INCLUSIVE SCHOOL
ENVIRONMENT
FAMILY AND CHILDREN
Ivana Marova, Ph.D.
INCLUSIVE
CLASSROOM
INCLUDE Strategy
 Systematic approach for helping students with SEN
(USA)
 Universal design = instructional materials, methods
and assessments designed with build-in supports (print
alternatives such as graphics, video and digital text
which allow students with reading difficulties to easily
access the subject)
 Differentiated instruction = variety of teaching and
learning strategies which are necessary (include
materials and tasks at varied levels of difficulty)
INCLUDE Strategy
 Step 1 Identify classroom demands
 Step 2 Note student learning strengths and needs
 Step 3 Check for potential problem areas
 Step 4 Look for potential problem areas
 Step 5 Use information to brainstorm ways to
differentiate instruction
 Step 6 Differentiate instruction
 Step 7 Evaluate student progress
EFFECTIVE COLLABORATION WITH PARENTS
What is important for an efficient
cooperation between school (teachers)
and parents?
www.sli.do.
EVERYTHING IS ABOUT
COLLABORATION…
UNICEF (2014). Parents, Family and Community Participation in Inclusive Education. Webinar
Booklet.
EFFECTIVE COLLABORATION
WITH PARENTS
•Understanding the
Perspective of
Family members
• We don't understand
what is like to be the
parent of a child with a
disability unless we are
the parents of one
• Parent reactions to their
Child's Disability
• Grief – Ambivalence -
Optimism
Ackerman, M. (2014). Personal Communication.
Alberta Regional Consortium (Alberta, Canada)
Established seven regional consortia to support regional professional
development needs for all those who influence student learning.
HOME-SCHOOL
COMMUNICATION
•Using informal and formal homeschool
communication to build a
positive working relationship
•Meeting with parents at the
beginning of year
•Afterwards weekly updates or
progress reports (regularly)
•Electronic communication
CLASSROOM
PRACTICE
ACCORDING
TO INCLUDE
STRATEGY
STEP 2: NOTE
STUDENTS
LEARNING
STRENGTHS
AND NEEDS
A disability label cannot communicate a
student's complete learning profile
Academic skills
 Basic skills including reading, math, oral and
written language
 Cognitive and learning strategies
 Memorization, textbook reading, note taking,
test taking and general problem solving
 Survival skills
 Skills practiced by successful students such as
attending school regularly, being organized,
completing tasks, etc.
Social-Emotional Development
 Classroom conduct, interpersonal skills, personalpsychological
adjustment
Physical Development
 Vision and hearing level, motor skills and
neurological functions
CURRICULA CHANGES – INSTRUCTIONS
AND ASSESSMENT
STEP 6:
DIFFERENTIATE
INSTRUCTION
Select age-appropriate strategies
 Select strategy which matches the student's age
Select the easiest approach first
 Feasible for general education teachers +Time
effectivity
Determine whether you are dealing with
a „can't“ or a „won't“ problem
 Can't means student cannot despite his/her effort
 Won't means lack of motivation
Give students choices
 Adding the element of choice – encourage students
to be responsible for their learning
Select strategies with demonstrated
effectiveness
 Use contemporary approaches approved by
researches
STUDENT WITH SEN AMONG CLASSMATES
HETEROGENOUS
GROUPS OF
STUDENTS
DIVERSITY IN ALBERTA SCHOOLS: A
JOURNEY TO INCLUSION
FACTORS AFFECTING THE DEVELOPMENT OF THE
INCLUSIVE SCHOOL ENVIRONMENT
Literature Review of the Principles and Practices relating to Inclusive Education for Children with Special Educational Needs
The National Council for Special Education (Ireland) was established under the Education for Persons with Special (2010)