Dr. Shelley Moore offers a range of inclusive resources, strategy templates, and planning guides for creating inclusive classrooms. Explore her resources to enhance your teaching practices and promote inclusivity. Resources / Infrastructure of Inclusion / Proximity and Participation with Peers Resources Watch Five Moore Minutes Video: Cheers For Peers! Listen Read Five Moore Minutes Podcast: The Infrastructure of Inclusion: Presuming Competence with Mabel & Joanne Five Moore Minutes Podcast: The Evolution of Inclusion: Linda Hikida, Christine Danroth, Parker & Cruze Transforming inclusive education for students with intellectual disabilities in secondary academic classrooms: A case study (Dissertation by Dr. Shelley Moore) Explore Supporting Educational Assistants to Facilitate Peer Participation (Website with video tutorials and text based learning guides) Supporting Research and Literature Carter, E. W., Hughes, C., Guth, C. B., & Copeland, S. R. (2005). Factors influencing social interaction among high school students with intellectual disabilities and their general education peers. American Journal on Mental Retardation, 110(5), 366-377. Carter, E. W., Sisco, L. G., Melekoglu, M. A., & Kurkowski, C. (2007). Peer supports as an alternative to individually assigned paraprofessionals in inclusive high school classrooms. Research and Practice for Persons with Severe Disabilities, 32(4), 213-227. Carter, E. W., Sisco, L. G., Brown, L., Brickham, D., & Al-Khabbaz, Z. A. (2008). Peer interactions and academic engagement of youth with developmental disabilities in inclusive middle and high school classrooms. American Journal on Mental Retardation, 113(6), 479-494. Carter, E. W., Moss, C. K., Hoffman, A., Chung, Y. C., & Sisco, L. (2011). Efficacy and social validity of peer support arrangements for adolescents with disabilities. Exceptional Children, 78(1), 107-125.Carter, Moss, Chung & Sisco, 2011 Carter et al., 2015 Chung, Carter & Sisco, 2012 Dymond, S. K., & Russell, D. L. (2004). Impact of grade and disability on the instructional context of inclusive classrooms. Education and Training in Developmental Disabilities, 127-140. Feldman, R., Carter, E., Asmus, J., & Brock, M. E. (2016). Presence, proximity, and peer interactions of adolescents with severe disabilities in general education classrooms. Exceptional Children, 82(2), 192-208. Fisher, D., & Frey, N. (2001). Access to the core curriculum: Critical ingredients for student success. Remedial and Special education, 22(3), 148-157. Fryxell, D., & Kennedy, C. H. (1995). Placement along the continuum of services and its impact on students' social relationships. Journal of the Association for Persons with severe Handicaps, 20(4), 259-269. Giangreco, M. F. (2010). One-to-one paraprofessionals for students with disabilities in inclusive classrooms: Is conventional wisdom wrong?. Intellectual and Developmental Disabilities, 48(1), 1-13. Giangreco, M. F., & Doyle, M. B. (2007). Quick-guides to inclusion: Ideas for educating students with disabilities. Brookes Publishing Company. PO Box 10624, Baltimore, MD 21285. EXPLORE SHELLEY'S RESOURCE LIBRARY Select the Item Below to View the Resource PRESUMING COMPETENCE & POTENTIAL PLACE BASED PLANNING PURPOSEFUL GOALS PLANNING FOR ALL GET THE LATEST UPDATES AND CONTENT Subscribe to our Newsletter SUBSCRIBE

Contact Dr. Shelley Moore and book her to speak at your event. Her expertise and engaging speaking style will leave a lasting impact on your audience. Get in touch with her through our contact form today. CONTACT GET IN TOUCH Contact Shelley Today Inclusive education requires us to rethink the traditional classroom model. And with all new things, you may need some help to get it right. Reach out to Shelley and her team for questions, bookings, or anything else related to creating success for all students in the classroom. EMAIL US WANT TO GET ON THE INCLUSION BUS? Get In Touch Today First name Last name Title Name of Organization* Email* Phone* Date of Event Location of Event Services Requested Anything else you think we need to know? SUBMIT

Dr. Shelley Moore offers a range of services aimed at empowering schools and classrooms with inclusive education practices. Learn more about her expertise and how she can support your educational institution in creating an inclusive environment. SERVICES INCLUSION: IT'S NOT MORE WORK, IT'S DIFFERENT WORK Empowering Schools & Classrooms Dedicated to empowering schools and classrooms to support all types of learners, Shelley Moore offers a variety of services tailored to the needs of each community. Increasing awareness and shifting thinking and practice requires learning over time and Shelley has crated different opportunities to support teams to shift, regardless of where a team is starting. I am a new EdD student with a passion for shifting public education so that it can deliver on its critical promise for every student. I just came across your work and am so delighted I can't stop smiling! Thank you for your enthusiasm and presentation style, as well as the deeply profound and significant work. - PhD Candidate KEYNOTES & WORKSHOPS HAVE SHELLEY SPEAK AT YOUR EVENT, WORKSHOP, OR CONFERENCE Shifting Thinking Through Storytelling Shelley's dynamic keynote appearances and workshops are tailored for one-time events, focusing on diversity, equity, and inclusion, particularly in the identity area of Disability. By sharing compelling stories, she invites the audience on an impactful journey, highlighting the importance of inclusive education for all. FIND OUT MOORE LEARNING SERIES BOOK SHELLEY FOR ONGOING COLLABORATIVE LEARNING SESSIONS Moving Inclusion Forward Whether virtual, in person, or a bit of both, Shelley offers professional development learning sessions for educators, school teams, and leaders. Up to 50 people can engage in a cohort-based, inquiry-oriented series. Topics range from the beginning steps towards building inclusive infrastructure, to inclusive curriculum design increasing access to grade level learning for all students. FIND OUT MOORE COACHING & CONSULTING HAVE SHELLEY WORK WITH YOUR TEAM Trying Something New Bring Shelley and her expertise to work with your team through personalized virtual sessions. Based on your unique needs, your team works directly with Shelley, who helps guide your team in setting goals, implementing new strategies, receiving feedback, and reducing barriers to inclusive practice. A team works with Shelley over multiple sessions and receives tasks to complete in between sessions to create examples and take action. FIND OUT MOORE

Dr. Shelley Moore offers a collaborative and inquiry-oriented professional learning series. Explore her impactful approach to inclusive education and create meaningful change in your teaching practice. LEARNING SERIES SUPPORTING INCLUSION THROUGH COLLABORATIVE, INQUIRY ORIENTED PROFESSIONAL LEARNING Shifting Thinking and Practice Over Time Whether you’re just starting out on your inclusion journey, or are further along the path, a learning series is a great opportunity for collaborative teams to deepen their understanding and practice of inclusion. Customized to meet your learning needs, each cohort-based series consists of 6-8 sessions delivered throughout the school year that build on each other. Teams participate in collaborative activities that encourage reflection and action over time in response to the participants' situated contexts. You can choose between virtual or in-person delivery or a combination of both. Each series contains core learning sessions, and you can add additional options such as collaborative coaching sessions, celebration sessions, and school visits. This series made me understand the meaning of being inclusive. It made me excited to try new approaches with my students. - Learning Series Participant MEETING YOU WHERE YOU ARE AND MOVING FORWARD Ongoing, Collaborative, Inquiry-Oriented, Learning Series The Infrastructure of Inclusion This series is for schools and classrooms that are beginning their inclusive journey or hoping to continue moving forward. Designed for leaders and support teams, the series looks at some infrastructural conditions that promote inclusive opportunities for students. Teams are guided through topics such as the importance of positive teacher and staff attitudes, placement and programming decisions, the role of peers and support staff, purposeful individualizied programming and inclusive classroom planning for all. Designing for Diversity This series is designed for classroom teams and looks at various practical inclusive approaches aimed at getting to know and responding to student needs and reducing barriers in universal and individualized ways. This series will also walk through curriculum design approaches which allow for both access and challenge in grade level curriculum for any learner. We will touch on inclusive assessment strategies and look at many examples of real classrooms doing this work. BOOK A LEARNING SERIES

Dr. Shelley Moore offers a range of inclusive resources, strategy templates, and planning guides for creating inclusive classrooms. Explore her resources to enhance your teaching practices and promote inclusivity. Resources / Designing For Diversity / Universally Designed Lesson Planning Planning Templates for Classrooms LESSON PLANNING TEMPLATE LESSON PLANNING TEMPLATE LESSON PLANNING EXAMPLE - GRADE 8 ENGLISH UNIT LESSON SEQUENCE PLANNING TEMPLATE SCAFFOLDED ACTIVITY TEMPLATE SCAFOLDED ACTIVITY - VISUALS Other Resources Read Explore Building Thinking Classrooms (Book by Peter Liljedahl) It’s All About Thinking: Collaborating to Support All Learners in English, Social Studies, and Humanities (Book by Faye Brownlie and Leyton Schnellert) It’s All About Thinking: Collaborating to Support All Learners in Mathematics and Science (Book by Faye Brownlie, Carole Fullerton and Leyton Schnellert) It’s All About Thinking: Collaborating to Support All Learners in English, Social Studies, and Humanities (Book by Faye Brownlie and Leyton Schnellert) Mind-Full Math Resources (Website) EXPLORE SHELLEY'S RESOURCE LIBRARY Select the Item Below to View the Resource STRENGTH BASED DATA COLLECTION INCLUSIVE CURRICULUM DESIGN NEEDS BASED SUPPORT PLANNING INCLUSIVE & EQUITABLE ASSESSMENT GET THE LATEST UPDATES AND CONTENT Subscribe to our Newsletter SUBSCRIBE

Dr. Shelley Moore offers a range of inclusive resources, strategy templates, and planning guides for creating inclusive classrooms. Explore her resources to enhance your teaching practices and promote inclusivity. Resources / Infrastructure of Inclusion / Purposeful Goals Planning Templates for Individuals & IEPs INCLUSIVE PURPOSE PLANNING TEMPLATE Resources Watch Five Moore Minutes Video: Show Me the Purpose! Read Promoting the Self-Determination of Students with Severe Disabilities (Article by Michael Wehmeyer) Brain Friendly Strategies for the Inclusion Classroom (Book by Judy Willis) Transforming inclusive education for students with intellectual disabilities in secondary academic classrooms: A case study (Dissertation by Dr. Shelley Moore) Supporting Research and Literature Baumgart, D., Brown, L., Pumpian, I., Nisbet, J., Ford, A., Sweet, M. Messina, R., & Schroeder, J. (1982). Principle of partial participation and individualized adaptations in educational programs for severely handicapped students. Journal of the Association for Persons with Severe Disabilities, 7, 17-27. Carter, E. W., Hughes, C., Guth, C. B., & Copeland, S. R. (2005). Factors influencing social interaction among high school students with intellectual disabilities and their general education peers. American Journal on Mental Retardation, 110(5), 366-377. Carter, E. W., Sisco, L. G., Brown, L., Brickham, D., & Al-Khabbaz, Z. A. (2008). Peer interactions and academic engagement of youth with developmental disabilities in inclusive middle and high school classrooms. American Journal on Mental Retardation, 113(6), 479-494. Feldman, R., Carter, E., Asmus, J., & Brock, M. E. (2016). Presence, proximity, and peer interactions of adolescents with severe disabilities in general education classrooms. Exceptional Children, 82(2), 192-208. Fisher, D., & Frey, N. (2001). Access to the core curriculum: Critical ingredients for student success. Remedial and Special education, 22(3), 148-157. Kwon, Elicker, & Kontos, 2011). McDonnell, L. M., McLaughlin, M. J. and Morison, P., eds. 1997. Educating one and all: Students with disabilities and standards-based reform, Washington, DC: National Academy Press. Committee on Goals 2000 and the inclusion of students with disability. EXPLORE SHELLEY'S RESOURCE LIBRARY Select the Item Below to View the Resource PRESUMING COMPETENCE & POTENTIAL PLACE BASED PLANNING PROXIMITY AND PARTICIPATION WITH PEERS PLANNING FOR ALL GET THE LATEST UPDATES AND CONTENT Subscribe to our Newsletter SUBSCRIBE

Dr. Shelley Moore offers a range of inclusive resources, strategy templates, and planning guides for creating inclusive classrooms. Explore her resources to enhance your teaching practices and promote inclusivity. Resources / Infrastructure of Inclusion / Place Based Planning Planning Templates for Individuals & IEPs PLACE ALIGNMENT PLANNING TEMPLATE Resources Watch Five Moore Minutes Video: The Role of Place Five Moore Minutes: Video Strategy: The Place Alignment Planner Interview with Jo Chrona Read Listen Supporting Research and Literature Strength Based Approaches to Educating All Learners with Disabilities: Beyond Special Education (Book by Michael L. Wehmeyer) Learning in Safe Schools (Book by Faye Brownlie and Judith King) Student Diversity: Teaching strategies to meet the learning needs of all students in K-10 classrooms (Book by Faye Brownlie, Catherine Feniak and Leyton Schnellert) Transforming inclusive education for students with intellectual disabilities in secondary academic classrooms: A case study (Dissertation by Dr. Shelley Moore) Five Moore Minutes Podcast: The Infrastructure of Inclusion: The Role of Place with Jo Chrona and Friends Abbott, A. C. (2020). Presuming competence and capability. In A. C. Abbott, A. Bourdeau, R. Seidman & E. Cruz-Torres (Eds.), (1st ed., pp. 14-31) Routledge. Douglas Biklen & Jamie Burke (2006) Presuming Competence, Equity & Excellence in Education, 39:2,166-175. Biklen, D. Presuming competence, belonging, and the promise of inclusion: The US experience. Prospects 49, 233–247 (2020). Biklen, D., & Burke, J. (2006). Presuming compe- tence. Equity & Excellence in Education, 39, 166– 175. Carter, E. W., Sisco, L. G., Melekoglu, M. A., & Kurkowski, C. (2007). Peer supports as an alternative to individually assigned paraprofessionals in inclusive high school classrooms. Research and Practice for Persons with Severe Disabilities, 32(4), 213-227. Donnellan A. The criterion of the least dangerous assumption. Behavioral Disorders 1984; 9: 141–150 Fisher, D., & Frey, N. (2001). Access to the core curriculum: Critical ingredients for student success. Remedial and Special education, 22(3), 148-157. Giangreco M. F., Dennis R., Cloninger C., Edelman S., Schattman R. “I've counted Jon”: Transformational experiences of teachers educating students with disabilities. Exceptional Children 1993; 59((4))359–372 Harrower, J. K. (1999). Educational inclusion of children with severe disabilities. Journal of Positive Behavior Interventions, 1(4), 215-230. Halvorson, A. T., & Sailor, W. (1990). Integration with students with severe and profound disabilities: A review of research. Julkaisussa Gaylor-Ross, R.(toim.) Issues and research in special education. Jorgensen, C., Michael McSheehan & Rae M. Sonnenmeier (2007) Presumed competence reflected in the educational programs of students with IDD before and after the Beyond Access professional development intervention, Journal of Intellectual & Developmental Disability, 32:4, 248-262 Jorgensen, C. M., McSheehan, M., Sonnenmeier, R. M., & Mirenda, P. (2010). The Beyond Access model: Promoting membership, participation, and learning for students with disabilities in the general education classroom. Baltimore: Paul H. Brookes Pub. Kliewer C., Biklen D., Kasa‐Hendrickson C. Who may be literate? Disability and resistance to the cultural denial of competence. American Educational Research Journal 2006; 43((2))163–192 Kunc, N. (1992). The need to belong: Rediscovering Maslow’s hierarchy of needs. Restructuring for caring and effective education: An administrative guide to creating heterogeneous schools, 25-39. Maras, P., & Brown, R. (1996). Effects of contact on children’s attitudes toward disability: A longitudinal study. Journal of Applied Social Psychology, 26, 2113- 2134. Thousand, J. S., & Villa, R. A. (1995). Managing complex change toward inclusive schooling. Creating an inclusive school, 51-79. Thousand, J., Rosenberg, R. L., Bishop, K. D., & Villa, R. A. (1997). The evolution of secondary inclusion. Journal for Special Educators, 18(5), 270-284 EXPLORE SHELLEY'S RESOURCE LIBRARY Select the Item Below to View the Resource PRESUMING COMPETENCE & POTENTIAL PROXIMITY AND PARTICIPATION WITH PEERS PURPOSEFUL GOALS PLANNING FOR ALL GET THE LATEST UPDATES AND CONTENT Subscribe to our Newsletter SUBSCRIBE

Dr. Shelley Moore offers a range of inclusive resources, strategy templates, and planning guides for creating inclusive classrooms. Explore her resources to enhance your teaching practices and promote inclusivity. Resources / Designing For Diversity / Inclusive & Equitable Assessment Planning Templates for Individuals & IEPs IEP CONVERSATIONS AND OBSERVATIONS LOG - FILLABLE FORM IEP EVIDENCE LOG FILLABLE FORM - CONTENT GOALS IEP EVIDENCE LOG - CORE COMPETENCY GOALS (FILLABLE PDF) ONE POINT RUBRIC TEMPLATE ONE POINT RUBRIC WITH TRIANGULATED EVIDENCE TEMPLATE PORTFOLIO ASSESSMENT REFLECTION FORM Planning Templates for Classrooms LEARNING MAP TEMPLATE STANDARDS BASED EVIDENCE AND ASSESSMENT GRID SUMMATIVE TASK PLANNING TEMPLATE Examples IEP EVIDENCE COLLECTION LETTER - FAMILY IEP EVIDENCE COLLECTION LETTER - SCHOOL TEAM Other Resources Read Softening the Edges Assessment Practices That Honor K-12 Teachers and Learners (Book by Katie White) EXPLORE SHELLEY'S RESOURCE LIBRARY Select the Item Below to View the Resource STRENGTH BASED DATA COLLECTION NEEDS BASED SUPPORT PLANNING INCLUSIVE CURRICULUM DESIGN UNIVERSALLY DESIGNED LESSON PLANNING GET THE LATEST UPDATES AND CONTENT Subscribe to our Newsletter SUBSCRIBE

Dr. Shelley Moore offers a range of inclusive resources, strategy templates, and planning guides for creating inclusive classrooms. Explore her resources to enhance your teaching practices and promote inclusivity. Resources / Infrastructure of Inclusion / Presuming Competence & Potential Resources Watch Five Moore Minutes Video: The Importance of Presuming Competence Under the Table - The Importance of Presuming Competence (Video by Dr. Shelley Moore) Disabling Segregation (Video by Dan Habib) Presume Competence! (Video by Nate Trainor & Jean Trainor) In my language (Video by Mel Baggs) Read Listen Transforming inclusive education for students with intellectual disabilities in secondary academic classrooms: A case study (Dissertation by Dr. Shelley Moore) Presuming Competence: What it is, and what it looks like (Brookes Blog) 21 Tips for Presuming Competence (Blog post by Debra Muzikar) Five Moore Minutes Podcast: The Infrastructure of Inclusion: Presuming Competence with Mabel & Joanne Supporting Research and Literature Abbott, A. C. (2020). Presuming competence and capability. In A. C. Abbott, A. Bourdeau, R. Seidman & E. Cruz-Torres (Eds.), (1st ed., pp. 14-31) Routledge. Douglas Biklen & Jamie Burke (2006) Presuming Competence, Equity & Excellence in Education, 39:2,166-175. Biklen, D. Presuming competence, belonging, and the promise of inclusion: The US experience. Prospects 49, 233–247 (2020). Biklen, D., & Burke, J. (2006). Presuming compe- tence. Equity & Excellence in Education, 39, 166– 175. Carter, E. W., Sisco, L. G., Melekoglu, M. A., & Kurkowski, C. (2007). Peer supports as an alternative to individually assigned paraprofessionals in inclusive high school classrooms. Research and Practice for Persons with Severe Disabilities, 32(4), 213-227. Donnellan A. The criterion of the least dangerous assumption. Behavioral Disorders 1984; 9: 141–150 Fisher, D., & Frey, N. (2001). Access to the core curriculum: Critical ingredients for student success. Remedial and Special education, 22(3), 148-157. Giangreco M. F., Dennis R., Cloninger C., Edelman S., Schattman R. “I've counted Jon”: Transformational experiences of teachers educating students with disabilities. Exceptional Children 1993; 59((4))359–372 Harrower, J. K. (1999). Educational inclusion of children with severe disabilities. Journal of Positive Behavior Interventions, 1(4), 215-230. Halvorson, A. T., & Sailor, W. (1990). Integration with students with severe and profound disabilities: A review of research. Julkaisussa Gaylor-Ross, R.(toim.) Issues and research in special education. Jorgensen, C., Michael McSheehan & Rae M. Sonnenmeier (2007) Presumed competence reflected in the educational programs of students with IDD before and after the Beyond Access professional development intervention, Journal of Intellectual & Developmental Disability, 32:4, 248-262 Jorgensen, C. M., McSheehan, M., Sonnenmeier, R. M., & Mirenda, P. (2010). The Beyond Access model: Promoting membership, participation, and learning for students with disabilities in the general education classroom. Baltimore: Paul H. Brookes Pub. Kliewer C., Biklen D., Kasa‐Hendrickson C. Who may be literate? Disability and resistance to the cultural denial of competence. American Educational Research Journal 2006; 43((2))163–192 Kunc, N. (1992). The need to belong: Rediscovering Maslow’s hierarchy of needs. Restructuring for caring and effective education: An administrative guide to creating heterogeneous schools, 25-39. Maras, P., & Brown, R. (1996). Effects of contact on children’s attitudes toward disability: A longitudinal study. Journal of Applied Social Psychology, 26, 2113- 2134. Thousand, J. S., & Villa, R. A. (1995). Managing complex change toward inclusive schooling. Creating an inclusive school, 51-79. Thousand, J., Rosenberg, R. L., Bishop, K. D., & Villa, R. A. (1997). The evolution of secondary inclusion. Journal for Special Educators, 18(5), 270-284 EXPLORE SHELLEY'S RESOURCE LIBRARY Select the Item Below to View the Resource PLACE BASED PLANNING PROXIMITY AND PARTICIPATION WITH PEERS PURPOSEFUL GOALS PLANNING FOR ALL GET THE LATEST UPDATES AND CONTENT Subscribe to our Newsletter SUBSCRIBE

Dr. Shelley Moore delivers captivating keynotes and workshops that engage and inspire both small and large audiences. Learn how her expertise can benefit your organization and leave a lasting impact. KEYNOTES & WORKSHOPS A COMMON UNDERSTANDING OF INCLUSION Schedule a Keynote Earnest, accessible, and entertaining, Shelley can captivate large or small audiences from community, school, or classroom engagements to local, national, and international stages. Keynotes and single sessions are designed for events targeting diversity, equity, and inclusion initiatives with a focus on disability. Shelley shares compelling stories of students, teachers, and families that take the audience on a journey about why teaching to everyone is essential. Her stories provokes thinking and leaves participants reflecting on and thinking about their own experiences and practices in education and beyond. BOOK SHELLEY TO SPEAK Shelley is a speaker that GRABS your attention! I kept asking myself, "But how will this look?" and imagining it to be impossible, but by the end of the workshop, I could see how to break it down and implement it from a group needs perspective. Thank you for this great insight! - Workshop Participant BRIDGING THEORY AND PRACTICE An Engaging Keynote Experience for Your Educational Community Inclusion is Evolving — Are You? For inclusion to be possible in today’s complex classrooms and schools, we need to evolve from outdated interpretations of what it means to understand and support students. In this session, through humour and real-world stories, Dr. Moore unpacks what has changed, what hasn’t, and what comes next. Participants will reexamine what inclusion means through updated lenses of diversity, identity, and belonging. In our ongoing journey towards more equitable education for all students, together we’ll surface hard truths, explore diverse lived experiences, and reflect on concepts that are critical to consider when understanding and implementing inclusion as everyday practices. Designing for Diversity How we understand inclusion is shifting. Rather than trying to include a few students who are different, we are striving to teach TO the difference. This session we will consider how we can integrate multiple inclusive frameworks that might guide collaborative teams to design for diversity, rather than retrofit for deficits. Getting to Know Students from a Strength-Based Perspective How do we capture student voice and information/data in ways that honour who they are, not who they aren’t? This session will look at individual and class dimensions that can be used for planning and advocacy from a positive and responsive perspective that reflects student identity and contribution. We will look at how we can use a class profile to make decisions that reflect the unique composition of a classroom community, and that build on Universal Design for Learning and Equity Oriented Practices. From Labels to Needs: Rethinking Inclusive Support for Students and Classrooms Inclusive practice is shifting away from medical and deficit-based models of defining students, and towards the intentional recognition of Disability as an integral identity within our communities. To translate this into practice, educators are increasingly aiming to understand and respond to students' needs and lived experiences, instead of waiting for and relying on designated labels to drive planning. In this session, we’ll explore how Universal Design for Learning (UDL) and layered and responsive support models can help this shift, by proactively designing learning environments that reduce barriers from the start. Participants will examine how needs-based planning can create more flexible and responsive classrooms that benefit all learners, in both effective and efficient ways. BOOK SHELLEY

Dr. Shelley Moore offers a range of inclusive resources, strategy templates, and planning guides for creating inclusive classrooms. Explore her resources to enhance your teaching practices and promote inclusivity. Resources / Infrastructure of Inclusion / Planning for ALL Planning Templates To support planning for diversity in inclusive curricular classrooms, please refer to the Designing for Diversity Resources. Resources Watch Five Moore Minutes Video: Removing the Barriers: Planning for ALL! EXPLORE SHELLEY'S RESOURCE LIBRARY Select the Item Below to View the Resource PRESUMING COMPETENCE & POTENTIAL PLACE BASED PLANNING PROXIMITY AND PARTICIPATION WITH PEERS PURPOSEFUL GOALS GET THE LATEST UPDATES AND CONTENT Subscribe to our Newsletter SUBSCRIBE

Dr. Shelley Moore is a dedicated educator, researcher, and advocate who has devoted her career to promoting inclusion and equity in education. Learn more about her journey as a student, teacher, and researcher and her impactful work in advocating for inclusive educational practices. ABOUT SHELLEY FROM MS. MOORE TO DR. SHELLEY MOORE, PH.D. Creating Access for all Students Like many others, Shelley didn’t feel like she fit into the educational system she grew up in. After a convoluted educational journey, Shelley finally received her bachelor’s degree in special education (University of Alberta), then promptly hopped on a Greyhound bus and moved to NYC to kick off her teaching career. After two years of teaching in New York, Shelley moved again, making a home in Vancouver, BC, as a resource support teacher for students with intellectual and developmental disabilities. On Canada's west coast, Shelley received her master's (Simon Fraser University) and Ph.D. (University of British Columbia), which focused on learning about and researching inclusive education theory and practices. Her award-winning Ph.D. dissertation investigated how to support teachers to increase access to secondary grade-level academic curriculum for students with intellectual disabilities. She now draws from her experience as a student, teacher, and researcher to advocate and promote inclusion and equity for all learners. AIMING FOR THE OUTSIDE PINS: TEACHING TO THE HARDEST TO REACH The Power of Universal Design and Strength-Based Perspectives If you ask Shelley, bowling can change education. She uses bowling as a metaphor for inclusive teaching. Think of the ball as our plan and the pins as the students. Instead of aiming for the middle pins, professional bowlers aim for the outside pins. This creates a bigger domino effect and knocks down more pins with one ball. We can use bowling to help us understand a powerful inclusive approach: Universal Design for Learning (UDL)—by adjusting our approach and aiming for the students that are hardest to reach, we can meet the needs of more students. Inclusion is not a destination. Being inclusive means taking deliberate actions every day that reflect commitments to presuming competence, ensuring student agency, responding to student needs, and building identity-forming communities. This is a very different approach than the educational legacies still lingering for many students with disabilities, which often focuses on deficits, separate and self-contained spaces, and a lack of access to grade-level curriculum and high quality instruction, especially as students grow older. All students can learn—even if it looks different or sounds different than we expect. Understanding that all students can access and grow within any and all contexts is a mindset that relies on strength-based perspectives. Ability takes many forms, and everyone has something to offer. Believing and trusting in the strengths and abilities of all students enables us to find different ways to connect to and teach anyone, especially when we work together and rely on the rich expertise of the students, their families, educators and support staff, and leaders in our schools and communities. VIEW SERVICES