Evidence of changes in practice (and attitudes)

At the end of the community of practice participants were asked: “What kind of changes (big or little) did you observe for students with significant disabilities (and the adults who support them) in your district over the course of this school year?”

Below is a sampling of the changes in practices (and attitudes) that participants reported.

Creating social connections and friendships

• Use of social stories and pre-teaching to help support involvement in groups and clubs (e.g., Lego Club, yoga, games etc.)
• More students with disabilities participating in band, drama
• Friendships occurring between students because of greater interaction, engagement and communication activities (e.g., AAC built into emerging literacy activities)
• Modelling how to use an AAC device by using it talk about current events
• Creating opportunities for peers to use the AAC device to model use, interact with student who has the device
• Peers acting as “agents of inclusion” by interacting with students through recess and lunch activities
• Increased use of consistent strategies between home and school is contributing to increased student success
• Offered professional development sessions to learning coaches, using Quick Guides and focusing on enhancing social and peer connections
• Professional development with staff, families and outside service providers is contributing to shared conversations, learning and understanding.