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Establishing Inclusive Shared Beliefs
Ensuring that there is a common definition and understanding across the school or district is essential. The collective design of shared beliefs for schools and districts creates a common understanding for implementing inclusive supports and structures.
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Leading an Inclusive Culture
Leading an inclusive culture is established through strategically planning structures and processes that support learning for all students. The plan clarifies the roles and responsibilities of inclusive teams and how they align across the school and district to provide a fluid system of supports.
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Designing Inclusive Environments
The design of an inclusive environment includes building a respectful, accepting culture where diversity is celebrated. This is reflected in the learning community where staff, students and families are valued through safe, caring and collaborative structures and processes.
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Scaffolding Collaborative Structures and Processes
An inclusive learning environment is supported through a continuum of collaborative teams at all levels of the organization that provide supports and services to meet the diverse needs of students. A formal referral process is established as the increasing needs of students are identified. A structured communication process aligns the increasing supports provided by each team.
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Learning and Program Planning (Tier 3 and 4 Supports)
Providing appropriate, responsive programming for students with diverse and complex needs can be a challenging task. A collaborative approach is required where educational assistants, teachers and leaders work together to ensure differentiated programming is implemented to meet the individualized needs of each student.
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Individual Program Planning (Student Support Plans)
Individual program plans are designed to identify the specialized needs and responsive supports for students with diverse needs. Teachers, educational assistants and specialized supports work collaboratively to design goals and subgoals which are reflective of a student’s current needs. The IPP is a living document that brings together a student’s needs, teaching and learning, external supports and services in collaboration with families.
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Assessment to Inform Programming
A variety of classroom based and specialized assessments are used to provide data and evidence that may be analyzed and interpreted to inform programming. This information is shared with team members and families to provide a holistic approach to programming.
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Coordinating Specialized Supports and Services
Multiple sources of specialized supports are often required to meet the complex needs of students. These specialized supports may be accessed through government ministries or private providers. The coordination, access through referrals, management of caseloads and discharge of services is complex and requires well defined structures and processes.
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Collaborative Development of Documentation
Well defined processes and structures require documentation for long term sustainability and system wide common understanding. Visuals, templates, guiding documents and handbooks provide a concrete reference for all involved across the learning community.
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