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Inclusive Education Stories and Strategies for Success 

Prepared by Heather Raymond, M.Ed.

hraymond@epsb.net

Table of Contents

Acknowledgement

Author's Note

Chapter One: What is Inclusive Education?

    Superintendent's Perspective

    Principal's Perspective

    Teacher's Perspective

    Parent's Perspective

    Teacher Assistant's Perspective

    Student's Perspective

    Closing Comments on Inclusive Education

Chapter Two: The Parts We Play in our School Community

    Administrators

    Teachers

    Teacher Assistants

    Students

    Families

    Building the Team

Chapter Three: Day-to-day Programs

    Building Inclusion With MAPS

    Role of IPP

    Critical Activities Matrix

    Multi-Level Instruction

    Strategies

    Lesson Plans

    Resolving Student Conflict

Chapter Four: Building Relationships

    Facilitating Relationships

    Connecting Students

    Activities to Facilitate Friendship

    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 Association 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 behaviour difficulties, and are visually and hearing impaired.

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