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SIMON FRASER UNIVERSITY

Education 379-3

The Exceptional Child in the Regular Classroom

Summer Session, 1990

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Instructor: Brian Cullen

MTWRFS

8:30 - 12:20

August 16-25,1990

Location: Prince George

Prerequisite:

Certified practicing teacher.

Course Description:

St. Francis School, an elementary school in Kitchener Onrio is

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Model

of what many educators and observers are calling "inclusive

community". This school had served special education students in

segregated classrooms for a number of years and recently has undergone

a dramatic shift in philosophy and daily pedagogy which is reflected in

the total school environment. Inclusive community essentially means

that everyone needs to belong and needs to be welcomed as a full member

in Ms/her school and community. This course will deal in practical

terms on how schools can become inclusive communities for all students.

Articulating the Vision.

What is it I do every working day? Why am I doing it? What are the

motives, the goals and the resulting commitment I bring to each day?

Educational Leadership:

An examination of school leadership profiles will be expanded upon and

discussed as a sub-topic. Collaborative team/leadership building in a

school is essential to operationalizing the philosophy of an inclusive

school.

E.S.K and School Improvement Plans:

Effective schools research is topical and timely information when

reflecting upon the historical roles of schools and particularly special

education practices. A school committed to educating students with

severe disabilities must consider adopting their process direction from

sound effective schools research.

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StaffDevelopment Process:

Effective staff development programs need to be investigated and

implemented to assist schools to break out of traditional segregated

models and programs. The concept of team building will be examined as

an essential component

in this process.

Evolving Roles

of

Teachers:

Historical roles of both special education teachers and regular class

teachers will be examined and redefined with a view to offering practical

suggestions regarding this evolutionary role. These changing roles will

also be clarified as participants provide a forum and ideas for one another

relative to their own professional experiences.

Curriculum Organization and Modification:

In molding and nurturing an inclusive school, certain ademi realities

must be addressed. Current curriculum and expectation for achievement

for students must be maintained. To include students with challenging

needs in the regular program now mandates that all children be assured

an equitable and quality education. Strategies for the school and school

personnel will be explored which will describe various ways and mean to

organize classrooms and modify and adapt curriculum to suit the needs

of all individual children.

M.A.P.S.:

As an intricate component of the curriculum design process, MAPS

(McGill Action Planning System) developed by Dr. Marsha Forest will be

thoroughly reviewed. Participants will have the opportunity to become

highly involved with this process through a series of case studies and

videotapes. Participants will also have the opportunity to facilitate an

initial M.A.P. under supervision of the course instructor and his

assistant.

Building Support Circles:

When a child has very challenging needs the onus should be on the school

environment to problem-solve and make adaptation as appropriate to all

involved. Planning and the building of support circles involving teachers,

special education teachers, physiotherapist, speech and language

pathologists, etc. will be illustrated. Additional support systems for

parents will also be explored.

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Circle of Friends:

Many people labelled as disabled have few or no friends. For most people,

it would be hard to imagine living without family and friends, yet for

many children with challenging needs, this is sometimes an unspoken

area of deep concern and despair. Participants will have the opportunity

to learn and further develop facilitation skills to build circles of friends for

others. Case studies will graphically illustrate successful techniques that

have successfully been used. Small group problem-solving projects will

allow participants further exploration on what could be considered to be

the most important facet in building inclusive community.

Participant Evaluation

The course relies heavily on the commitment, interest and personal and

professional experiences of the participant. Participants will be expected

to be conversant with the bibliography associated with the institute as well

as selected materials that will be daily presented. Daily experiential logs

and a minimum of one group project/presentation will be required.

Required Readings:

Information on pre-reading and Institute reading lists, as well as the

availability of this information, will be provided upon registration in the

course.