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• Diversity, Equity, and Inclusion (DEI) are important concepts

Key concepts of DEI

• Diversity means representing varied identities and perspectives in the classroom
• Equity involves providing specific supports to meet diverse needs, which differs from equality, which means treating everyone the same
• Inclusion means creating meaningful engagement and acceptance for all

Metaphor for DEI

• Diversity is the ingredients
• Equity is the proper measurements
• Inclusion is the mixing and baking
• The result is a well-made cake or a thriving learning environment

Why DEI Matters in Education

• It promotes respect and belonging by fostering inclusive environment for students to feel valued
• It enhances diverse perspectives to improve problem-solving and creativity
• It reduces bias by addressing discriminatory behaviors
• It empowers students to advocate for equity and social justice
• It prepares students for diverse societies

History and Evolution of Inclusive Education

• Past inclusive education efforts were often limited only to physical integration
• Emotional and academic needs were often ignored
• Present inclusive education focuses on adaptive, flexible, and responsive environments
• In Alberta, the transition from the School Act to the Education Act explicitly recognizes inclusive education

Teaching Quality Standard

• Teachers should create inclusive environments
• Teachers should respect diversity
• Teachers should respond to learner strengths and needs

Principles of Inclusive Education in Alberta

• Anticipate and value diversity
• Maintain high expectations for all learners
• Understand individual strengths and needs
• Reduce barriers to learning
• Build capacity in teachers and students
• Promote shared responsibility

Strategies for Inclusive Classrooms

• Fostering Equality & Respect: celebrate cultural holidays and provide anti-bullying programs
• Do not ignore discrimination
• Using Universal and Targeted Supports: assistive technology for disabilities and small group interventions
• Do not use uniform teaching methods
• Affirm Success for All: highlight student achievements and encourage growth mindset
• Do not label students as "incapable"
• Supporting Mental Health Needs: implement SEL programs and create access to counselors
• Do not ignore emotional distress
• Addressing Individual Needs: collaborate with specialists and conduct regular assessments
• Do not overlook specific disabilities
• Classroom Management: use positive reinforcement and clear rules
• Do not have over-reliance on punitive measures
• Integrating Cultural Strengths: use culturally relevant materials and student experiences
• Do not ignore diversity in curriculum
• Promoting Student Leadership: create leadership roles in projects and student councils
• Do not limit opportunities to select groups

Brain Development and Education

• Neuroplasticity means the brain remains adaptable into the mid-20s or even 30s
• Repetitive, targeted experiences can improve learning outcomes
• Risky adolescent behaviors are linked to an underdeveloped prefrontal cortex

Lev Vygotsky's Defectology

• Disability should be examined positively
• With proper social supports, emotional and social challenges can be mitigated
• Focus on quality of learning experiences rather than limitations

Practical Implications of Inclusive Education

• Teachers must balance ideals of inclusion with resource constraints
• Inclusion benefits all, not just those with disabilities

Exceptional Learners and Psychoeducational Assessments

• Specialized needs require assessments by psychologists
• Teachers must understand these reports to provide effective support

Key Takeaways for Educators

• Inclusion involves proactive planning, equitable practices, and responsiveness to individual differences
• Teachers play a crucial role in fostering classroom environments where all students can thrive

Understanding Psychoeducational Reports

• These assessments are crucial for supporting students with exceptionalities or specialized needs
• Registered psychologists conduct reports to analyze cognitive, academic, social-emotional, and adaptive functioning to guide intervention strategies
• Teachers must understand psychoeducational reports to effectively support their students
• Intake interviews are conducted with parents or the client
• Observation: Behavioral observations conducted in various settings
• Interviews: Insights from teachers
• Assessment Data: includes assessments related to cognitive function, school performance, interpersonal/emotional functioning, and day-to-day adaptive functioning
• Report Writing involves compilation and interpretation
• Feedback is shared with parents or stakeholders
• Diagnosis is provided when applicable, when appropriate

Diagnoses

• A diagnosis identifies patterns of symptoms to ensure efficient communication and access to resources
• Use person-first language
• Diagnoses are common, 20-40% of children worldwide may have a diagnosable condition
• Strategies benefit both diagnosed and undiagnosed students

Structure of Psychoeducational Reports

• Client Information: Basic data that is auto-filled
• Verify the accuracy of client info
• Summary: Reason for referral with overall context
• Clinical Impressions: Diagnostic information and observed patterns
• Assessment Results: Focuses on interpretation rather than raw scores
• Assessment Results should reflects areas like cognitive ability, academic performance, and social-emotional behaviors
• Recommendations: Actionable strategies for school and home, adjusted for feasibility
• Background Information: Includes life circumstances
• Teachers should focus on school-relevant details
• Assessment Procedures: Tools and methods used during the evaluation
• Behavior Observations: Insights gained during the assessment process
• Appendices: Raw data, typically for professionals' use

Key Considerations for Teachers

• Determine if background details impact a student's school performance
• Use educationally relevant details to develop Individual Program Plans (IPPs)

Special Populations: Twice-Exceptional Learners

• These students are gifted in some area but have current challenges
• Tailored strategies are necessary for both strengths and weaknesses

Practical Application

• Always evaluate the recommendations' feasibility in the classroom setting
• Adapt teaching strategies to address students' unique needs while benefiting the entire class

Looking Ahead

• Next steps involve creating draft IPPs and diving deeper into individualized support strategies

Introduction to IPPs

• An Individualized Program Plan (IPP) is a written document outlining strategies and supports for students requiring accommodations
• IPPs are legally required for students identified with exceptional learning needs

Key Components of an IPP

• Student Profile: background information including strengths, challenges, and learning preferences
• Assessment results that guide instructional planning
• Goals and Objectives
• This includes clearly defined, measurable, and achievable learning outcomes
• Goals should be SMART (Specific, Measurable, Achievable, Relevant, Time-bound)
• Accommodations and Strategies include modifications to instruction, assessment, and classroom environment, assistive technology and alternative formats for materials
• Progoress Monitoring should be adjusted with regular review to support student Success.
• There should be collaboration among teachers, support staff, and parents

Developing an Effective IPP

• Collaborative Approach requires teachers, learning support staff, parents, and students to contribute input
• Assessment and Data Collection should use multiple sources
• Implementation Strategies involves differentiated instruction and scaffolding and flexible grouping and peer support

Legal and Ethical Considerations of IPPs

• Alberta Education mandates IPPs under the Education Act
• Confidentiality and respectful communication with families is essential
• Regular meetings to discuss progress and ensure compliance

Challenges and Solutions in IPP Implementation

• Common challenges include time constraints for teachers and lack of resources or training
• Potential Solutions includes professional development opportunities, technology integration for efficiency, and peer collaboration and support networks

Moving Forward

• Educators play a crucial role in fostering an inclusive and supportive learning environment
• Continuous reflection and adaptation are necessary to improve IPP effectiveness

Introduction to IPP Part B

• Builds on Part A by focusing on goal-setting, assessment, and parental involvement
• Emphasizes measurable, meaningful, and manageable goals
• Aligns with inclusive education principles and legal frameworks

Holistic Nature of an IPP

• Every section should connect seamlessly
• It involves collaboration with students, parents, and educators
• Teachers should integrate multiple perspectives to create a well-rounded plan

Writing Measurable Goals and Objectives

• Goals should be SMART (Specific, Measurable, Achievable, Relevant, Time-bound)
• Goals must be observable and trackable to gauge student progress
• Focus areas may include academic development, social skills, and self-regulation. and Behavioral improvements

Structure of an IPP Goal

• Long-Term Goals should reflect the current level of performance and outline expected progress within a year
• Long-Term Goals answer the questions: Where is the student now? Where should they be? How will they get there? How will progress be measured?
• Short-Term Objectives define the steps needed to reach long-term goals and include clear action, context, terms, and timeline
• Typically, 2-5 objectives support each long-term goal

Assessment Procedures

• Should provide specific, structured methods to track progress
• Common assessment tools include teacher observations, student self-monitoring, checklists and rubrics, work sample analysis, and progress monitoring inventories

Strategies to Support Objectives

• Strategies should be clearly linked to individual student needs and must be feasible within the classroom context
• Scaffolding learning materials by using assistive technology, implementing behavior support plans, and encouraging peer mentorship

Presenting an IPP to Parents

• Parental involvement is critical
• Goals and strategies must be clearly explained
• Avoid jargon and use parent-friendly language
• Engage parents by asking for feedback and ensuring clarity

Understanding Mental Health

• Mental health exists on a continuum, rather than as a dichotomy
• Well-being includes physical, cognitive, social, and psychological factors
• Normal distress and a disorder differs as disorders involve functional impairment, specific symptoms, and excessive intensity

Social Media and Mental Health Perceptions

• Mental health issues are glamorized online
• Consequences are misunderstandings of disorders, poor emotional regulation, lack of proper help

Mental Health Statistics

• Childhood mental health concerns include anxiety, depression, ADHD, learning disabilities, and behavioral issues
• 7% of 12-14-year-olds report poor mental health and 17% of 15–17-year-olds report poor mental health
• 18%-22% of children meet criteria for a disorder

Role of Teachers in Mental Well-being

• Teachers play a crucial role in academic, social, and emotional development
• Effective classroom management prevents behavioral issues
• Classroom styles include authoritarian, laissez-faire and authoritative

Supporting Student Well-being

• Building Relationships by setting clear behavior expectations and maintaining a 5:1 ratio of positive to negative interactions
• Promoting Academic Success by discouraging declining reading habits and encouraging reading for pleasure
• Physical Activity reduces depression and anxiety and improves cognitive function
• Encouraging Healthy Risks & Failure as risky play improves problem-solving and independence

Addressing Technology and Solitude

• Excessive phone use lowers trust, empathy, relationship quality
• Encourage time alone for self-discovery, reduced stress, and creativity

Teacher Well-being and Burnout Prevention

• Teacher stress is contagious and well-being accounts for 8% of student performance variance
• Self-care tips includes to forget the word balance and make intentional choices
• Shift mindset from “HAVE to” → “CHOOSE to”.
• HALT decision-making when Hungry, Angry, Late, or Tired

Supporting Students with Diagnosed Mental Health Issues

• Collaborate with mental health professionals
• Implement accommodations and interventions
• Know when to refer students for further support

Key Takeaways for Teachers

• Develop relationships and provide academic, social, and emotional support
• Encourage physical activity, reading, and time outdoors
• Set appropriate phone limits
• Take care of one's own mental health to better support students

Introduction to Feedback

• Formative Feedback given during learning to improve performance
• Summative Feedback givene at the end of learning to assess performance
• Descriptive Feedback identifies strengths and areas for improvement
• Corrective Feedback addresses errors and provides guidance
• Evaluative Feedback judges quality (grades/scores)
• Process Feedback focuses on study habits and strategies
• Peer & Self-Assessment are types of feedabck that encourages reflection and evaluation

Feedback as Rewards or Reinforcement

• Feedback influences behavioral and cognitive development
• External rewards can be motivating but should be balanced

Effective Praise and Growth Mindset

• Praise effort and strategies (“process praise") instead of intelligence (“person praise")
• Fixed Mindset occurs when intelligence is static, causing fear of failure and leading to avoidance of challenges
• Growth Mindset occurs when intelligence can improve, resulting in persistence, resilience, and goal-setting

Delivering Constructive Feedback

• Delivering feedback requires a Feedback Sandwich approach
• Start with positive feedback
• Deliver constructive criticism
• End with a positive plan for improvement

Feedback as a Learning Tool

• Feedback loops are more effective than one-time feedback
• Two-Way Feedback requires both teachers to provide meaningful feedback and students to understand and apply feedback

Key Factors in Giving Feedback

• Specificity is key, provide detailed guidance on improvement
• Complexity requires to keep feedback concise to avoid overload
• Balance immediate and delayed feedback
• Gradually reduce assistance as students improve
• Tailor different approaches for high- and low-achieving students
• Elaborate more when responses are incorrect
• Keep feedback aligned with attainable goals
• Focus on individual progress, not comparisons

Research on Feedback Effectiveness

• Students with comments + grades outperformed those with only grades
• Individualized comments had the greatest impact
• Grades alone had no effect on performance
• Comments improved both performance and interests

Practical Strategies for Feedback

• Use constructive comments that focus on effort and improvement
• Balance grades and comments to maintain motivation
• Tailor feedback styles for high- and low-achievers
• Use facilitative, delayed feedback for High Achievers
• Use directive, immediate feedback with scaffolding for Low Achievers

Feedback Literacy

• Is the ability to interpret and use feedback for improvement
• Key Components: Seek Feedback proactively, Understand Feedback, and Use Feedback to Learn
• Developing Feedback Literacy by helping students manage the emotional aspect of feedback and teaching students how to ask for specific feedback
• Integrate peer review and self-reflection into lessons

Designing for Feedback Uptake

• Use Scaffolded assignments
• Ensure feedback is timely and actionable
• Address both content-focused and emotional aspects

Emotional Impact of Feedback

• If feedback feels like a threat, students may reject it
• Strong Teacher-Student Relationships improve feedback receptivity