Smart+Inclusion+at+Halton+DSB

=Ontario's .......HALTON DISTRICT SCHOOL BOARD and Smart Inclusion!=

Any questions? ......please feel free to contact: = = Judy Sackville sackvillej@hdsb.ca Itinerant Teacher of Assistive Technology Joan Harper harperjo@hdsb.ca Life Skills Teacher Shelley Guzzo guzzos@hdsb.ca Itinerant Teacher of Developmental & Physical Exept.

Follow me on Twitter: @JudySackville

[|Website] [|Halton Assistive Technology]
[|CEC 2013 Conference in Toronto: Halton's I-DEAL = Smart Inclusion + Deal] Increase Participation, Achievement and Authentic Learning Unlock the potential of ALL Learners

ASET Conference 2013 Niagara Falls

Data Collection & Factors for Inclusionary Education: [|Resources for Data Collection Link to Halton AT website] ==

// Software Activities: Boardmaker Studio/ Classroom Suite/ SMART notebook // // Please feel free to download, customize and use these activities used in Halton's Smart Inclusion 2011-12 //

// BOARDMAKER STUDIO Gr 6 //













=__ **Inclusiona** ____ **ry Education for ALL Learners** ** D.E.A.L: Digital Engagement Authentic Learning ** __= =// 3 Factors for Success for Inclusionary Education: __ENVIRONMENT, EMPATHY AND EVOLUTION__ //=

==

**ENVIRONMENT:** 1. **Safety and trust**
 * Personal equipment Personal schedule
 * Room design
 * Lighting
 * Location
 * Noise level
 * Transitioning

2. **Access tools and technology**
 * Desktop or laptop computer Switches
 * SMARTboards Personal needs(fidgets, websites)
 * Software
 * Ipad/ipod
 * Augmentative communication devices e.g. Dynavox

3. **Team Collaboration**
 * Classroom teacher Tech / Equipment support
 * Resource teacher Regional support staff
 * Administrators
 * Parent
 * Classmates
 * Software educators
 * Student
 * Community resources (e.g. Art,Social)

__** EMPATHY: **__

1. **How do they communicate? Know “their” language and** ** how to communicate with them **
 * Verbal/Non-verbal Behavioural communication
 * Body language Verbal output vs written output
 * Eye movement
 * ELL
 * Recognize triggers: HALT: hungry,anger, lonely, tired
 * Cultural schema
 * Receptive/Expressive skill levels

2. **Understand specific profile needs**


 * Multiple Intelligences Academic
 * Medical (e.g. medication)
 * Social/Psychological (e.g.stigma, bullying)
 * Previous educational history
 * Understand their memory,perceptual reasoning, processing speed, visual motor integration, executive functioning, verbal comprehension

3. **Build on strengths, interests and personal goals**


 * Confidence & anxiety level Resilience
 * Personal activities
 * Primary learning style(s)
 * Broaden opportunities for
 * Social interaction peer/adult to foster adaptability, reduce rigidity
 * Family support
 * Hands on learning
 * Provide opportunities to develop new schema (e.g. documentaries)

__ **EVOLUTION:** __

1. **Growth Prediction: Beyond “Their” potential** **(their Point A to Point B)**
 * Baseline data collection: Participation, Integration, Independence
 * Goal setting
 * Observation (more than 1 set of eyes)
 * Identification of barriers
 * Design & Implementation of Strategies & Tools
 * Evaluation

2. **Embrace process continuum**
 * Research and access new tools & resources (e.g. software, human resources)
 * Problem solving
 * Revisiting goals
 * Ongoing collaboration
 * Transition to home/community
 * Adjust degree of adult support/intervention
 * Understand what you need to learn to address child’s learning goals

3. **Build and share Personal Learning Network**
 * Network within your board Network with other boards
 * Online sharing/resources
 * Celebration
 * Explore non-pedagogical resources
 * Home integration
 * Parental/Family support groups/organization
 * Google + hangouts