14) Resources

 Resources

1. Growing Success Document   
2. Learning for All Document
3. Edugains Resources
4. IEP Resource Guide
5. Math Resources
6.  Aboriginal Perspectives: Ideas for the Classroom
7. Keystone: Child, Youth and Family Services 
8. How to Teach Students with Special Needs 
9. Special Education Resources 

13) Reflection

Reflections on Special Education Part 2:       I have made many connections between theory and classroom practice. The resources that were shared, the philosophy and strategies that were discussed are all things that I wish I knew right at the beginning of the year. I was told the one great asset a teacher can have is to be a reflective practitioner. I started in a new school with a new multi-subject job, DL, Music grade 1-5, and other resource and prep throughout the school. The first month or two I was just keeping my head above water. However, I got into my grove and was able to make some great activities and connections with the students I teach. When I started this course I was able to hit a reset button in a sense to really think about how I am doing with the students I teach. Especially with the DL students. I found ways to curb behavior and challenges and redirect students into interesting tasks or meaningful discussion with one another.            When I began this course I was hoping to get some better ideas of how to deal with students with challenging behaviours. I think the epiphany is really that there isn’t one method that works in every case. Our positions as teachers and educators inherently has us working with students with varying needs. Sometimes these needs manifest themselves as unwanted or distracting behaviour. Finding ways to redirect, inspire, listen, and track students is something that will be ongoing throughout the year. Some things work and some things don’t. I think the course gave me a bit of a reset in some of the frustrations that I had with students and reminded me to get at the root causes of those behaviours.  I also feel that I learned a lot about the resources available for students with special needs and my specific role as a teacher who works with them. Going into IPRCS and Transition planning was much more smooth because the course prepared me for these aspects of my job. I will continue to find resources, talk with colleagues and administrations, seek out professional learning opportunities to help me become the best teacher that I can be.

12) Instructional, Environmental, and Assessment Accomodations

Rationale:
We work with a variety of students with diverse learning profiles in our classrooms. If we create a classroom based on Universal Design and Differentiate our instruction we will create a classroom in which all students can succeed. There are many online and ministry resources available for Instructional, Environmental, And Assessment accommodations. I will include the following for students with an ADHD exceptionality.

http://www.caddac.ca/cms/CADDAC_pdf/Accommodations%20Brief%202015.pdf

11) Teaching Strategies for Students with Special Needs

 This website has great step by step teaching strategies for students with special needs:

Teaching Strategies Link

10) Assessment and Evaluation

Assessment and Evaluation

To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the improvement of learning for all students, teachers use practices and procedures that:

•are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course;

One of the most important characteristics of a good teacher is great communication skills. Teachers need to communicate with themselves, other teachers, students, and parents in an effective and timely manner. At the beginning of the school year the teacher should send home a welcome letter to parents with important information about the class, what students will be learning over the next few weeks, ways that parents/ guardians can get in contact with the teacher, and ways in which parents/guardians can help their child have a successful year. Students need to know what they are being assessed on, how they will be evaluated, and ways that they can improve their own study skills and learning habits. This can be done through a syllabus at the beginning of the year, a unit outline at the beginning of a new unit, and informal/ former conferences with students and parents. Teachers need to make sure that students have the opportunity to evaluate and reflect on their progress and set goals for improvement consistently throughout the year.

•provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;

Meaningful feedback is critical to student success and teacher success. Students need to be encouraged and challenged throughout the school year. Giving descriptive feedback through meetings with students, written responses on assignments, and regular reports will ensure students have the strategies to help them grow and progress as learners. Teachers should individualize their responses to their students and not simply state that a student is at a certain level or grade. A Level 2 on an assignment does not give a student much information about ways to improve their learning skills. A tailored response from a teacher coupled with the grading will allow the students to reflect and create meaning that relates to their own learning.  

•develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

Self-assessment is a challenging but vital skill to teach. Our students need to be setting clear, achievable, and measurable goals in their schooling, and in their lives, in order to be prepared for a successful future. This can be done in many ways. Have students keep a learning log, skills for success booklet, or a goal-tracking sheet. Teachers need to model how to set short term and long term goals that are realistic with their class. A teacher should set goals their own teaching goals with their students. Perhaps every 2 weeks the class could discuss “classroom goals” related to learning. Students can brainstorm with the teacher, discuss what they would like to achieve as a classroom, and then write their goals on paper. The “classroom goals” could be made on chart paper and posted in the classroom for reflection and review. After 2 weeks the goals could be revisited and assessed and new goals could be determined.

Diagnostic Assessment

•    Strategies for engaging in diagnostic assessment

Diagnostic assessment is pivotal in creating a successful learning environment. Teachers need to determine what their students know, what preferences they have in terms of multiple intelligences, and what ability level they are working at. This can be done in many ways but does require a bit of planning. A teacher needs to make sure to have an organized planner/binder where observations regarding assessments can be recorded and utilized. A teacher can ask open ended questions at the beginning of the unit and allow the students to brainstorm and demonstrate their previous knowledge. A working class definition of any topic is a great way to prep for a unit. As the unit progresses the working definition can be altered or amended based on learning.   

•    Tools for recording diagnostic assessment

Some tools for recording diagnostic assessment include anecdotal comments, a rubric, rating scales and a checklist. Students can keep a portfolio throughout the unit in which their best work can be kept, celebrated, and discussed. A learning log can be used for self-reflection, goal setting, and next steps. These can also be assessed for the next unit of study to see what level the students were working at and what they can do.

•    How to use the results of diagnostic assessment

A teacher can use the results of diagnostic assessment to supplement the unit plan. If students are struggling with concepts as demonstrated in the diagnostic assessment then extra lessons can be added in to help build the foundations required. Teachers need to use the diagnostic assessment to see what their students know so that the curriculum can be compacted if students already have a mastery of some of the curriculum expectations. Diagnostic assessment can give teachers valuable information about the learners in their classroom. The document list is comprehensive in regards to how teachers can use the results of diagnostic assessment; however, I would also mention that it can be helpful to service students with exceptionalities or learning needs so that effective scaffolding and accommodations/modifications can be put into place.

9) Differentiated Instruction Part 2

8) Differentiated Instruction Part 1

7) Checklist For Inclusive Mathematics Instruction

Rationale: Ensuring that we are creating the most inclusive and effective mathematics program will benefits all learners. Here is a checklist for Inclusive Mathematics Instruction that any teacher should use before planning their own program or learning cycle. 
 
Please click on the following text for the link:

 Checklist for Inclusive Mathematics Instruction

6) Assistive Technology Resources

Rationale: I have included the list of Assistive Technology resources that my colleagues and instructor compiled during the course. Some of these I have used in my own classroom and others I hope to investigate and use in the future.   

ASSISTIVE TECHNOLOGY

A list of resources

To support students who are nonverbal

iCommunicate ACC App

https://www.youtube.com/watch?v=4FkSNMLVlmk

Low tech tools: 

Timers
https://www.understood.org/en/school-learning/assistive-technology/assistive-technologies-basics/8-examples-of-assistive-technology-and-adaptive-tools#slide-2

Seat Cushion
https://www.understood.org/en/school-learning/assistive-technology/assistive-technologies-basics/8-examples-of-assistive-technology-and-adaptive-tools#slide-4

Calculators

Headphones

Graphic Organizers

For organizing thoughts for writing

The use of a graphic organizer like Smart Ideas or One Note in Microsoft 365 

For English/French Language Learners

Google Translate

To support reading/writing

Word Q

Clicker  http://www.cricksoft.com/us/products/clicker/video2.aspx

Kurzeill:  http://kurzweil-abs.blogspot.ca/2011/10/pros-and-cons_17.html

http://assistivetechnology411.blogspot.ca/2012/07/kurzweil-3000.html

Microsoft OneNote

Read&Write for Google Chrome:
This app offers a range of support tools to help students gain confidence with reading, writing, studying, and research.
https://chrome.google.com/webstore/detail/readwrite-for-google-chro/inoeonmfapjbbkmdafoankkfajkcphgd
Quick Reference Guide:
https://www.texthelp.com/Uploads/MediaLibrary/texthelp/Training-documents/Read-Write-for-Google-Chrome-Quick-Ref-Guide.pdf
Premier Tools Talking Word Dictionary
For students with a hearing loss or listening challenges
American Speech Language-Hearing Association http://www.asha.org/public/hearing/FM-Systems/
http://www.advancedlistening.ca/systems.html

5) ADAPT Strategy

Rationale:
I have come across many resources throughout other courses, which I am taking to be better prepared in the classroom. These resources will be a great asset during my teaching career and will help me implement my vision of an inclusive classroom. One particular strategy that I would like to include in my portfolio is the ADAPT strategy discussed throughout Nancy Hutchinson’s Inclusion of Exceptional Learners in Canadian Schools:

ADAPT Strategy (Hutchinson, 29-33)

The ADAPT strategy (for adapting teaching to include exceptional learners has the following five steps: Step 1: Accounts of students’ strengths and needs Step 2: Demands of the classroom Step 3: Adaptations Step 4: Perspectives and consequences Step 5: Teach and assess the match

This strategy is something that I can use throughout my career as a teacher. By understanding my students’ strengths and needs (getting to know them as individuals) and the environment and demands of the classroom I will be able to create better adaptations to help them succeed in their learning. Reviewing the perspective of the student and the success of the adaptation is another important component of the ADAPT strategy. As teachers we need to constantly reflect on our own practices, especially when working with students who have exceptionalities. Nancy Hutchinson’s text Teaching Exceptional Children and Adolescents- a Canadian Casebook describes Action Research:

Action Research (Teaching Exceptional Children…, 42)

“Action Research is a way to study your own teaching practice. The intent is to change and improve your practice. Whether you focus on one student or your whole class, the question is, “How can I help my students improve the quality of their learning?”” Identify a concern in your practice. Decide what you will do about this concern. Select the evidence that will allow you to make a judgment about what is happening before, during, and after your action research. Think about how you can validate any claims you might make about the success of your action research. Select evidence to show that you have done what you claim to have done.

Something else that I found really important while learning and participating in discussions is that the exceptional students who we work with are people first. We should be careful not to think of them only their exceptionality. Each one of them is different and unique:

Using Person First Language: Students with Disabilities (Hutchinson, 25)

Do not use or say	Do use or say
The blind Confined to a wheelchair Crippled The deaf The handicapped Mentally diseased/ Mentally retarded Normal Physically challenged	Person who is blind Person who uses a wheelchair/ wheelchair user. Person with a disability Person who is deaf/hard of hearing Person with a disability Person with an intellectual disability, person with schizophrenia…etc Person who is not disabled Person with a physical disability

4) Effective Writing Instruction

Rationale: There are various strategies that are available to help students become more effective writers. Here is a Shared/Interactive writing sample that I investigated and will use in my own classroom.

NAME OF STRATEGY	DEFINITION
Shared/Interactive writing:	“The teacher works with the class to construct a piece of writing, using a surface that all the students can see clearly. In the process, the teacher frequently thinks aloud to model problem solving. Depending on the purpose of the lesson, the teacher uses a shared or an interactive writing approach. In shared writing, the teacher is the scribe while the students participate in the composition. In interactive writing, the teacher guides students to actively compose together, considering appropriate words, phrases, organization of text, and layout. At points determined by the teacher for instructional value, individual students take over or “share the pen” with the teacher (McCarrier, Pinnell, & Fountas, 2000) pg 87 Literacy for Learning
HOW I WOULD USE IT?	WHICH STUDENTS WOULD BENEFIT FROM IT?
This strategy really scaffolds the process for younger students and is a great tool. I would make sure to incorporate all aspects of writing, such as: how to hold the pencil, concepts of print, conventions of print, how to form letters, how to space, how to sound out words for spelling, etc. Topics could include a friendly letter, a recipe, a grocery list, a journal entry etc. I would make sure that the students are the writers and that I share the writing with them by modeling, thinking aloud and guiding them.	This is a strategy that really benefits all students. By creating authentic writing tasks and working with the students you can help them to understand themselves as writers and to develop further writing skills. The interactive element motivates students more than a simple writing prompt with no direction and the teacher’s guidance helps to frame the student’s own work. It can be a scaffolding step to further independent work.

3) Transition Planning

Transition Planning

By: Michael Fabian

Think about a student with special needs who you are either currently working with or have worked with in the past. How would/did their transition plan change from year to year? What information would you need to gather, and who could you contact for relevant information regarding transition options in your school board?

I have worked with various students with special needs and their transition plans would vary from year to year. The learning resource teacher/ vice principal has been a great mentor for me and has provided a lot of information about the topic. The basic transition plans are as follows:

• Entry to School
• Activity to Activity
• Class to Class
• Grade to Grade
• School to School
• Elementary to Secondary
• Community Hours
• Secondary to World of Work
• Secondary to Post Secondary
• Secondary to Community

For more information check out this document on the Edugains website:
  
Transition Plan for the IEP Link

2) Personal Beliefs

Personal Beliefs

By: Michael Fabian

Consider these questions as you examine your own beliefs about students with exceptionalities:

• Was integration part of your own schooling experience? If so, in what ways does your experience influence your current views on this topic?

When I was in school students were integrated for some parts of the day and spent time in the Special Education room for the remainder of the day. I feel we have moved much more towards integration now than when I was in School. My current views on the topic are that all students should feel like they are a part of the school community and belong with their peers. For some students we need to give more support than is provided in the regular classroom. For them there should be partial withdrawal.  

• In your social circle, are you close to anyone with an exceptionality?

I have friends who have Learning Disabilities and my nephew has Asperger's. We were supportive from the beginning and he's grown up to be a happy and successful teenager. There were challenges as there are for every child but because of the support of family and the school he was able to find his niche.  

• Have you ever felt constrained or restricted in any way?

I have felt constrained and restricted many times throughout my life. Don't we all? Whether it's getting comfortable in the skin you're in or who you are to where you work etc. I think these moments of constraint have been learning opportunities and challenged for me to overcome and grow. Sometimes i was more successful than other times but the progression in life is the key. 

• What is your school’s current practice regarding inclusion?

We have a very inclusive school at BVCS. We welcome and integrate all students and have the support for partial withdrawal if the student needs it. We have a LGBTQ-Straight alliance which is amazing and we support diverse cultures of students and teacher's at our school. Inclusion is something that each teacher takes very seriously and cultivates a welcoming environment in his or her classroom. I know this because I have taught at other schools where this wasn't the case. As teacher's we are obligated to treat our students fairly and keep them safe. We are obligated to provide an education for all students despite their backgrounds, beliefs, sexuality, race, religion etc. This is something that I think is paramount as an educator.

1) Portfolio Rationale

Portfolio Rationale

By Michael Fabian

This is a website for me to archive and keep any information that I find relevant from the Additional Qualification Course Special Education Part 2. 

Statement on Inclusion in the Classroom

Inclusion to me begins with myself as an individual. I need to understand my own bias and rethink how I treat other people in my day-to-day life. I cannot expect to be an efficient and successful educator if I am not practicing acceptance and inclusion in my own life. Inclusion in the classroom means allowing each student the opportunity to participate and feel like a part of a larger community regardless of exceptionalities, or other variations that are not related to special education. As an educator I need to foster an environment that promotes respect amongst everyone in the classroom and respect for all types of difference. I want my students to re-evaluate the concept of “Normal” or the “Norm” and understand that in our communities and in our society today there are many different types of people with all different backgrounds, strengths, and weaknesses (this includes people with exceptionalities). Furthermore, each and every one of these people has the potential to contribute. Our differences don’t have to set us apart but can make us stronger and we need to encourage and support our peers in their areas of weakness.

Inclusion in the real world has proved to be an elusive goal for a number of reasons. The human element seems to be the most likely reason for theories not working in practice. We cannot use a textbook strategy for someone with a specific exceptionality and expect that it will work flawlessly because there are a myriad of other factors contributing to the success and failure of inclusion in the classroom. What works in some cases may not work all the time.  Along with the human element are funding and implementation of funds from the board for resources and personnel.  This varies from board to board. Likewise, training of these personnel and our educators and teachers is another variation that contributes to the elusiveness of inclusion in the classroom. 

Being prepared and taking the initiative are the best way for us, as educators, to ensure the successful inclusion of all students in our classrooms. This can be challenging because of the many different other responsibilities that the teacher has, personal and professional. However, from observation, those teachers who are prepared and take an active interest in the strategies for inclusion seem to be the ones who have the most success. Large classrooms (in terms of number of students), lack of support staff, problems with the student’s home-life and issues with familial support can be challenges to the success of inclusion in the classroom, however, these challenges need to be surmounted. This can be done with extra training, support from more experienced teachers, action research, and effective communication. By implementing methods and strategies to include all students to the best of our abilities we will promote a more educational and fruitful school experience for all of our students and for ourselves.