Inclusive Education. 1. The parties acknowledge that the policy of Least Restrictive Environment is legally mandated. They also recognize the extent to which any individual handicapped student should participate in regular education programs and services which must be appropriate to that student's unique needs as determined by an Individual Educational Planning Committee (IEPC) on an individual basis.
2. The building administrator or his designee will recommend the placement of an eligible student in the smallest available and appropriate regular education class except for good cause shown. The number of mainstreamed students per class shall be reviewed by the administrator or his designee periodically to determine if the numbers are fairly distributed among various classes. Excessive numbers in any particular class will be avoided.
3. Although it is agreed that the special needs student's participation and right to participate in regular education programs and services cannot be affected by this agreement, the Board agrees to consider how the handicapped student's placement will affect teachers and other students when determining the special needs student's placement.
4. A minimum of one regular education teacher and one special education teacher into whose classrooms a special needs student has been placed shall be formally invited to serve on the IEPC for that student. Said teachers will receive written and/or electronic notification at least 48 hours prior to the IEPC for that student. Other regular education teachers may request to be in attendance should they feel their presence is necessary. The Board shall provide release time for a teacher to attend an IEPC which is scheduled during the time the teacher is assigned to teach a class. Upon administrative approval, time shall be made available, as needed, for the regular classroom teacher to consult with the special education staff primarily responsible for the special needs students.
5. When determined by the IEPC, support personnel, curriculum materials, equipment, other necessary resources, or consultant assistance relevant to the student's needs will be arranged for by the special education director as soon as possible. No teacher shall be required to administer prescription drugs or to undertake certain procedures such as custodial care, school health services, suctioning, catheterization or the like.
6. In the event that an aide has been assigned to assist in a classroom in which a special education student is assi...
Inclusive Education a) The Board will provide the Band with key dates such as Kindergarten Screening, so the Board and the Band can work together in supporting Parents.
b) The Board will provide the Band with an annual list of programs and services available through the District’s Inclusive Education Services department.
c) In order to ensure that Band students are appropriately identified as requiring Inclusive Education supports, the Board will ensure school(s) work with the Band and Parents to ensure appropriate and transparent ongoing informal assessments of Band students to identify those who may require more formal assessment.
Inclusive Education. Introducing the Case of Kazakhstan 2
Inclusive Education. A. Association appointed designees will be invited to attend any in-District training session on inclusive education.
B. In addition, the Association may set up a subcommittee in each building to meet with the Principal and/or Director of Educational Services about concerns regarding inclusive education. The subcommittee may meet with the Superintendent and the Principal over unresolved concerns. This subcommittee may meet with a subcommittee of the Board over unresolved concerns.
Inclusive Education. Xxxx had been pondering a return to aca- demia when he was invited to apply to McGill. “The University is experiencing a time of renewal and opportunity, and I thought it would be exciting,” he says. “I like McGill’s focus on excellence in research and teaching, and I was struck by the good will and enthusiasm within the Faculty.” He has been quick to make an impact. The McGill Education Project, one of his ini- tiatives, will enhance the Faculty’s engage- ment with schools and the Ministry of Education in Quebec, with other faculties at McGill, and with other institutions interna- tionally. “We want to be providing leadership for the future. What kinds of things should we be doing in order to confront the demands of new times, rather than simply following what education faculties have conventionally done?” he asks. “We need to be right at the front of research into the best ways of preparing good teachers.” The Faculty has also established a number of research objectives, which include building an international research reputation in inclu- sion and diversity, leading the way in health and wellness in education, and exploring ways to bring new digital literacies into the teacher education curriculum. Photo: Xxxxx Xxxx (Media Centre) (continued next page) Introducing the New Academic Team in the Xxxx’x Office: Xxxx also wants to raise the Faculty’s profile in the McGill community. “When the University thinks about improv- ing the quality of teaching and evaluation, we ought to be providing leadership,” he says. “We must be trans-disciplinary in our work at McGill – especially as formal, discipline- bound knowledge is not how knowledge works in the world today.” Currently, for example, the Faculty of Medicine is revising its under- graduate curriculum, and professors from Education are working with them to evaluate the new curriculum. Since arriving in Montreal, Xxxx has found a groove, and not just academically. While he won’t be quitting his day job, Xxxxx Xxxx, rhythm and blues Xx. Xxxxx Xxxx succeeded Xx. Xxxxx Xxxxx as Xxxx of the Faculty of Education in January 2004. His mandate is to oversee and direct the University’s new vision for the Faculty. It is expected that, with the imple- mentation of the McGill Education Project, the Faculty will emerge as an international authority on educational research for “new times.” To this end, Xxxx Xxxx has appointed four Associate Deans to support him in carrying out the Faculty’s business. In the past, there we...
Inclusive Education. Students with significant disabilities in a general education classroom for a majority of the instructional day. In addition, students with other disabilities such as specific learning disability, mild/moderate mental retardation, or language disorders who require a special day class setting are also included. These students will be included in the regular education teacher’s class count.
Inclusive Education. Education usually refers to all sorts of regular and systemic training of children and youth including courses aiming directly toward a specific occupation, that is vocational training. In Vietnam, the Ministry of Education and Training (MOET) is responsible for the management of all school, from the compulsory levels of basic education through the college and university levels. Although MOET has a department of professional education, it is the Ministry of Labor and Social Affairs (MOLISA) that is in charge of vocational training and employment (VTE) for PWD. ‘Including’ all children and youth in education regardless social and ethnic background has been a policy in Vietnam since the first constitution of the country in 1945. However, children and youth who are living with one or more physical and/or mental disabilities have not always been mobilized to attend school. This is due to many reasons: parents have been embarrassed7 thinking that their child had no ability to learn and study; poverty; no special 5 In order to stimulate an increasing quality of the teaching and learning, each class, school, district, province and city have a competition system (thi dua) in good teaching and good learning (day tot, hoc tot) 6 All activities under State management in Vietnam are subject to the inspection system (xxxxx tra). It is usually an independent unit within each section and department. 7 There are many reasons for being embarrassed but one common belief is that parents with CWD are punished for earlier generations’ misbehavior or that this is the ‘fate’ of the family. school available, the local community would also have strong opinions of the same kind and the school system itself, focusing on academic merits, was not ready and capable to receive children with diverse needs and abilities. In addition, the conditions of work and attitudes of the teachers have proven to be crucial for the possibilities to include all children in school in a sustainable and useful way for the children. (Xxxxxxxx, X. and Xxxxxx Xxxx Xxx, 2002; Xxxxx, X., 2002; Xxxxxxxx, X. and Xxxxx Xxx Xxx Xxx, 2006; Xxxx Xxxxx Xxx Xxx, 2008). Since about 1990, these views are changing and the GOV has relied on international conventions (Rights of the Child, 1991, Education for All 2003; among others) and national policies developed since then, such as the Universalization of Primary Education (1991), Law on Protection, Care and Education of Children (1991), Law on People with Disabilities (1...
Inclusive Education. The IE concept recognizes that all children are different and can contribute with these differences making the school a better place for everybody. Thus the concept assumes that differences between human beings are normal and it emphasizes diversity. The teachers should therefore know about the individual capabilities of the pupils and adjust their teaching accordingly. Curriculums should also be flexible and allow for different teaching methods. Generally, there is a strong support in the world for the IE concept. Some supporters consider that the two first approaches are only stages in the evolution rather than variations of education that could exist at the same time and work in combination. There are examples in Vietnam where the special schools function well, particularly in the big cities. One limitation is that because of the high costs they are too few to reach all children who need such education. In Sweden, where special education (special schools and resource centers) is comparatively developed, children and parents often prefer the special education, because specialists and resources are concentrated to these schools and the pupils do not feel they can develop better in the regular schools. In the recent debate on IE, concern is raised on the systematic barriers to IE, summarized in a document from Canada (New Brunswick Association, 2007): - Barrier 1: Difficulties with embracing diversity and the inclusive education philosophy/model. - Barrier 2: he lack of knowledge and skills to effectively implement inclusive education. - Barrier 3: The lack of adequate and appropriate accountability mechanisms. - Barrier 4: The serious inadequacies of the current system of providing professional supports within the education system. - Barrier 5: The lack of adequate opportunity and time for good collaboration, planning and preparation. - Barrier 6: Ensuring that classrooms are an appropriate size and are heterogeneous (i.e. they reflect the broad range of diversity that exists within the student population). - Barrier 7: The lack of a relevant curriculum based on the principles of universal design. - Barrier 8: The appropriate use of paraprofessional supports within the education system. - Barrier 9: The discriminatory effect of paraprofessional and transportation scheduling. - Barrier 10: The lack of adequate transitions for students entering a new school or moving from one grade level to another. - Barrier 11: The lack of adequate support parent/families...
Inclusive Education. Output:
1.3.1 Community support teams in 6 target districts of 2 provinces promote comprehensive support mechanisms for CWD.
Inclusive Education a) In order to ensure that First Nation Students are appropriately identified as requiring Inclusive Education supports, the Board will ensure Schools work with the First Nation and Parents to ensure appropriate and transparent ongoing informal assessments of First Nation Students to identify those who may require more formal assessment.
b) In particular, the Board and the First Nation will jointly review and determine the criteria and processes used for the identification of kindergarten First Nation Students who may require assessment and additional supports or services, recognizing that early identification is necessary to promote student success, and, for a First Nation Student who is identified as having a special need before entering a School, the First Nation Student’s assessment and programming information will be requested prior to enrolment or immediately upon enrolment to permit appropriate and effective planning and implementation of relevant interventions.
c) In cases where a First Nation Student is identified as likely having diverse abilities or disability upon enrolment in kindergarten, or when transferring into a School at a later grade level, or when a First Nation Student has an obvious disability that has not been previously assessed, the Board will ensure there is a timely determination of the need for assessment and/or intervention plan.
