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Outside Pin Consulting is the parent company of Dr. Shelley Moore and her platform, 5 Moore Minutes. Learn more about the company and its services here. TRANSFORMING EDUCATION THROUGH DIVERSITY AND INCLUSION Helping Educators Deliver Learning Experiences for All Outside Pin Consulting is the parent company that encompasses Dr. Shelley Moore and Five Moore Minutes. Established in 2023 by Dr. Shelley Moore, the company aims to educate, inspire, and transform inclusive education. The Outside Pin team is currently expanding to include other incredible speakers and professional development facilitators who are committed to inclusion, are aligned with Shelley's philosophies and approach, and who bring their unique perspectives to this work. MEET THE OUTSIDE PINS The ball is the lesson, the pins are the kids. We aim for the middle. We do the best we can. The pins that are left standing we often have another chance to kind of get to them, but at the end of the day those two pins that are staring back at you are the kids who need the most support and the kids who need the most challenge. So, we end up choosing one and the other one is left standing. - Dr. Shelley Moore BOOK AN OUTSIDE PIN GET THE LATEST UPDATES AND CONTENT Subscribe to our Newsletter SUBSCRIBE Thanks for subscribing!

Dr. Shelley Moore hosts the Five Moore Minutes podcast, featuring interviews and conversations about inclusion. Join her as she discusses important topics and strategies for creating more inclusive environments. PODCAST INTERVIEWS AND CONVERSATIONS ABOUT INCLUSION Hear Real Life Stories About How People Are Making Inclusion Happen Shelley and other inclusion advocates discuss efforts being made to strengthen inclusion and problem solve barriers. Produced in line with the monthly 5MM YouTube series, these podcasts add to the conversation around relevant ideas and topics in inclusive education. VISIT PODCAST CHANNEL THE FIVE MOORE MINUTES PODAST The Infrastructure of Inclusion and More MARCH 10, 2025 • 68 MINS REASSESSING THE RUBRIC: SHIFTING TO STRENGTH-BASED ASSESSMENT PRACTICES In this month's Five Moore Minute video, Dr. Shelley Moore addresses issues with how rubrics are utilized, particularly after their evolution influenced by online resources, which have shifted their original intent. WATCH ON YOUTUBE LISTEN ON APPLE PODCASTS • PODBEAN FEBRUARY 22, 2025 • 53 MINS INCLUSION IS NOT ASSIMILATION: UNDERSTANDING THE IMPORTANCE OF IDENTITY IN EDUCATIONAL SETTINGS The concept of inclusion has evolved significantly in education, moving beyond mere physical presence in classrooms to encompass a deeper understanding of belonging and recognition of identity. WATCH ON YOUTUBE LISTEN ON APPLE PODCASTS • PODBEAN JANUARY 24, 2025 • 47 MINS PEOPLE ARE NOT SUPPORTS! A CONVERSATION WITH LEYTON SCHNELLERT In many educational conversations, the term "support" has evolved into a multifaceted concept that is often misused and misunderstood. WATCH ON YOUTUBE LISTEN ON APPLE PODCASTS • PODBEAN

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 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 PLANNING RESOURCES AND STRATEGY TEMPLATES Inclusive planning to support classrooms and individual students. Check out these planning tools and resources to support collaborative, inclusive planning in classrooms and schools. I hope you know how truly grateful I am to you for taking a chance on us and helping us change SO MANY MINDS around how we view kids, teaching, classrooms, IEPS, etc. Your ability to help us see BELONGING come into view has been nothing short of amazing. - Teacher DESIGNING FOR DIVERSITY DESIGNING FOR ALL STUDENTS Planning for and Responding to Diversity in Inclusive Classrooms Today’s classrooms are diverse, and inclusive practices are promoting the move away from teaching to an average homogeneous group. These planning resources are available to guide collaborative design processes that respond to student variability without trying to change it. STRENGTH BASED DATA COLLECTION NEEDS BASED SUPPORT PLANNING INCLUSIVE CURRICULUM DESIGN UNIVERSALLY DESIGNED LESSON PLANNING INCLUSIVE & EQUITABLE ASSESSMENT INFRASTRUCTURE OF INCLUSION A FOUNDATION FOR INCLUSION Building the Infrastructure of Inclusion in Classrooms and Schools Creating an inclusive community is an intentional planning process that starts before students arrive. By paying attention to research based pillars, we can design spaces and opportunities that promote belonging for ALL students. PRESUMING COMPETENCE AND POTENTIAL PLACE BASED PLANNING PROXIMITY AND PARTICIPATION WITH PEERS 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 Services Requested Anything else you think we need to know? SUBMIT Thanks for submitting! We'll get back to you soon .

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 offers specialized coaching and consulting services to help teams reach their full potential. Bring her in-house to work with your team and unlock their true capabilities. Learn more about her expertise and how she can benefit your organization. COACHING & CONSULTING BRING SHELLEY IN-HOUSE TO WORK WITH YOUR TEAM Work With a Leader in Inclusion Recognized for her research and experience around inclusion in classroom and schools, Shelley is passionate about provoking real change in the education system. Bringing Shelley in-house to collaborate with your team gives you a wealth of experience, knowledge, and tools that you can apply to deliver practical outcomes for learners. I really appreciated Shelley's sense of humour and her ability to give real-world examples that made her ideas more tangible. - Consulting Client RESPONDING TO LOCAL AND SITUATED CONTEXTS Increasing Inclusive Opportunities for Students Collaborative Coaching Shelley's expertise makes her an asset for district, school, or classroom teams needing help with their inclusive strategy and approach. Book Shelley for three or more sessions where you and your team work directly with Shelley to identify goals, create action plans, take action, and enact change in your local community. Collaborative Consulting Shelley's an educator, first and foremost, and she offers insight, expertise, and facilitated problem-solving and visioning for classrooms, schools, districts, teams and beyond. LEARN WITH SHELLEY

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

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 / Needs Based Support Planning Planning Templates for Individuals & IEPs INDIVIDUAL NEEDS BASED REFLECTION - EXAMPLE INDIVIDUAL NEEDS BASED REFLECTION - MULTIPLE PERSPECTIVES INDIVIDUAL NEEDS BASED SUPPORT PLAN Planning Templates for Classrooms CLASSROOM NEEDS BASED REFLECTION (SINGLE LENS) CLASSROOM NEEDS BASED SUPPORT PLAN TEMPLATE - UDL CLASSROOM NEEDS BASED SUPPORT PLAN TEMPLATE COLLABORATIVE NEEDS BASED REFLECTION - CLASS Other Resources Watch Spring is Here! Supporting diverse communities to BLOOM! Bringing Support TO the Students Just Let them Eat Cake! Decriminalizing Supports: Knowing "WHEN" we need support, not "IF" Listen Explore Five Moore Minutes Podcast: Just Let Them Eat CAKE: Bringing support to the students - Sarah & Lisa Ontario Teachers’ Federation: Teachers’ Gateway to Special Education (Website) EXPLORE SHELLEY'S RESOURCE LIBRARY Select the Item Below to View the Resource STRENGTH BASED DATA COLLECTION INCLUSIVE CURRICULUM DESIGN UNIVERSALLY DESIGNED LESSON 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 / 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

Explore commonly asked questions about inclusive education with Dr. Shelley Moore, an expert in the field. Gain valuable insights and perspectives on creating inclusive learning environments for all students. FAQ COMMON QUESTIONS AND ANSWERS ABOUT SHELLEY AND INCLUSIVE EDUCATION Get to Know More About Shelley and Her Work Shelley receives many messages asking about her work in special education, inclusion, and diversity. If you have questions, browse through the queries below to see if we can answer your query here. FREQUENTLY ASKED QUESTIONS Select the Question Below to View the Answer Can’t find what you’re looking for? Get in touch , and we’ll respond as soon as we can. How far in advance do I need to book Shelley? Roughly one year. Does Shelley speak at corporate events? Yes! The world is a classroom, and inclusion matters everywhere. Connect with Shelley and her team to learn more about how she can deliver a presentation suited to your event. Can I still use Shelley's online resources if I don't book her as a keynote speaker or coach? Yes. Shelley wants these resources accessible so anyone can learn more about how to help all students. Is learning about inclusive education only for teachers? Inclusion is for everybody, both inside and outside a classroom. Self-advocates, teachers, support staff, administrators, leaders, parents, advocates, the list goes on. Let's make sure everybody knows about it! Does Shelley have a press kit? Yes! The press kit contains high-resolution headshots, Shelley's biography, and contact details for speaking engagements, media inquiries, or interview requests. Access the press kit below. 2023_ShelleyMoorePressKit .zip Download ZIP • 3.75MB Where can I get a copy of Shelley’s book? Shelley’s bestseller, One Without the Other, is available from Portage & Main Press , Indigo , Amazon , and other retailers. If Shelley isn’t available for a speaking engagement, can she provide pre-recorded videos instead? Unfortunately, Shelley does not do any pre-recorded videos. If you want Shelley to speak at your event, please book in advance to ensure she's available. Does Shelley do family advocacy work? Shelley’s research and work focuses on classrooms and school communities, but you can try contacting some great organizations such as Inclusion BC and the Family Support Institute if you need family support.

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