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Avalon Ali Post 1

• 16 April 2021, 10:04 PM

ACTIVITY 3.9 MONITORING TOOLS

I have used all 17 of Grimes' performance indicator in my educational setting. Both resources are useful. My best practice of inclusion embodies a hybridized version of both. 

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Avalon Ali Post 2 in reply to 1

• 16 April 2021, 10:33 PM

This may also vary according to your educational setting, cultural contexts etc. 

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Avalon Ali Post 3 in reply to 2

• 16 April 2021, 10:34 PM

One important point to note is that a tightening up needs to be done owing to the impact of COVID 19 on the domain of education. 

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Raphael Cal Post 4 in reply to 3

• 16 April 2021, 11:16 PM

Which of the tools do you find the most helpful, or would you prefer to adapt them to create one for your context?

I would prefer to adapt ideas from both toolkits and then create one of mines based on my context. 

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Avalon Ali Post 5 in reply to 4

• 16 April 2021, 11:26 PM • Edited by the author on 16 April 2021, 11:27 PM

Grimes' performance indicators are excellent. Adaptation and hybridization  are core keys to higher quality assurance. 

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Avalon Ali Post 6 in reply to 4

• 16 April 2021, 11:30 PM

It is all about context. 

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Savitri Emmanuel Post 9 in reply to 6

• 21 April 2021, 6:19 AM

This is correct. Context here is an important factor to consider.

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Doyla Forman Post 24 in reply to 6

• 28 April 2021, 1:46 AM

3.9 Monitoring Tools

I do agree.

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Savitri Emmanuel Post 8 in reply to 4

• 21 April 2021, 6:18 AM

I agree Raphael. Adaptation is very important based on your context. 

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Rose Nyambura Post 11 in reply to 4

• 21 April 2021, 8:46 PM

Correct Raphael, both tools are quite adaptable. 

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Jamila Lewis Post 15 in reply to 4

• 25 April 2021, 3:00 AM

I agree that adapting ideas from both toolkits would be suitable and helpful for learning.

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Jennifer Richardson Post 21 in reply to 4

• 27 April 2021, 8:20 PM

Both tool kits are great but it depends on the needs of the school since every school will be different.

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Merlin Pierre-Holder Post 28 in reply to 21

• 5 May 2021, 9:05 PM

i agreed, need factor differ according to context.

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Doyla Forman Post 23 in reply to 4

• 28 April 2021, 1:44 AM

3.9 Monitoring Tools

I do prefer to adapt booth tools to fit my context as well. However, I find the second tool more detailed.

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Vanessa Harold Post 25 in reply to 4

• 28 April 2021, 7:15 PM • Edited by the author on 28 April 2021, 7:18 PM
Yes , both resources are to be utilized in ensuring and monitoring  inclusivity. They are both essential  for best practice and to guide us as educators but has to be  adapted to the teaching and learning environment specific to our context. 
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Kavita Gunness-Sugrim Post 16 in reply to 3

• 27 April 2021, 2:17 AM

Agreed

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Rachel Timothy-Springer Post 20 in reply to 3

• 27 April 2021, 7:06 PM

Yes totally agree. For many students with additional learning needs, the increased reliance on technology during COVID-19 has contributed towards further challenges. Teachers deserve to be applauded for their creative efforts toward inclusivity during this time.

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Farrah Ceballo Post 30 in reply to 3

• 9 May 2021, 6:56 AM

Very good point Avalon. I totally agree with this.

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Savitri Emmanuel Post 10 in reply to 2

• 21 April 2021, 6:22 AM

Thank you Avalon for your contribution. Yes, I agree, since not every school has the ideal situation for inclusivity just yet. So in the meanwhile, the tools can be adapted or used as it  based on each school's context.

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Rachel Timothy-Springer Post 19 in reply to 10

• 27 April 2021, 6:54 PM

I agree that the school's context will guide how the tools are utilized. A needs assessment of the school will give direction as to where focus should be placed. 

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Merlin Pierre-Holder Post 29 in reply to 19

• 5 May 2021, 9:06 PM

i agreed.

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Vanessa Harold Post 26 in reply to 10

• 28 April 2021, 7:34 PM • Edited by the author on 28 April 2021, 7:42 PM

Yes , I do agree that the both  tools can be adapted to suit each school 's context . When we reflect on our own  school context we can use the tools to guide and help us to ensure inclusivity. The second resource speaks to different  aspects of inclusivity,  evidence that reflect inclusivity  and how it gathered and monitored .  These tools  are very helpful for me as an educator  to utilize in practice specific  to my school context. 

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Savitri Emmanuel Post 7 in reply to 1

• 21 April 2021, 6:17 AM

I have found both tools to be excellent. However, every schools context will be different so the tools may need to be adapted to suit individual schools based on their ethos and culture. 

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Rose Nyambura Post 12 in reply to 7

• 21 April 2021, 8:50 PM

I agree Savitri.

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David Ngatia Post 13 in reply to 7

• 22 April 2021, 12:55 PM

Quite right Savitri. The uniqueness of the schools' contexts should inform the choice of the tools.

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Kavita Gunness-Sugrim Post 17 in reply to 7

• 27 April 2021, 2:19 AM

I agree with your statement.

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Victoria Gongora Post 14 in reply to 1

• 22 April 2021, 10:55 PM

definitely a good suggestion. A hybrid version has been used by us also.

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Rachel Timothy-Springer Post 18 in reply to 1

• 27 April 2021, 6:51 PM

The pandemic has widened the educational divide for many children as schools go from face to face learning to virtual platforms. Teachers and learners are learning to adapt which is so important in working towards an inclusive school. Now more than ever there needs to be a strong relationship between the home and school to ensure students' understanding, attendance and participation. 

The School Social Worker can prove to be an excellent resource in this time; building linkages between the home and school, advocating for resources and encouraging staff who may be experiencing burnout.

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Doyla Forman Post 22 in reply to 1

• 28 April 2021, 1:39 AM

Monitoring Schools

I agree to a certain extent. But this is a good thought.

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Alicia Lawrence Post 27 in reply to 1

• 29 April 2021, 5:00 AM

Grimes' captures it well.  I would add, "All students should play together." Often, students with disabilities watch from the sidelines while their peers engage in games during break/lunch time. True inclusion will have policies that ensure that students are included in social interaction throughout the school day.