Inclusive Education

Journal
Marci Goldman
Getting Started
February 19

While I am excited to begin this course, I am also nervous. I am a single mom of two older
daughters who are very busy. I am also a full time teacher in a very busy middle school
classroom. However, I am also interested in learning more about Inclusive Education. I
think this will help me in teaching practice as I will be able to learn more about the IEP
process, how to better support my students with adaptations and modifications, and be
familiar with special education codes.

I looked at the discussions topics and assignments and know that it will require time.
When I looked at the assessment guidelines and rubrics, I immediately thought to myself:
this is how my students might be feeling! I appreciate how the course is set up as it is
straightforward. I also love being introduced to SlidesGo and Canva. I will be using these
to create lessons and visuals with my class.
Module 1
Introduction
I am 10 years into my teaching career. In those 10 years, I have
always strived to create a welcoming and safe environment.
Creating positive relationships and connections with my students is
a must. When lesson planning, I create lessons and activities where
all students can be successful. Students work on the same activities
but with adaptations as needed. I have found that this alone
alleviates students’ stress over feeling “different” from their peers.
To be more inclusive, I have been working on ensuring that my
lessons and activities focus on all cultures and groups throughout
the school year. I do not do one off lessons just because it is a
celebration day or month. I also like to use a cross-curricular
approach.
Focus Questions
How do you ensure diverse groups are included in your classroom?
I treat everyone with respect and do not discriminate. Lessons and activities focus on all
groups, all year.
Can you think of a time when you witnessed tokenism in a classroom setting?
I am torn with the question as I feel that tokenism occurs in schools without it being
noticed as tokenism. Examples include:
● Only speaking about black history in February
● Only speaking about Chinese culture during the Chinese New Year
● Pink Shirt Day one day a year
● Orange Shirt Day
In what ways could tokenism affect the tone of inclusion in a classroom?
If students become aware that they are being recognized once in awhile, students might
feel under appreciated and misunderstood. This does not make for a safe environment.
Focus Questions
How do you ensure you’re respecting the identities of the students in your classroom?
I ensure that I get to know my students. This starts before the first day of school. Our school
has a class list on a program we use that includes a school photo from the previous school
year. I learn their names using the photos. I do not look at previous documents until I meet
my class and get to know them. I have the class fill out a form for me that asks questions,
one focuses on what pronoun they would like me to use for them. I encourage all students
to join all school activities and groups. In addition, I am mindful of what words I use as to
not offend. I attend ProD workshops that have a focus on racism.

Module 1 Reflection: I feel very good about this module. Activities and discussions were
helpful and I felt that it went smoothly. The only area that took time was to learn about
Canva and SlidesGo and how to navigate the QueensU Course page.
Module 2
Focus Questions
In what areas are you using UDL in your classroom?
I create lessons and activities that the full class can do. However, I adapt as needed,
such as fewer questions on a quiz, access to a Chromebook, graphic organizers,
chunking instructions, and checklists.
Where do you have room to grow?
I would like to challenge myself to include materials that are in another language (ELL),
activities that gifted learners will enjoy, and using more online tools.

Module 2 Reflection: I feel like I was thorough in this module, but I will admit that
I found the activity of reworking a lesson more challenging. The most difficult part
was finding a lesson plan to use as all of my documents were lost so I could not
use one from when I was in University for teaching. I am comfortable with UDL and
understood the content taught.
Module 3
Focus Questions
Funding
It makes sense to me that low incidence would receive more funding as direct support is
needed. What I am not impressed with is that students that bring in funding that need support,
do not receive additional support (EA) in the classroom as that EA is with another student. This
is the fault of the system, but it upsets me as this does not have the students interest at heart.
Focus Questions
What role do you have in providing paperwork for the designation of students in your school or class?
At our school, advisory classroom teachers do not provide paperwork or fill out documents.
In your school, who’s the expert on designating students?
We have a wonderful LST team at my school. The LSTs are the go to with questions, They support inside and outside
the classroom. We do not receive release time to attend IEP meetings. I feel that teachers should be part of this process
as we know how the class runs and what has been successful.
How can you support this person in the designation process?
I meet with my LST to discuss students, offer input on IEPs, review my learning updates with designated students, and
ask for help with lessons when needed. Close communication with the LST team is very important.
Focus Questions
Module 3 Reflection: I found this module very interesting and enjoyed learning more about designations and
how to support students in the classroom. The activities were helpful, though the lesson planning activity took
me the longest as I have never had to fill out forms for modifications. Our LST assists the teachers when needed
and we plan together. I have also not had a student on modifications since 2018, so this was a great way to
think about how I would modify.
Focus Questions
In your classroom or school, how does the support provided reflect the funding model for designated students?
I am disappointed in the lack of support my students who are funded receive. My classroom should be receiving a part time EA
and I receive no EA support. I do receive support from the LST, but some of my students need direct support all day.
Did your understanding of how funds are allocated shift while reading about designations? How?
I did not have a shift in understanding as I learned early on that the students who bring in funding do not always receive support.
Instead, their funding goes towards EAs that are assigned to other students without a designation. This topic actually triggered
me even more as reading the informative documents made me see how we are not following the ministries outline.

Module 3 Reflection: I was triggered by this topic as I have been experiencing no EA for much of my teaching career. In
10 years, I have only received EA support in two schools. This is so unfair to students. I feel parents need to advocate for
the child. The IEP says the student will receive EA support. Therefore, they should be receiving this support. The LSTs
are wonderful, but they are not in the classroom all the time.
Module 4
Focus Questions
What is your role as a teacher in supporting the development, implementation and programming of the I
classroom?
The LST either shows me the IEP she has created and/or will ask me for my input. We have open communicatio
our teaching practice, so she is aware that I already use UDL and adapt as needed.
Who contacts families regarding the IEPs in your school?
The LST contacts families regarding meetings.
How could you foster more collaborative relationships in the team?
This is a district issue as teachers do not receive release time in my school to attend meetings. To be more colla
should attend all meetings. The LST and I discuss students all the time, so we are in constant communication.
How can the student be involved in the process?
Students who are able to can attend the IEP meeting and put input into educational goals and objectives. They c
strengths and stretches and share what they enjoy learning and what avenue they prefer to show their learning.

Module 4 Reflections: I enjoyed learning about the support teams in schools and how meetings should be run.
importance of everyone working together. While my school has a wonderful working team, I have been at schoo
case. I had fun creating a guide and using new tools to show my learning.
Module 5
Focus Questions
Which students in your class have IEPs?
I have 5 students with IEPs in my class. I have 2 students with a G designation, 2 students
with a Q designation, and 1 student with a D designation.It has been eye opening learning
about the codes and which designations bring in funding.
What was your role in creating these plans?
The LST team in my school creates the IEPs. Teachers do not receive release time to join
these meetings. I work closely with my LST, so we discuss students progress and what is
going on in the classroom. She supports me when I ask for help and I keep her in the loop
with how the students are doing and what supports are successful. When creating the IEP, the
LST consults with me to ensure that she is including the correct information. During learning
updates, we meet to discuss the report in detail. Throughout the term, we meet to discuss if
adjustments are needed.
Focus Questions
What collaborations occurred during the creation and implementation of the IEPs?
The LST and I communicate daily on students needs. The teachers at my school are not
involved in writing the IEP, but we offer input as to how we plan, what we are doing, and
strategies that we are incorporating in the classroom. My LST developed the IEP and asked
me to review it to ensure that all information was accurate and to see if I have any questions.
How could you support more active involvement of parents and students in the IEP
process?
I encourage students to attend parent/teacher conferences, so if this occurs before an IEP
meeting, the student may be more comfortable in an IEP meeting. Open communication is
important to me, so when I email parents with questions or to provide information, I always
ensure that they know to contact me with questions or concerns. If I were to set up an IEP
meeting, I would ask the parent about their child attending the meeting and would go over the
benefits. I do understand that parents have their child’s best interest at heart and they know
their child best. So, if they feel it is best for their child to not attend I respect that.
Focus Questions
Does your district write competency-based or individual IEPs?
Our school writes individual based IEPs. These IEPs often include academics as well as
socio-emotional goals.
What are the benefits of each?
Competencies focus on the skills students use to learn about the content required for each
grade level. These skills are important as they teach skills that are used everyday such as
math, reading, and writing. This is incorporated in daily life skills. Individual IEPs are beneficial
as it focuses on the students strengths and stretches. The IEP can hone in what the student
needs. This includes goals that focus on behaviour and social interactions. Both of these are
important as it prepares students for after they graduate from school.
Which do you prefer?
I feel that an IEP should include both competencies and individual based goals.A combination
will allow the student to use their strengths to work towards competency based goals.
Focus Questions
Thinking about the IEPs in your school, are the objectives building blocks or stepping
stones to the goals?
Our school takes an individual approach. Some students have beginning objectives while
others have been working towards specific objectives.
How does your team determine the objectives?
Our team reviews previous IEP and discusses how the student is doing in the classroom. With
teacher input, objectives are created. If an objective has not been met, it is continued. If a
student shows that they would benefit from another objective, one is created based on the
need.
What considerations do you think about when planning strategies?
I wait to see how the student is doing in the classroom. I use a UDL approach so once I see
what students need I adjust.
Focus Questions
What strategies have you used that didn’t get included in the IEP?
The most beneficial strategy that I use in the classroom is building positive relationships and
ensuring that everyone in the classroom feels safe. In addition, I like to offer alternative
seating for students who require a quieter space or a stand up desk.
Did you add them later to the working document?
When their is a review on the IEP, I let the LST know what I found helpful that was not on the
IEP. This way it can be included for the following year’s teacher. My LST team is very
supportive and appreciate teacher information so they include it on the IEP.
What are your universal supports?
I am including my reflection in one response. I have always used UDL even when I did not
know the official name. I started my teaching journey 10 years ago and it just felt natural for
students to work on the same activities and adapt as needed. If a student requires a quieter
space to work, it just made sense to me to offer options for workspaces. I started my career
with giving a topic to research. A couple years in it dawned on me that if I offer choice, then
students would have more of a buy in. I consider myself to be a flexible and patient teacher,
but this works as I set clear expectations and the students know that I work with them to
support where they are at.
Focus Questions
Module 5 Reflections: While this was a 2 discussion assignment module, I found that the
additional web pages and reflection questions to be very insightful. When I started my full time
teaching career 11 years ago, I started in a small private school. This school did not have an
LST team. The classroom teachers were responsible for writing the IEPs and leading the
meetings. I followed templates and asked questions as I did not know where to look for
information. And, the school did not have a guidebook on what to do. I wish that I had this
course before writing the IEPs as it has made things so much clearer now. When I entered the
public school system, I was introduced to learning support teams and that I did not write the
IEPs or leading SBT meetings. Some schools I have been at were very clear in the roles and
responsibilities of staff, but other schools I had to seek out the information. I feel confident in
writing an IEP and leading IEP meetings now. And, if I am not doing that as a classroom
teacher, I can better support my own learning support teacher.
Module 6
KWL
K: What I Know W: What I Wonder L: What I learned

● IEPs include a student ● How to write a student ● How to write a student

profile profile profile
● Student profiles help ● Who writes a student ● I learned about
to understand more profile strength-based ISPT
about the student ● Are there specific
personally and forms to use in
academically districts and in
● Student profiles schools
support the planning ● Who is involved in this
when developing an process
IEP
Module 7
I am glad that I took this course as it has given me insight on documents provided by the
ministry and what everyone’s roles and responsibilities are. I came into this course with a
general idea of what learning support teachers and educational assistants do as well as
what UDL is. It was interesting to see that much of the supports I provide to my students
and how I create and administer lessons/activities was self-taught as it just made sense. I
am very lucky to have a wonderful support team at my school. Since being at my current
school, I have spoken with the team for suggestions and to ask for help. I will admit that
after taking this course, I see just how hard they work. I see my team “putting out fires”
everyday, running meetings, supporting students, and helping the classroom teachers.
This is on top of following guidelines and not being able to easily find documents and
information needed to support the students. Truly, they are amazing!

This course has gotten me better equipped for my teaching practice in my own classroom
as I now have more strategies to use. There is no such thing as too much in the strategy
toolbox! Thank you!