Supporting Students with Special Education Needs Through Inclusion

We believe

• That each person is created in the image and likeness of God
• In the goodness, dignity, and worth of each person
• That all can learn and develop their gifts
• That Catholic education is a shared responsibility in which parents have a primary role

“As a faith community, Edmonton Catholic Separate School District No. 7 welcomes all students. Through inclusive practices inspired by the Gospel, the district seeks to meet students’ needs in regular classroom settings within the neighborhood school community, where a variety of services and supports are available.” Administrative Policy 305
“Flexibility to adapt to the changing needs of students is an important feature of inclusive education programming. Specific delivery models for individualized programs may vary from class to class and from school to school depending on the needs of the individual students attending.”
Administrative Regulation 305.1

What Does Inclusion Look Like in our Schools?

“Children that learn together, learn to live together.” Author Unknown

An inclusive school is a place that values its students, staff and parents as a community of learners. It values diversity as an opportunity to learn about what makes us human. It focuses on how to support the gifts and needs of every student so that each feels welcome and is successful. It assumes that every child can learn when given the appropriate learning environment, encouragement, and meaningful activities. Instruction is based on what is known about good teaching and learning. Curriculum is determined by what students will be able to learn, not what the teacher will teach.

Alberta Education states “an ‘Inclusive setting/inclusion’ means specially designed instruction and support for students with special education needs in regular classroom and neighbourhood schools…. School Boards must ensure that educating students with special education needs in inclusive settings in neighbourhood or local schools shall be the first placement option considered by school boards, in consultation with parents, school staff and, when appropriate, the student.” Standards for Special Education (2004)

In Edmonton Catholic Schools many students with special education needs are supported and challenged within inclusive community school settings.

Who are Students with Special Education Needs?

“ ‘Students with special education needs’ means students described in section 47(1) of the School Act as being in need of special education programming because of their behavioral, communicational, intellectual, learning or physical characteristics or a combination of those characteristics.” Standards for Special Education (2004)

In determining whether or not a child should be identified as having special education needs the school may consider the following:
• School behaviour—how a student responds to the environment and other people, and how his/her behvaviour affects his/her academic and social progress in school
• Communication—how a student uses language to communicate and make sense of the world
• Intellect—the student’s ability to reason and understand information and concepts
• Learning—how a student processes information and links concepts
• Physical characteristics---the student’s gross and fine motor coordination, medical conditions, or any physical disabling condition

How are Students with Special Education Needs Identified in our District?

Students with special education needs are often recognized through teacher observations and informal assessments. Classroom assessments, parent checklists, reading observations, portfolios, and inventories may serve as initial screening tools to determine students’ education programming needs.

Students are formally identified as having special education needs and assigned an Alberta Education Exceptional Learning code through a variety of assessment practices. Specialized assessments for achievement, reading, language, cognitive abilities, or behaviour may be used. Written informed consent from parents is required before assessments are started. Consultations with parents and school staff are part of the identification process.

What Supports are Available for Students in Inclusive Schools?

All students can learn, but not all students can learn in the same way, at the same time, or at the same pace.
District schools support students through effective programming practices that may include the following:
• creating a learning environment that is safe, open, accepting and mobile, and has order and structure
• monitoring students’ progress through ongoing assessments
• planning instruction tailored to what students will be able to learn, not what the teacher will teach
• providing instruction that accommodates individual learning styles, skill levels, and rates of learning
• providing instruction that considers social and emotional development, and physical needs of the students
• collaborating, to involve other school staff, parents, other professionals, and when appropriate, students

Many students with special education needs can be supported through classroom or physical accommodations, instructional accommodations, or testing accommodations.
The principal is responsible for ensuring that students with special education needs are identified and provided with appropriate educational programming.
An Individualized Program Plan (IPP) is developed for each student who is identified as having special education needs. The IPP indicates a student’s assessment data, current levels of performance and achievement, areas of strength, and areas to develop. Meaningful long term goals and short term objectives are set by the Learning Team, and effective strategies and accommodations to promote student growth are established.

The Learning Team is “a team that consults and shares information relevant to the individual student’s education and plans special education programming and services as required. The team may consist of the classroom teacher, parents, students (where appropriate), other school and jurisdiction staff aware of the student’s needs and others as required.” Standards for Special Education (2004)

Edmonton Catholic School District Inclusive Education Consultants work with district teachers, students, administrators, other consultants, and parents. District consultants provide in servicing for district staff, assist with IPP development, provide information regarding services and resources, and assist teachers in acquiring knowledge and skills regarding differentiated learning strategies.

Edmonton Catholic school staff also work with local agencies that support students with mild, moderate and severe special education needs.

What are some Questions Parents may ask?

Q. My child is having trouble in school. Who should I talk to?

A. Start with the classroom teacher to determine what might be causing the difficulties and decide what small changes could be made to improve your child’s learning. The classroom teacher can share her/his observations, complete some informal assessments, and determine your child’s learning preferences and current levels of academic performance.

Q. I really think my child needs more help. Who else can support my child?

A. Schools are moving towards creating Learning Teams which may include a Learning Team Coordinator (Resource Facilitator), a Site Literacy Coordinator, Reading Recovery Teacher, special education teacher, counselor, special needs assistant, administrator, and classroom teacher. This team consults and shares information relevant to a student’s education and plans special education programming and services as required.

Q. When are more assessments and consultations necessary?

A. When it appears that school-based interventions aren’t enough, then teachers, in consultation with parents, can make a referral for specialized assessments. Written informed parental consent is required.

Q. What assessments will be used?

A. A variety of assessments may be used to determine a child’s intellectual, social, emotional, sensory, communication and/or behavioral development. These assessments must be administered and interpreted by a qualified individual such as a chartered psychologist.

Q. What will happen next?

A. A qualified individual will consult with parents about the assessment results. The diagnostic information will likely identify your child’s areas of strength and need. If the assessments indicate that your child has special education needs, an Alberta Education Exceptional Learning Code may be assigned to your child in order to access specific support. The Learning Team will make decisions, develop an Individualized Program Plan (IPP), assign support services, and/or determine adapted or modified programming for your child.

Q. Will my child have a teacher assistant assigned to work with him/her?

A. The assignment of a teacher assistant is dependent on assessed student needs, the resources available, and other needs in the school or classroom. Generally, teacher assistants are assigned to a program or classroom rather than to an individual child.
Teacher assistants provide supportive services in the classroom in order to enhance the learning experiences of students, especially those with special education needs. Teacher assistants receive all directions and assigned responsibilities from the teacher or principal. Teachers are ultimately responsible for planning, implementing and assessing your child’s program.

Q. I have a lot of questions about the school’s experience with inclusion. What should I do?

A. Prepare a list of questions to discuss with the principal and/or the Learning Team. Some of the information you are looking for may be found in the school’s handbook or on the school’s web site. Relevant information can be accessed through Edmonton Catholic Schools’ web site, http://www.ecsd.net/.

How can Parents Help?

The most effective services are provided to students when the home and school work together as a team. To provide a positive learning experience, parents can:
• be prepared to share information about their child’s strengths and needs
• share medical information and health procedures
• give written and informed consent for any specialized assessments
• be willing to discuss their educational and social goals for their child
• be respectful of those who are working on behalf of their child
• maintain a positive and supportive attitude about school and learning, homework, and school activities
• ensure their child’s regular attendance
• provide homework routines and a quiet space to study
• maintain open communication with teachers and the school
• participate in the development of the IPP

Alberta Education Recommended Resources

These comprehensive resources can be downloaded free-of-charge at http://www.education.gov.ab.ca/k_12/curriculum/ParentResources.asp or ordered through the Learning Resource Centre at 427-2767.

The Learning Team: A Handbook for Parents of Children with Special Needs (2003)
This handbook offers information and strategies for parents of children with special needs who want to be meaningfully involved in their children's education.

The Parent Advantage: Helping Children Become More Successful Learners at Home and School, Grades 1-9 (1998)
This resource was produced by Alberta Education and the Learning Disabilities Association of Alberta. This guide offers practical strategies parents can use to help their children develop better organizational, reading, writing, spelling, mathematics, test taking and project skills. The French language version is also available.

The Journey: A Handbook for Parents of Children who are Gifted and Talented (2003)

A Handbook for Aboriginal Parents of Children with Special Needs (2000) (Also available - video entitled “Our Treasured Children”)

Standards for Special Education (2004)

For further information, contact your community school principal.

June, 2005