I don’t even always agree with the text, but it often represents the mainstream perceptions of inclusive education so you should know its contents. Group work: expectations. Equal participation. If I meet with group, all participants should attend. Assignments are not just a means of evaluation; they’re also a means of informing your classmates.
Note that with the exception of ASDs these are categories rather than diagnoses Conditions that affect a student’s ability to benefit from schooling—not exclusively academic Intellectual, emotiona/behavioural, sensory, physical … maybe talk a bit about the difference between a physically based diagnosis and a functionally based one…
Philosophy of inclusion…
Variable implementation and interpretation from one district to another Groups, feedback, discussion…
Issues…. Difficulty on occasion of tracking who the custodian is; involvement of foster parents
Discuss problem of “bias.”
This last can be valuable when a child transfers into your school from another school or district
And sometimes they may have had bad advice. “Norbert must have a full-time aide.”
Guardianship SWs over-worked, change often in some areas. Don’t get sucked into stuff, kid’s interest is paramount.
Transfer: eg, when child moves out of one MCFD, health regions, and/or school district Also: private, contracted support agencies. Eg. Hollyburn
Avoid stereotypes. Stories: Andy and the robin Joe T.
![The Shape of the Day ,[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)