Shifting Practice:

Educational Assistants in

Inclusive Classrooms

Dawn NormoyleCESD Student Services Coordinator

Educational Assistant PD DayJan. 31, 2012

What is an Inclusive Education system?

“In Alberta, an inclusive education systemmeans: Shifting the focus from changing the

student to changing the student’s environment so that barriers are reduced

and students have the supports they need to

be successful.”

Setting the Direction, 2010

DiversityIn an Alberta school of 500

students,we might expect to see…25 students with learning disabilities40 students with AD/HD 7 students with autism 5 students with FASDAt least 1 student with a physical

disability15 students with cognitive disabilities

Diversity7 students requiring support for

mental health issues8 students with severe behavioural/

emotional disabilities20 students who may require

additional challenge100 students who will not finish high

school within 5 years

Diversity can also mean…

For more information, please see Alberta Education’s High School Completion website: http://ideas.education.alberta.ca/hsc/parent-info.aspx

Diversity could also mean …Differences in:

background knowledge and experience

learning preferences learning strengthspersonal interests

and motivation levels of

engagement

“At the core of inclusion is the concept of making differences ordinary so that all students have a place, feel valued and welcomed, and are equipped for

success.”

Setting the Direction – Action on Inclusion, 2010

MissionChinook’s Edge School Division will engage every student in meaningful learning by challenging, encouraging and believing in them.

VisionChinook’s Edge School Division will be universally recognized as a collaborative learning community where learning is personalized for all students to achieve success as compassionate and innovative global citizens.

Activity:The Golden Rule

Jig SawGather, review and record key ideas from the article, “The Golden Rule in Providing Support in Inclusive Classrooms: Support Others as You Would Wish to Be Supported”

Everyone reads the introduction to the end of The Golden Rule of Adult Support (p 37).

A reads Rationale for Fading Support to end of Interference with Teacher Contact and Instruction (p 37 – 39).

B reads How to Fade Adult Support to the end of Ask and Listen (p. 39 – 41).

C reads Step Back to the end of Final Thoughts (p. 41 –43).

Jig Saw

Experts- use Placemat Retrieval Sheet to identify and record thoughts with their group members

Experts return to their groups, and share and record main ideas and insights in each area of the placemat.

Moving Forward: Generate two ways to incorporate these ideas into your work

Using the center of the Placemat, record and share individual ‘Key Take Away(s)’ from the activity

Paper Airplane

http://www.paperairplanemovie.com

Wrap- Up: Key Take Away(s)

Resources “The Golden Rule in Providing Support in Inclusive

Classrooms: Support Others as You Would Wish to Be Supported”, http://faculty.soe.syr.edu/jcauston//publications.html

Causton-Theoharis, J. (2009). The Paraprofessional’s Handbook for Effective Support in Inclusive Classrooms. Baltimore: Paul H. Brooks Publishing Company.

Alberta Education. Inclusive Education, http://education.alberta.ca/department/ipr/inclusion.aspx

Alberta Education. Inclusive Education Planning Tool. http://www.learnalberta.ca/content/iept2/library/