- School staff members understand developmental sequences and the interactive relationship involved in learning
- Staff work collaboratively to plan, develop and implement inclusive education practices (e.g. through professional learning communities)
- Staff implement instructional strategies that take advantage of their various strengths (e.g., team teaching, co-teaching, integrating curriculum, transfer of training)
- School community members purposefully learn and understand the collaborative process
- Within committees and planning groups diverse voices and experiences are welcomed (clerical and custodial staff, parents, students)
- The school is linked to the broader community
- School takes responsibility for students’ transition, especially for transition to the next level
Inclusive schools engage in ongoing collaboration among students, families, educators, support staff, administrators and communities. Collaboration is dynamic and results-oriented.
4.1 Collegial Dialogue
All members of the school community engage in timely, open dialogue that focuses on student growth and achievement. School staff understands that purposeful collegiality enhances student learning. They create opportunities for constructive feedback and address concerns openly and immediately among those involved. Meetings are conducted efficiently.
4.2 Community Connections
The school community plays an active role in its broader community. To enrich school life, the school draws on expertise and resources from the community, including community agencies, businesses, groups and individuals. The school is a model for and promotes the values of inclusion.
4.3 Parents Partnership
Parents are equal and essential team members, in both the culture of the school and their child’s education. All parents, including those whose children have individual education plans (), receive support and encouragement to participate in various aspects of the school community; including parent councils, advisory groups, school committees and events.
4.4 Participatory Problem Solving
Members of the school community work collaboratively to identify concerns and find solutions. Decision-making and problem-solving is driven by the recognition that everyone has an important role to play in finding solutions and making them work, including those who are perceived as “part of the problem”.
4.5 Responsibility for Transition
The school community facilitates the transition of students throughout their education and into adulthood. Transition planning anticipates students’ needs in future environments and ensures that current instruction is relevant. All transitions are handled effectively and sensitively in the best interests of students, individualizing the process when necessary.