Видео

We would need to drastically change learning standards and testing for this to ever be possible.

Commenting with a transcript for accessibility 🙂 Welcome to Five Moore Minutes, useful videos in about five minutes that support the teaching and learning of all students. I'm your host Dr. Shelley Moore. Today's episode is called I.E.Peas. Okay, so if you've been watching these Five Moore Minutes videos, you know that I am in constant turmoil about individual education plans [IEPs]. On one hand, I know that they're supposed to support some of the most vulnerable learners in our systems, and that they're supposed to keep school systems informed and accountable to learners and their families. I totally get that. On the other hand, they take an enormous amount of resources, and they aren't even entirely useful or often even available to the classroom teachers who are supposed to be implementing them. And they're also still very much created out of student deficit areas. I mean, who wants to focus on things that you're not good at. This is kind of problematic as we move more and more towards strength-based and competency-based educational planning for all students. So on one sunny afternoon during a live webinar with my IBFF (inclusion best friend forever), Katie Novak, my frustration about IEPs leaked, and by leak I mean that I said, “I hate IEPs.” This seemed to catch her off guard a bit. [She said], “Um can we pause, inclusion best friend? I think I just heard you say that you hated IEPs. Did I hear that correctly?” Okay so here's what I know. IEPs became a required process for students with disabilities because of the Education for all Handicapped Children Act of 1975. The tricky thing though is that in 1975, education was not very inclusive. Today, although inclusive contexts are considered more often, the other problematic legacy from this time is that IEPs are still viewed through that deficit lens and creating goals for students with disabilities that consider fixing or normalizing problems as indicators of success. I mean who's normal anyway? The origins of this perspective rely on a medical model of disability. This considers a student who is struggling as the problem. The difficulty with this model however is that having a disability is not the same as having a medical condition. People with disabilities can have medical conditions, but so can Danish people. The Disability community is advocating very hard to communicate that disability is just who they are. It's an identity as much as any identity, including race, culture, gender, religion; it's a thread in the fabric of humanity. How do we capture this idea in an IEP? Now there's a great quote that I've shared before, but I'm going to share it again ‘cause it's just so good. It says this, “When a flower doesn't bloom, fix the environment, not the flower” [by Alexander Den Heijer]. And I was thinking about this quote when I was getting ready for the gardening season this year. Every spring I always get so excited about all the different kinds of seeds that I could grow, but then I also have some panicking anxiety because I remember that I'm a brand new gardener. I don't really have all the background knowledge and experience to make sure that all these different plants are actually going to grow. I mean, they all have such different needs. My eye was drawn to the snap pea because well, it's a snap pea, and they're delicious, but then it hit me. Do you know what I did? Do you know what helped me to know what the snap pea needed to grow? The seed packet. Friends, I am telling you. There were emotions in my eyes when I realized this. What if IEPs were like seed packets? Okay let me walk you through this. Imagine a seed packet. The first thing you see is this beautiful picture of the plant. There's even a vision statement that tells you how amazing this plant is, what it offers to the garden, and how lucky you are to have it. And then you flip it over. It tells you how much sun it needs. It tells you how much space it needs. It tells you when to plant it. It told me everything I needed to know as a gardener to make sure that this seed grew in my garden. Do you want to know what was not on the seed packet? Nowhere on a snap pea seed packet does it tell you what is wrong with a snap pea (because there's nothing wrong with a snap pea). And nowhere on a snap pea seed packet does it tell you that the snap pea needs to become a cucumber. The snap pea seed packet does nothing but celebrate the snap pea. It communicates its strengths, its needs. It tells you exactly what the gardener needs to do so that it can grow. What if this was an IEP? Now after I explained all of this to Katie Novak, she immediately emailed me her own copy of a seed packet, and this my friends is your challenge for today. I want you to think about what would be on your seed packet. What are your strengths? What do you offer to the communities that you are a part of? Why are they so lucky to have you (because they are)? And then I want you to think about this too. What do you need in your garden? What do you need to help you learn and grow? But while you're doing this, I want you to remember that everybody has needs, but just like a snap pea, it doesn't mean there's anything wrong or that something needs to change about you. And the same can be said about every single one of our students. Thank you for watching today's episode of Five Moore Minutes. Don't forget to like this video, subscribe to our channel, and give it a share with all of your friends. Stay connected to learn more about the resources that align with the big ideas from this video, including discussion questions, a practical strategy, and the Five Moore Minutes podcast. I'll see you next time.

How do you find such simple and effective analogies?!!!! You are a genius!

Very helpful and very true video, I was one of those kids and now my son struggles with the same thing. But I teach him some teacher are still in the old way of teaching, and to continue to learn your way. Because we learn and teach different. Doesn't mean your lacking she shouldn't.

LOVE this video -(I actually love them all) - using this one with our central staff (Special Education department) to move forward the integration is not inclusion narrative. Thank you for putting the time and energy in to make this concept and learning accessible!

I want to thank you for your ideas and video’s. I started a college course at CDI and your videos are in there. Its amazing how much I have learned from your videos. Thank You again.

Seedtastic !

Shelly and Katie - you are my heros. Is it possible to get the seed packet - in pdf ?

subscribed in 30 secs

Imagine having your child with autism. His eye hurt with the lights, the full classroom full of stimulation sets him off. There still needs a lot of work to be done. And where did the money go? 🤷‍♀️

Love your videos , thank you ❤

My god.....i was going to go to your keynote speaking today....i wish i was there so i could ask you why you pedal in this toxic nonsense. You are robbing children of their education with the pedagogy of oppression.

This is honestly the worst. It is literally activism that is highly corrosive to every child. Activism based on critical theory and Ferierian Pedagogy. This is basically politicizing education and the data shows it is unhealthy for children.

it is so great! I love it!

what do hell

That's great to know that you are going to make new series. Love to watch them!

🎯 Key Takeaways for quick navigation: 00:33 🔄 *Inclusion's evolution is viewed as a timeline, not just isolated concepts to compare, allowing a broader perspective.* 01:32 🏛️ *The shift from institutionalization to community living marked the beginning of the inclusive evolution, emphasizing acceptance of all abilities.* 02:30 🤝 *Moving from segregated to integrated schools is a positive step, but true inclusion requires more than physical presence-meaningful connections and roles for students with disabilities are essential.* 03:27 🌐 *Inclusive education goes beyond physical integration; it focuses on purposeful and meaningful placements, with students actively participating and connecting to their peers.* 04:25 ❓ *The journey of inclusion is ongoing, and the question remains: Can we still do better? Exploring further evolution and progress in inclusion is crucial for continuous improvement.* Made with HARPA AI

Lets be honest. Education has gone down hill and this aint helping anyone. Some hold people back

Love love love this. You are amazing and I appreciate your work.

this is awesome, i wish i could implement it

Shelley ~ How lucky was I to meet you at the BI Craft Fair last month!! You seriously made my day! I'm a treasure hunter, looking for at least one 'Gem' a day, and on some days - I find it! You were defo my GEM that day! Truth: I almost didn't go. I waffled all night, because it was a super 'Hard Thing' for me. BUT, I stretched and I was able to - meet you! Gems are usually found where I least expect 'em...just saying! You keep inspiring me, and hopefully I'll run into you in the Cove sometime :) ~ Tammy

And hopefully bring collaborative proactive solutions to the garden:))

Thank you for keeping making "Five Moore Min". I love to watch your videos and learnerd a lot from them.

You are brilliant! Thank you for sharing with us.

Love your videos!

The greatest barrier to inclusion is funding for appropriate support structures for students with disabilities. Classroom teachers can not do it on their own; policy makers and governments need to be part of the greater discussion of what is best for kids.

Love everything about this video! Purpose filled learning <3

good

As always these segments are amazing. I am sharing with all of my staff and adding it to my parent presentations.

Educators and assistants need to honour the order of how things are taught before writing kids off. Many students are not taught the basics ( compounding educational neglect with each school year) and then staff that don’t know how to teach will scapegoat the child or their diagnosis for not being interested in the comprehension work. The students need basic tools and practice first. 100% to leading with strengths to reach stretches. If a student is resisting to engage then educators need to put their curiosity hats on and consult with the parents or all the material that parents laboured over to help the staff ( this free resource of material that parents create gets ignored too often). Thanks for being so joyful and energizing in your teachings. You have a gift for how you frame these concepts.

How we don't do hard things is by simply "trying harder". Schools have a tendency to attribute stretches to a lack of motivation. They want students to do hard things, and then expect they will accomplish that by simply "trying harder" and being given external motivation behavior modification strategies. Thank you for being so clear that we can use student's strengths to support them with their stretches. It took until adulthood for me to be given this information, and we need to do better.

thanks shelly 🥰

00:02 The concept of greenness in education 00:41 Standardization in education dates back to the Industrial Revolution. 01:16 Factory workers were taught to be 'green' 01:45 Challenging the broken educational system 02:18 Education system is outdated 02:51 Removing the word 'should' from education systems 03:20 Letting go of average and embracing children for who they are. 03:52 Don't should on yourself Crafted by Merlin AI.

welcome back.

As a fellow gardener, I totally relate to this!

This is excellent. I have shared this video with so many….

When are we starting the great B.C. éducation reform? I absolutely love that idea! You are insperational!

Can we write goals for teachers, staff and whole school approaches to make their learning environments inclusive for all on our IEP's instead, so everyone can experience the social model of inclusion to the point that it's not even a thing! 😊

Oh I love this! ❤️

Eeeeee!!!! I just found Shelley Moore this year during my Integrated Education Graduate Diploma program. And I cannot get enough!!!

Thought provoking as usual. This would be an awesome way to start the year/semester as a get to know you. Create your own seed packet (what makes you awesome, and what key things do you need to grow within the classroom).

Good theory... but sharing best practices should necessarily be centred around modern, real-world examples in challenging contexts. What does it actually LOOK like in practice, implemented in a SUSTAINABLE way in a real inner-city post-COVID classroom context, where there are years of compounded unmet needs?

Shelley- I love this!!! Is there a template of a seed packet to do this activity with staff and students at my school?

Great video Shelley!!

So glad you are back!!!! Thank you for this seed packet idea!!❤

What a brilliant idea! I am going to start working on my own seed packet.

OMG, I love being a seed packet! More seed packets needed, saying what helps us learn and grow!

Woohoooo!!!

I love this view and I share it! Pass it on!

Thank you Shelly, I personally understand how disruptive Covid was. Thank you for persevering and continuing on. I hope you continue to be a voice for those who are disenfranchised in the BC public education system.