Inclusive Education
Stories and Strategies for Success

Prepared by Heather Raymond, M.Ed.
hraymond@epsb.net


TABLE OF CONTENTS

ACKNOWLEDGEMENT

AUTHOR´S NOTE

INTRODUCTION

CHAPTER ONE WHAT IS INCLUSIVE EDUCATION?

  1. Superintendent's Perspective
  2. Principal's Perspective
  3. Teacher's Perspective
  4. Parent's Perspective
  5. Teacher Assistant's Perspective
  6. Student's Perspective
  7. Closing Comments on Inclusive Education

CHAPTER TWO, THE PARTS WE PLAY IN OUR SCHOOL COMMUNITY

  1. Administrators
  2. Teachers
  3. Teacher Assistants
  4. Students
  5. Families
  6. Building the Team

CHAPTER THREE, DAY-TO-DAY PROGRAMS

  1. Building Inclusion With MAPS
  2. Role of IPP
  3. Critical Activities Matrix
  4. Multi-Level Instruction
  5. Strategies
  6. Lesson Plans
  7. Resolving Student Conflict

CHAPTER FOUR, BUILDING RELATIONSHIPS

  1. Facilitating Relationships
  2. Connecting Students
  3. Activities to Facilitate Friendship
  4. Circle of Friends

A WORK IN PROGRESS

BIBLIOGRAPHY

Acknowledgement

I am grateful for the thoughtful perspective of people who participated in a planning session to collect stories and ideas for this document and those who submitted contributions. The document is enriched from their contributions. My appreciation goes to : Dorothy Bartel, Debbie Benson, Lawrence Cooper, Jochen Eggert, Rose Eggert, Anne Hughson, Jesse Hughson, Lorretta Ross-Kirkby, Paul Kohl, Evelyn Martin, Klaus Puhlman, Neil Robblee, Janet South and the many who would like to remain unnamed. I wish to thank Brenda Ulmer for her editing and formatting of the final document.

The publication of this document was made possible by a grant for the ATA Educational Trust.

Printing and distribution of this publication is provided courtesy of the Alberta Assoication for Community Living.

Author's Note

The stories in this document, that reflect children, do not include the child's label. This has been intentional. Children are children and must be seen this way. The child's perceived disability is only one component of who they are. However, as the author of this document, I know for others a child's label is important to picture who we are talking about.

The students in these stories are individuals who have Down Syndrome, Autism, multiple handicaps, use wheelchairs to get around, need support to meet their physical needs, are medically fragile, have several behavior difficulties, and are visually and hearing impaired.

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