The Inclusive Class

The door to my Kindergarten classroom in urban, multicultural and economically diverse Burnaby, British Columbia Canada opens on the Tuesday after Labor Day in September. The children in my classroom come from a school community with 24% of families with an annual income of under $30 000. Housing in this community consists of both rental and homeowner properties.  The neighborhood consists of two-parent, single parent and blended families with most parents working. Many of the children who attend this school are in daycare or left on their own before and after school. Within this community there is a diverse multicultural population, where the home language for 34% of students is not English. Approximately 26% of the students in this school receive English as a Second Language support.  My learners are VERY diverse.  In this class, depending on the needs of the year, there might be: children with ADHD, Hard of Hearing, Selective Mutism, Fetal Alcohol Syndro...

#1  Don’t put students with special needs at the back of classroom or away from other kids. Do seat your student with special needs in an appropriate spot with the rest of your students. Physical proximity indeed facilitates inclusion. There becomes increased opportunities for peer and teacher interaction, learning experiences and teacher observation of the student's progress. In  addition , students feel valued, a sense of belonging and develop confidence. #2  Don’t expect the Paraprofessional to work independently and without support. Do work collaboratively with the Paraprofessional in your classroom!  Together, plan for the support programs in your classroom as well as assessment strategies, expectations of routines and lines of communication between school and home. This will allow for the best use of the Para's skills and create a culture of respect and teamwork in  the  classroom. #3  Don’t expect all the s...