Jennifer Katz, PhD, taught for 16 years in diverse classrooms from K to 12, including special education and inclusive classrooms in Winnipeg and Vancouver. She has also served as a resource teacher and counsellor. Her work as an advocate of inclusive education has spanned several countries, provinces, and territories, and multiple audiences, including students, parents, teachers, educational leaders, and curriculum and policy development ministries. Dr. Katz received the MCEC Outstanding Achievement Award for Leadership, 2016. She now serves as an Assistant Professor of Inclusive Education at the University of British Columbia.
Table of Contents
1. Acknowledgments ix
2. Section One: Introduction xi
3. Chapter 1: The Three-Block Model of Universal Design for Learning 1
4. Chapter 2: What We Mean by “Inclusive” 9
5. Social Inclusion and Social Exclusion 11
* Social Inclusion of Students with Exceptionalities 11
* Social Inclusion of FNMI Students 12
6. Academic Inclusion and Academic Exclusion 15
7. Canada and UNESCO’s Goal of Education for All 16
* Interactive Inclusion 17
8. Section Two: Resource Teacher as Educational Leader and Collaborator 19
9. Chapter 3: Response to Intervention in Universal Design for Learning 21
10. A Tiered System of Interventions 22
* RTI Tier 1 22
* RTI Tier 2 23
* RTI Tier 3 24
11. Role of the Resource Teacher in RTI24
12. Chapter 4: Tier 1 — Supporting Inclusive Instructional Practice 27
13. Disability and Disabling Environments 28
14. Collaborative Practice29
* Co-Teaching 31
* Working with Educational Assistants 33
15. Chapter 5: Ecobehavioural Assessment in Tier 1 and Tier 2 35
16. Universal Design for Learning 36
17. Mental Models: Assessment Frameworks 39
* Multiple Intelligences 40
* Neurodevelopmental Constructs 40
18. Ecobehavioural Assessment in a UDL Context 48
19. Section Three: Individualized Assessment for Tier 2 and Tier 3 Supports 55
20. Chapter 6: Types of Individual Assessment in Tier 2 and Tier 3 57
21. Categories of Funding Models 57
* Types of Assessment 58
* Three Levels of Assessment 58
22. Assessments for Education Grouped into Four Subtypes 60
* How Test Scores Are Measured and Reported 61
23. Blending the Traditional and RTI Models 62
24. Chapter 7: Gathering Information and Building Learning Profiles 65
25. File Reviews and Work Samples: The Process 67
* Step 1: File Summaries 67
* Step 2: Portfolio Analysis 67
26. Developing Assessment Plans 70
27. Assessments Based on Curriculum 74
28. Chapter 8: Gathering Information for Levels A and B Assessments 79
29. Conducting Assessments 79
* Beginning an Assessment 80
* During the Administration 84
* After Completing the Assessments 84
* Scoring Level B Tests 84
30. Analyzing and Interpreting Results 86
* Debriefing Assessments 93
31. Chapter 9: Functional Behaviour Assessment and Building Behaviour Profiles
95
32. Types of Behaviour 98
* Neurological Underpinnings of Behaviour 99
* Human Needs and Behaviour 102
33. Tier 1 and Tier 2 Supports 103
34. Functional Behaviour Assessment 104
* Conducting a Functional Behaviour Assessment 105
35. Section Four: Individualized Programming for Tier 2 and Tier 3 Supports 109
36. Chapter 10: From Assessment to Programming a Universally Designed IEP 111
* IEP Planning Teams 111
* Individual Education Plans 112
37. Chapter 11: Diagnosis and Funding Categories 121
38. Applying Scores to Assessment of Learning Disabilities 122
39. Interpreting Assessments 123
* Diagnosis and Family Acceptance 124
* Debriefing Families about Diagnostic Testing 125
40. Funding Based on Diagnostic Labels126
41. Chapter 12: Including Students with Mild to Moderate Disabilities 129
* Intensive Skill Interventions 130
* Reading Interventions 132
* Writing Interventions 139
* Numeracy Interventions 139
* Emotional and Behavioural Interventions 140
* Conclusion 141
42. Chapter 13: Including Students with Significant Disabilities 143
* Modified Programs and UDL 143
* Supporting Academic Inclusion147
* Cognitive Skills 149
* Self-Help and Life Skills 151
* Literacy and Numeracy 151
* Creating Visual Scripts and Social Stories 153
* Challenging Behaviour 155
* Conclusion 156
43. Chapter 14: Including Students Who Are Gifted 157
44. Gifted Education — A Field Divided157
* Identification and Educational Outcomes 160
45. Emerging Conception of Giftedness 160
46. Tier 1 and the Student Who Is Gifted 161
47. Tier 2 and the Student Who Is Gifted 162
48. Analyzing Gifted Portfolios 164
* Demystifying Students Who Are Gifted 164
49. UDL and Students Who Are Gifted 165
50. Conclusion 167
51. References 169
* Provincial Documents 173
* Test Instruments 174
52. Appendix A 177
* A.1 Guess the Covered Word 178
* A.2 Click and Clunk Card 179
* A.3 VAKT 180
53. Appendix B 181
* B.1 Student Survey 182
* B.2 Teacher Survey 184
* B.3 Parent Survey 186
