6 for the student.

Medical

What may impact to be safe to the student.

Types of feedback

Types of feedback should consist, medical etc ... which helps student, you need know which oners help . List all what' can help be there.

Support

How to get better with student:

• Give time to be clear.
• Provide more if.

Transition Plan

What you may require the you're. To provide , it a process , what support what the past has effects.

The report help focus on to get through. Have information but ask teacher about information.

Student information

Is about name of people there which is in the school account that you must look to understand what correct information available. There more part to it.

Information

Its really part important cause of how to team it the information may be used to provide the best to each individual learner.

Help

With the help to show that, student is good it with it high what more to assist. You need to know how it going the. Student. In all the points to learn form. Them There is a small number of student for that reason it not worth more. And. If support and give good results to. Help be there it with make all most for you and for the future or new situation.

In which case, do they work? But can't support.

Types OF Feedback with time

• Formative:* Ongoing guidance, improvements.
• Summative:* Results at a period's end.

Further break Down

• Descriptive feedback, details what went well and what to improve.

More Information

• Help to reduce behavior and increase support by being able see different opinions or approaches.

Teacher Notes

• Praise is necessary and and have goals and efforts.

• Intelligence may help to get some level of support.

• Provide steps to become better by following

Student Feedback

• Help to be motivated be the type that have that impact that will be helpful.

• They also should do it a right or are good do this to keep them working also support new ones that may come in.

• Specificity that there right it might Be different between student

Feed Back Goals

• Should come with in mind when giving there own.
• Provide what need to be more efficient
• Do it to make it more affective or work.