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Moving Forward Collaboratively

"Education, then beyond all other devices of human origin, is the great equalizer of the conditions of men- the balance - wheel of the social machinery." -- Horace Mann

1. Have participants understand the importance of inclusion from different points of view and how beliefs influence actions.
==2. Have participants know the specific procedures that personnel within their school need to know and utilize appropriately in order to provide services to all students in the Least Restrictive Environment. ==

= SECTION 1 = =__Start Here__=

When you arrive find your table.
First of all, what is your understanding of Inclusion?

 Using this information, describe how Special Education Services are delivered in your building.
==== Place your X (to reflect your response) on the continuum located at your table. ====

 __As a table group, choose a spokes person and a recorder and be prepared to explain your continuum to the group at large.__
Please give at least one example per building on your poster to reflect why you chose that score.

//Personal Reflection// //Question//  Directions: Read the focus questions on the first page of this file.



media type="file" key="Including Samuel Preview.mov" width="300" height="300"

From the perspective of either a parent, teacher or community member log in a response on this etherpad.  Identify in what role you are responding. [|Etherpad]

= SECTION 2 =

Overview and background information on Inclusion
<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">KEYNOTE Presentation



media type="file" key="Fairness.mov" width="318" height="308" <span style="color: #808000; font-family: 'Comic Sans MS',cursive;">Video on Fairness from Dr. Richard Lavoie, author of It's //So Much Work to Be Your Friend//. <span style="color: #808000; font-family: 'Comic Sans MS',cursive;"> ricklavoie.com

<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">Sorting Activity - Inclusion: What it is and what it isn't
<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Important Inclusion References









SECTION 3
<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">Group Activity <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;"> Groups will be assigned. Do not start until directions are shared. <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;"> Format – Read individually, share responses in small group, and discuss findings/thoughts and feelings with large group. <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;"> Other articles have been supplied for you to use as reference material.



<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">Additional articles



<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">Questions about the articles for the group activities

=<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">__Key Points from all teams__ = = = <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;"> What themes are reflected in all articles, identify at least two that span all articles. <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;"> Report these on Wallwisher. Please identify your team number when you report. <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;"> Review as a large group. []

SECTION 4
<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">A. Do this survey individually based upon what is happening within your own school.



<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">B. PEOPLE FIRST LANGUAGE - Activity



<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">Research on Inclusion

= SECTION 5 =

<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">Homework Assignment Resources- <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;"> 1. Path Process for Inclusion <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;"> 2. SAS Toolkit with completed example <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;"> 3. Class and School Mapping (Examples of both included) <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;"> 4. School Scheduling and finding time to Collaborate <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;"> 5. Observe Differentiated instruction or Coteaching

<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;"> 1.

2.

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 * Please note that there may be a challenge in doing a full school map at the secondary level. A recommendation may be to map out the movement of the Special Education teachers, related service personnel and support staff per period rather than a class by class analysis.

4.



<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;"> 5. <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;"> <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">

<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;"> Additional Resources for both individual students and classes

<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">CHANGE INFORMATION //Michael Fullan's __Six Secrets of Change__ is a resource you might find valuable.// Please refer to the book entitled, [|Six Secrets of Change What the Best Leaders Do to Help Their Organizations Survive and Thrive]

<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">Additional Web resources

[]

[|www.cast.org]

http://udltechtoolkit.wikispaces.com/

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<span style="color: #800000; font-family: 'Comic Sans MS',cursive;"> **The view and materials expressed on this site do not belong to those of our employers. The BCIU and Pennsbury School District are not responsible in any way for the materials on this site.**