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Welcome to Andrew Grant's Inclusive Portfolio!

Philosophy Of Inclusion
First and foremost, every student has the right to an education in a safe and inclusive environment. This environment, set forth by the school and the teacher will allow the student to grow physically, academically, and socially. There are many key aspects about inclusion within my classroom and they are respect, community, patience and opportunity.

As a teacher, I always say that respect is a two way street and not a one way street. I as a teacher will respect my students, they in turn will respect me and they will also respect their peers in return receiving respect. A safe school will not only give the students the enjoyment of coming to school every day but it also gives them a sense of belonging. It’s also very fundamental that I, as the teacher, I get to know my students strengths and weaknesses, the ways in which they learn best and to adhere to the teaching strategies that best fit them.

Within my classroom, posters will be around it giving off a positive imagery and vibe. Furthermore, my classroom is much like a family where we are gathered as a community for one year. Everyone will treat their fellow classmates as if they were a member of their own family. It does not matter what gender or nationality you are – my classroom is an inclusive one and every student will be aware of this and accepts it.

When you’re a student in my class, you have the opportunity to be yourself. What makes the classroom unique isn’t the way I set up the classroom or how many posters I have on the board, it’s the students. We’re all from different backgrounds, we all learn differently and at different paces. If all my students wanted to be one person, it would be a boring class. You have the chance to be yourself without hindrance and to truly find out who you are.

As an educator, it’s my job to bring out the best in my students, to teach them that we are all different in many ways, and to do the best I can in making it a successful year. As a teacher, we need to lead by example as students look up to teachers in many ways. But most importantly, educators and students need to accept each other as exceptional individuals.

Checklist Questionnaire
__Student Feedback__ (to be filled out with parent/guardian help)

1. What do you like about using Kurzweil 3000/Clicker 6?

2. What do you not like about using Kurzweil 3000/Clicker 6?

 3. Are there subjects that you feel Kurzweil 3000/Clicker 6 has really helped you with? Why?

 4. Are there subjects that you feel Kurzweil 3000/Clicker 6 has not really helped you with? Why?

 5. Do you like using Kurzweil 3000/Clicker 6 at school? At home?

__ Parent/Guardian Feedback __

1 How do you feel that Danica has done academically since using Kurzweil 3000/Clicker 6? (Please be specific with naming subjects). Do you have any concerns?

2. How do you feel Danica has done socially and emotionally since using Kurzweil 3000/Clicker 6? Do you have any concerns?

3. How do you feel using Kurzweil 3000/Clicker 6 with Danica when she is working at home?

4. Do you feel that you would benefit from additional training on how to use Kurzweil 3000/Clicker 6? Is there anything that the school team can do in addition to training to help ease the transition to using assistive technology?

5. Additional Comments

Letter For Parents - Classroom Behaviour Plan


Tuesday, September 4, 2012.

Dear Parents/Guardians;

Hello, my name is Mr. Grant and it is with great pleasure to have your child in my grade 5 class for the 2012/2013 year. I just want to let you know that I’ll do whatever it takes to ensure your child is in a positive environment where he/she can learn to the fullest and an environment where everyone can feel comfortable in. I like to make my classes entertaining and at the same time, insightful with a strong look at academics and where your child will be able to get along with everyone in the class. In order to do this, it is essential your child understands that the foundation in my class is built on respect. A respectful environment leads to greater student success. Here are my expectations, rewards, and consequences.

__Rules __

Rules will be explained throughout the first week and will also be posted throughout my classroom. The rules will be enforced gradually as students get accustomed to the rules as the year progresses. Some rules will be set in stone such as raising your hand and respecting your peers. Other rules such as handing out textbooks or worksheets will be done on a rotating basis for the students. That way each student will be given something to do as not feel left out.

__Rewards __

Students will be given the oppourtunity to receive Grant’s money. This type of reward allows students to earn money depending on what good deeds they do in class whether it’s behaving and setting an excellent example for the other students, completing homework, or helping out around the classroom. Students can then use the money to purchase items at any time.

__Consequences __

Consequences will occur for not following classroom rules. Some possible consequences include taking away recess time or writing a letter to me indicating what your child did and ways to resolve the issue. If the negative behaviour continues, a phone call will be made to you and we’ll discuss what steps need to be taken.

I’m always available to be reached by e-mail at andrewgrant@schoolboard.on.ca. I’ll also give progress reports via. e-mail so you’ll always know what your child is doing, the homework that needs to be completed, and anything else of importance.



I personally feel that students learn best when they’re actively engaged rather than sitting at their desk listening to the teacher talk with a pen/paper. A learning strategy that I love to incorporate and make good use of in my class is the gallery walk. The essence of the gallery walk is to have students work in groups with each group given a different coloured marker. A question is written on chart paper and spread around the classroom. Students will be given a certain amount of time for each question before they move onto the next one. Wh en it’s the last question, the group is responsible for summarizing and reporting it to the class. From experience, students absolutely love doing this!

Resource For Choices Into Action
 When students are in middle/high school, their main objectives are to either enroll in a post-secondary institution or to go on the job market. By giving students the oppourtunity of career exploration activities and by inviting guest speakers, this would allow students to further understand what it takes to succeed. An example of this would be Career Gateway, a Ministry of Education and Training website that’s geared towards both elementary and secondary. Some of their main objectives include developing an on-line resource tool for local labour market research, provide opportunities for youth to gain experience in their chosen field, and to facilitate opportunities for youth to meet with local employers (Career Gateway, 2011).

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> So how are students actively involved through school programs and courses? There are many ways including having students do 40 hours of volunteer service as part of completing their high school diploma, incorporating profit and non-profit, government agencies, arts, and volunteer organizations into the lessons and activities. Furthermore, programs including the Junior Achievement, Take Your Kids to Work Day, Co-operative education, field trips, and the Ontario Youth Apprenticeship Program are all great ways for students to be integrated and informed about future prospects (Ministry of Education, 1999).

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students then are constantly in the lifelong learning stage where they’ll apply lifelong learning skills. The great aspect of the careers course is the fact students would pick a career that intrigues them and they’ll need to research about many key points including education and the skills necessary. When I was in the careers course, I interviewed a teacher and surfed career websites such as Career Cruising, Monster.ca and Workopolis to see what it takes to become a teacher and the steps on becoming one. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Without a doubt, by bringing in career exploration activities, it give students a wide variety of choices from different perspectives where they can make informed choices that are geared toward their needs. It also helps broaden their resources and networking skills.

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">References //Ministry of Education//. (1999). Retrieved June 9, 2012, from Choices Into Action: __http://www.edu.gov.on.ca/eng/document/curricul/secondary/choices/choice__ //Career Gateway//. (2011). Retrieved June 9, 2012, from __http://careergateway.ca/index.php?page=program__



Community Resources
**//__<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;">Community Resources for Families of Children with Exceptionalities __//**

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;">2211 Thurston Dr., Ottawa <span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;">1-800-841-8252 <span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;">http://www.octc.ca
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;">Ottawa Children’s Treatment Center **

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;"> The //Ottawa Children’s Treatment Center (OCTC)// is centered on helping children, youth and some adults with physical and/or developmental disabilities reach their full potential. As a family-centered service, the OCTC offers support for parents and families of children with disabilities. The center offers a range of programs for children at all levels and ages.
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;">The “Early Childhood Services Program” focuses on children before they enter the educational system, assisting families with pre-diagnosis support, assessment services, developmental support and therapy teams.
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;">Autism services focuses on assisting children with Autism develop communication, social and daily living skills, as well as assisting students to learn better in school and become more independent.
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;">The Assistive Technology Program provides support for families in obtaining and using technology to meet communication, writing, seating/mobility and educational/recreational needs, so that clients can become more independent, develop their potential, and participate actively in daily life.
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;">Finally, the OCTC has a school, which is a section 68, funded and legislated by the Ministry of Education. It is a kindergarten-grade 3 school that offers full day programs in both French and English.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;">2160 Percy, Ottawa <span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;">(613) 567-5864 <span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;">[|http://www.ldaottawa.com/#]
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;">Learning Disabilities Association of Ottawa-Carleton (ldao-c) **

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;"> The ldao-c is a non-profit organization designed to promote increased awareness and respect for individuals with learning disabilities. It provides support and resources for individuals who have learning disabilities and their families. Some of the resources offered include:
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;">Summer social skills program for kids with LD/ADHD
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;">Workshops for parents, teachers, workplaces and community groups on a variety of topics related to LD/ADHD
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;">Monthly Parent Support/Education Nights
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;">One-on-one consulting sessions with families and individuals
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;">Advice on and samples of assistive technologies
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;">Access to a wide range of resource materials at the Roy Cooper Memorial Resource Centre

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;">150 Montreal Rd., Ottawa <span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;">(613) 748 1788 <span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;">[]
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;">Service Coordination des services **

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;">This Ottawa service assists individuals who have a developmental disability and/or Autism and their families by providing support and services. They offer what they call Case Management, which is a vocabulary service that assists in planning for immediate and future needs, identification and referral to services and supports in the community and support to navigate and coordinate services and support. //Service Coordination// also offers a Worker Bank, which provides workers to families who are in need of respite and/or developmental programming for their child with a physical or developmental disability. Finally the Service offers a Drop In Center with a Resource Room where staff are available to assist in completing service application forms, and where one may register for support and services.

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