SEARCH

Woops! Looks like this page has been hidden or no longer exists. BACK TO HOMEPAGE

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

OUR TEAM MEET THE CHANGEMAKERS HELPING TRANSFORM CLASSROOMS Working Together to Foster Diversity and Inclusion The Outside Pin team is on a mission to empower teachers and educational leaders to support every learner. With a multi-disciplinary group dedicated to enhancing diversity and inclusion in the classroom, Shelley's team is here to help. No matter your needs, you'll find an offering that fits what you're looking for in the Outside Pin ecosystem—our team makes it all happen. WORKING TO CONNECT WITH EVERY PIN Meet the Players on our Bowling Team Shelley Moore OUTSIDE PIN Shelley has worked with students, classrooms, and schools K-12 as a teacher, leader, consultant, and coach. She is also an adjunct professor at the University of British Columbia working with teacher candidates beginning their career. Shelley holds an undergraduate degree in Special Education (University of Alberta), a master's (Simon Fraser University), and a Ph.D. (University of British Columbia). Her first book, One Without the Other, is a best seller and is a follow-up resource to her January 2016 TEDx talk. She has authored and co-authored peer-reviewed articles, and her research has been featured at national and international conferences. Shelley has been hosted on blog posts and been a guest on numerous podcasts, including Think Inclusive, Free Range Humans, The Tom Shimmer Podcast, Good Things in Life Podcast, and Let’s Talk Science. As an outside pin, Shelley, is the dreamer who thinks outside the box and is often caught wandering about, finding trouble, and going rogue. ​ When Shelley isn’t working, she is running around Bowen Island with her family: her wife Jessica, her two daughters Mette and Iben and their Irish Terrier, Ruth. Jennifer Riddel HEAD PIN Growing up in Edmonton, AB, Jennifer obtained her BSc and BEd from the University of Alberta and was a teacher on call following her move to Victoria, BC, in 2006. In 2007, she focused in on educational resource development with Open School BC in the BC Public Service. ​ During her time with Open School BC and in the Ministry of Education, she held roles including instructional designer, project manager, team manager, Director of Open School BC, and Executive Director of Online Learning and Educational Resources. ​ In 2023, after a move to the Cowichan Valley, Jennifer joined the team at Outside Pin, to support and help manage a growing business. As the headpin of business operations for Outside Pin Consulting, Jennifer holds a variety of roles, including establishing and implementing business systems, leading client relations, financial operations, and various projects, administering online courses, and coordinating live events. Jennifer, our Head Pin, keeps us all focused and on task, and has exceptional skills in creating data tables, using check lists, and reminding Shelley to pay her bills. ​ When Jennifer is not working, she is taking her dog for a walk, preferable near water. She encourages birds to make nests on her deck and will enjoy their company while looking at the sun rise eating blackberries. Cream in her coffee is a must and so is crafting and jewellery making while her wife cheers for the Toronto Maple Leafs (preferably in a separate room). Kayla Shand PINSETTER Kayla, born and raised in Southern Alberta, now resides in Edmonton, AB. Her educational background includes a Bachelor of Management from Concordia University in Edmonton. She spent 10 years as a recruiter in the energy industry and has been working with Outside Pin Consulting for 3.5 years. Her roles on the team include contract management, liaising with clients, and administering bookings. Pinsetter Kayla keeps us all in line and makes sure we get up after we fall down! She keeps everyone in the know on important updates and deadlines. She is excellent at reminders and keeping meetings short and to the point! ​ When Kayla is not working, she is watching reruns of Ted Lasso and hoping Carlos Sainz beats Max Verstappen in the next F1 race, which all happens in-between 4 year old twin nap management. She loves when her husband cooks and appreciates a good blanket. Pineapples will always bring her a smile and a week at the beach will bring her sanity. David Andrew BALL RETURN David is a lifelong resident of Edmonton, Alberta, with a Diploma in Business Administration and Management from NAIT and a Certificate in Adult and Continuing Education (CACE) from the University of Alberta. His role at Outside Pin Consulting includes video editing for Shelley’s virtual sessions and additional technical support. David is the ball return on our team because we throw anything and everything at him and he always send its back in a timely, organized, and reliable way…the total opposite of Shelley. When David isn’t working, he is refereeing football games dreaming of one day making it to the CFL. He is a diehard Nintendo Lego Indiana Jones fan and spends many hours or strategizing way to enroll his children into sports that will increase the likelihood of them going to the Olympics.

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

VIDEO SERIES LEARN ABOUT INCLUSIVE EDUCATION TOPICS IN ABOUT FIVE MINUTES Short and Sweet Informative Videos Every Month As a teacher, Shelley knows free time is in short supply. To help educators access information about bringing inclusivity into the classroom, she’s created short-form video content that highlights a new idea or concept in an accessible way. Wonderfully awkward, conversational, and easily understood through storytelling, metaphors, and video animations, Shelley’s short videos give you some food for thought that’s easy to digest. VISIT YOUTUBE CHANNEL FIVE MOORE MINUTES Inclusive Education: It's Not More Work, It's Different Work! Play Video Play Video We're Back! Five Moore Minutes Season 5! Play Video Play Video Under the Table - The Importance of Presuming Competence | Shelley Moore | TEDxLangleyED Under the Table tells the story of how our assumptions influence not only how we act, but how we treat others. This story is one of understanding and realization that all students are are capable and contributors in their communities. We know that diversity is a strength, but if we are to truly move inclusive education forward in our schools, we need to understand the essential component of presuming competence. Shelley Moore has worked in both elementary and secondary schools supporting students with and without special needs in inclusive contexts in Alberta, New York and British Columbia. She is currently an inclusive consultant in the Richmond School District, as well as various other districts throughout the province. She has presented conferences both nationally and internationally, and is a sessional instructor at Simon Fraser University, University of British Columbia and University Of British Columbia - Okanagan This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at http://ted.com/tedx Play Video Play Video The End of Average!? Disrupting the green of education! Are you ready to see 'The End of Average?' This episode builds on a metaphor shared in Todd Rose’s book, "The End of Average.” It focuses on how we can break away from the education system’s over value on standardization and homogeneity, and why it just doesn’t make sense for real life learners! To check out Todd Rose's book, click here: https://tinyurl.com/ydynhbag For episode discussion questions, activities and research connected to this episode, head over to www.fivemooreminutes.com and don't miss The Five Moore Minutes podcast where we interview the real life Todd Rose! For recommended resources to support inclusion, including books by Shelley Moore check out: https://www.amazon.ca/shop/tweetsomemoore?ref=cm_sw_tw_r_inf_own_tweetsomemoore_dp_jrYlVDrqERlpA Play Video Play Video Dr. Baked Potato: How can we scaffold complexity? Welcome to Season 2! In this episode we break down the barrier of complexity through the metaphor of baked potatoes! How can we help learners to start together rather than trying to get everyone to end int he same place. It is the secret to teaching to a diverse range of students and can even help us plan our next family dinner!!! For recommended resources to support inclusion, including books by Shelley Moore check out: https://www.amazon.ca/shop/tweetsomemoore?ref=cm_sw_tw_r_inf_own_tweetsomemoore_dp_jrYlVDrqERlpA Play Video Play Video The Evolution of Inclusion: The past and future of education Five Moore Minutes Episode 1- The Evolution of Inclusion! In episode one of the Five Moore Minutes series, Shelley Moore talks about how inclusion has evolved over time. From the community living, to the neighborhood school movements, this episode helps us to understand what inclusion is, by looking at, and learning from, the past as well as challenging our present assumptions and contexts to evolve inclusion into the future! Subscribe to the Podcast here: https://fivemooreminutes.podbean.com For recommended resources to support inclusion, including books by Shelley Moore check out: https://www.amazon.ca/shop/tweetsomemoore?ref=cm_sw_tw_r_inf_own_tweetsomemoore_dp_jrYlVDrqERlpA

LEARNING SESSIONS HANDOUTS RESOURCES RELATED TO YOUR SESSION Access Session Handouts On this page you'll find presentation slides and related resources for all of Shelley's recent sessions. To find the handouts for your session, you can either look for the name of your organization in the list, or use the search function to search by date, organization name or session title. Looking for handouts for sessions before August 1, 2024? You'll find them here . ​ ​ Other Resources Watch Five Moore Minutes Video: Napoleon Schmoleon - What is the GOAL!? Five Moore Minutes Video: Dr. Baked Potato: How can we scaffold complexity? Five Moore Minutes Video: Backwards Design: A great way to move forward! Five Moore Minutes Video: The End of Average!? Disrupting the green of education! Inclusive Strategy Session: The Planning Pyramid Listen Five Moore Minutes Podcast: Dr. Baked Potato - Sarah Planning Templates for Individuals & IEPs Backwards Design Planning - Access Points Planning for Curricular Access - Teacher Interview Planning Templates for Classrooms Backwards Design Unit Planning Templates British Columbia British Columbia - with tasks Ontario Alberta - renewed curriculum US - Next Generation Science Standards (NGSS) NGSS Backwards Design Planning Template IB Primary Years Program (PYP) IB Middle Years Program (MYP) Learning Continuum Templates British Columbia IB Primary Years Program (PYP) IB Middle Years Program (MYP) 4 point 5 point Baked Potato Planning Strategy Unit Planning (Backwards Design & Learning Continuums) Alberta Science (Previous Curriculum) Examples Curriculum Grids Learning Maps Learning Progressions: Alberta Examples Backwards Design: NGSS Standards Examples TEMPLATE | HANDOUT August 2, 2024 Session Slides The Evolution of Inclusion Supporting One, Supporting All: Collaborative classroom support models for inclusive classrooms Resources Needs Based Support Planning Planning Templates for Classrooms Learning Map Template Standards Based Evidence and Assessment Grid Summative Task Planning Template Planning Templates for Individuals & IEPs One Point Rubric Template One Point Rubric with Triangulated Evidence Template IEP Conversations and Observations Log (Fillable PDF) IEP Evidence Log - Content Goals (Fillable PDF) IEP Evidence Log - Core Competency Goals (Fillable PDF) Portfolio Assessment Reflection Form Other Resources Read Rethinking Letter Grades (Book by Caren Cameron and Kathleen Gregory) Softening the Edges Assessment Practices That Honor K-12 Teachers and Learners (Book by Katie White) Examples IEP Evidence Collection Letter - Family IEP Evidence Collection Letter - School Team Planning Templates for Individuals & IEPs Inclusive Purpose Planning Template 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. Other Resources Watch Five Moore Minutes Video: Show Me the Purpose! Listen Five Moore Minutes Podcast: with Katie Jameson 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) 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. How far in advance do I need to book Shelley? Roughly one year. 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. 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. 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. 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. 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. St. Thomas More Collegiate Langley Community Services Society – Child Care Resource and Referral Program Riverside County Office of Education CESA4 (Wisconsin) East Grand Rapids Public Schools Northwest School Division August 29, 2024 Session Slides Inclusion Workshop with Dr. Shelley Moore Resources Needs Based Support Planning Lester B Pearson School Board Prairie Land School Division School District 72 BC Centre for Ability Qualicum School District Abbotsford School District #34 CDRCP – Child Development Resource Connection Peel First Nations Education Steering Committee Saskatchewan Rivers Public School Division (SRPSD) Illume Learning July 29, 2024 What is inclusion today and how has it changed over time? August 27, 2024 Session Slides How can designing for one support all? Resources Needs Based Support Planning Lord Nelson Elementary School Somers CSD Kent ISD EdEvents LIFT 2024 Conference Steilacoom Historical School District August 26, 2024 Session Slides Inclusion Workshop with Dr. Shelley Moore (Elementary Teaching Staff K-5) Resources Needs Based Support Planning Universally Designed Lesson Planning August 27, 2024 Session Slides Inclusion Workshop with Dr. Shelley Moore (Secondary Teaching Staff 6-12) Resources Needs Based Support Planning Inclusive Curriculum Design Inclusive & Equitable Assessment Learning Disabilities Institute Prince Albert & Area Teachers’ Association SAIS – Southern Association of Independent Schools Community Living Hamilton Auburn School District August 6, 2024 Session Slides Breakout: Supporting One, Supporting All: Collaborative classroom support models for inclusive classrooms Closing Keynote: There are ALWAYS stairs! Reducing and eliminating barriers to create access for ALL Resources Needs Based Support Planning Planning for ALL Garden Valley School Division September 3, 2024 Session Slides Inclusion Workshop with Dr. Shelley Moore Resources Needs Based Support Planning International School of Amsterdam Goshen Community Schools August 12, 2024 Session Slides The Evolution of Inclusion Saskatoon Teachers’ Association August 28, 2024 Session Slides The Evolution of Inclusion Surrey Primary Teachers Association (SPTA) Selah Intermediate School August 21, 2024 Session Slides Inclusion Workshop with Dr. Shelley Moore Resources Needs Based Support Planning Ottawa Catholic School Board Calgary Catholic School District Westhill Elementary School Living Sky School Division #202 August 30, 2024 Session Slides Inclusion Workshop with Dr. Shelley Moore Resources Needs Based Support Planning The Vermont Interdisciplinary Team at the Center on Disability and Community Inclusion Windsor-Essex Family Network SD20 (Kootenay-Columbia) Ecole Sir John Franklin High School – YK1 Algonquin and Lakeshore Catholic District School Board Madison Elementary School District #38 August 2, 2024 Session Slides The Evolution of Inclusion Supporting One, Supporting All: Collaborative classroom support models for inclusive classrooms Resources Needs Based Support Planning September 4, 2024 Session Slides Designing needs-based classroom support plans Resources Inclusive Curriculum Design Rainy River District School Board Langley Principals and Vice-Principals August 23, 2024 Session Slides Inclusion Workshop with Dr. Shelley Moore Resources Needs Based Support Planning Kowloon Junior School (ESF-HK) August 11, 2024 Session Slides Curricular Design Strategies That Support Planning For All Students Resources Inclusive Curriculum Design SD36 (Surrey) and Community Partners – City of Surrey, Options TextHelp August 8, 2024 Session Slides Designing for Diversity: The Power of Personalised Learning Resources Planning for ALL UCP Seguin Prince Edward-Lennox & Addington Social Services-Children’s Services Michigan Council for Exceptional Children (MichCEC) Queensland Association of State School Principals Sunrise School Division Inclusion Connection Vientiane International School Cooperative Educational Service Agency #1 (CESA #1) Malvern College Pre-School August 15, 2024 Session Slides Supporting One, Supporting All: Collaborative support models for inclusive communities Resources https://blogsomemoore.com/mcps/ William Cook Elementary School Nishimachi International School Inclusion Foothills Other Resources Watch Five Moore Minutes: What are you a genius at? Getting to know our strengths Five Moore Minutes: Video Strategy: The Class Profile Read Getting to Know You (Article by Leyton Schnellert) D.N.A (Dreams, Needs, Abilities) Inventories and Their Power in the Classroom (Blogpost by Laurie McIntosh) Student Diversity: Teaching strategies to meet the learning needs of all students (Article by Leyton Schnellert and Faye Brownlie) Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation (Book by Shane Safir and Jamila Dugan) Learning in Safe Schools: Creating Classrooms Where All Students Belong (Book by Faye Brownlie and Judith King) Strength Based Approaches to Educating All Learners with Disabilities: Beyond Special Education (Book by Michael L. Wehmeyer) Planning Templates for Individuals & IEPs Seed Packet Seed Packet (Visual) Seed Packet (Example - Grade 1) Seed Packet - Student Interview Prompts Student Dimension Inventory Child & Family Interview Planning Templates for Classrooms Class Review Template (Power Point) Class Review Template (Word Doc) Classroom Student Dimension Inventory Planning Templates for Classrooms Classroom Needs Based Support Plan Classroom Needs Based Support Plan (UDL) Collaborative Needs Based Reflection (Class) Classroom Needs Based Reflection (Single Lens) Other Resources Watch Five Moore Minutes Video: Spring is Here! Supporting diverse communities to BLOOM! Five Moore Minutes Video: Bringing Support TO the Students: Just Let them Eat Cake! Five Moore Minutes Video: Decriminalizing Supports: Knowing "WHEN" we need support, not "IF" Listen Five Moore Minutes Podcast: Just Let Them Eat CAKE: Bringing support to the students - Sarah & Lisa Explore Ontario Teachers’ Federation: Teachers’ Gateway to Special Education (Website) Planning Templates for Individuals & IEPs Needs Based Reflection (Multiple Perspectives) Individual Needs Based Support Plan Individual Needs Based Support Plan (Example) Other Resources Coming soon! Planning Templates for Classrooms Lesson Planning Template (Power Point) Lesson Planning Template (Word) Lesson Planning - Example Unit Lesson Sequence Planning Template Scaffolded Activity Template Scaffolded Activity Template - Visuals 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. 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) Listen Five Moore Minutes Podcast: The Infrastructure of Inclusion: Presuming Competence with Mabel & Joanne Read 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) Supporting Research and Literature Brownlie, F., & King, J. (2000). Learning in safe schools: Creating classrooms where all students belong. Markham, Ont: Pembroke. Falvey, M. A. (2004). Toward Realizing the Influence of. Research and Practice for Persons with Severe Disabilities (RPSD), 29(1), 9-10. 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. Hunt, P., & Farron-Davis, F. (1992). A preliminary investigation of IEP quality and content associated with placement in general education versus special education classes. Journal of the Association for Persons with Severe Handicaps, 17(4), 247-253. McDonnell, J., Mathot-Buckner, C., Thorson, N., & Fister, S. (2001). Supporting the inclusion of students with moderate and severe disabilities in junior high school general education classes: The effects of classwide peer tutoring, multi-element curriculum, and accommodations. Education and Treatment of children, 141-160. National Center for Educational Restructuring and Inclusion. (1995). National study of inclusion. New York: Author Wagner, M., Newman, L., Cameto, R., & Levine, P. (2006). The Academic Achievement and Functional Performance of Youth with Disabilities. A Report from the National Longitudinal Transition Study-2 (NLTS2). NCSER 2006-3000. Online Submission. Yell, M. L. (1995). Least restrictive environment, inclusion, and students with disabilities: A legal analysis. The Journal of Special Education, 28(4), 389-404. Planning Templates for Individuals & IEPs Place Alignment Planning Template Other Resources Watch Five Moore Minutes Video: The Role of Place Five Moore Minutes: Video Strategy: The Place Alignment Planner Interview with Jo Chrona Read 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) Listen Five Moore Minutes Podcast: The Infrastructure of Inclusion: The Role of Place with Jo Chrona and Friends Resources Watch Five Moore Minutes Video: Cheers For Peers! Listen 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 Read 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. Resources Watch Five Moore Minutes Video: Removing the Barriers: Planning for ALL!

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. Other Resources Watch Five Moore Minutes Video: Napoleon Schmoleon - What is the GOAL!? Five Moore Minutes Video: Dr. Baked Potato: How can we scaffold complexity? Five Moore Minutes Video: Backwards Design: A great way to move forward! Five Moore Minutes Video: The End of Average!? Disrupting the green of education! Inclusive Strategy Session: The Planning Pyramid Listen Five Moore Minutes Podcast: Dr. Baked Potato - Sarah Planning Templates for Individuals & IEPs Backwards Design Planning - Access Points Planning for Curricular Access - Teacher Interview Planning Templates for Classrooms Backwards Design Unit Planning Templates British Columbia British Columbia - with tasks Ontario Alberta - renewed curriculum US - Next Generation Science Standards (NGSS) NGSS Backwards Design Planning Template IB Primary Years Program (PYP) IB Middle Years Program (MYP) Learning Continuum Templates British Columbia IB Primary Years Program (PYP) IB Middle Years Program (MYP) 4 point 5 point Baked Potato Planning Strategy Unit Planning (Backwards Design & Learning Continuums) Alberta Science (Previous Curriculum) Examples Curriculum Grids Learning Maps Learning Progressions: Alberta Examples Backwards Design: NGSS Standards Examples TEMPLATE | HANDOUT August 2, 2024 Session Slides The Evolution of Inclusion Supporting One, Supporting All: Collaborative classroom support models for inclusive classrooms Resources Needs Based Support Planning Planning Templates for Classrooms Learning Map Template Standards Based Evidence and Assessment Grid Summative Task Planning Template Planning Templates for Individuals & IEPs One Point Rubric Template One Point Rubric with Triangulated Evidence Template IEP Conversations and Observations Log (Fillable PDF) IEP Evidence Log - Content Goals (Fillable PDF) IEP Evidence Log - Core Competency Goals (Fillable PDF) Portfolio Assessment Reflection Form Other Resources Read Rethinking Letter Grades (Book by Caren Cameron and Kathleen Gregory) Softening the Edges Assessment Practices That Honor K-12 Teachers and Learners (Book by Katie White) Examples IEP Evidence Collection Letter - Family IEP Evidence Collection Letter - School Team Planning Templates for Individuals & IEPs Inclusive Purpose Planning Template 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. Other Resources Watch Five Moore Minutes Video: Show Me the Purpose! Listen Five Moore Minutes Podcast: with Katie Jameson 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) 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. How far in advance do I need to book Shelley? Roughly one year. 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. 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. 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. 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. 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. St. Thomas More Collegiate Langley Community Services Society – Child Care Resource and Referral Program Riverside County Office of Education CESA4 (Wisconsin) East Grand Rapids Public Schools Northwest School Division August 29, 2024 Session Slides Inclusion Workshop with Dr. Shelley Moore Resources Needs Based Support Planning Lester B Pearson School Board Prairie Land School Division School District 72 BC Centre for Ability Qualicum School District Abbotsford School District #34 CDRCP – Child Development Resource Connection Peel First Nations Education Steering Committee Saskatchewan Rivers Public School Division (SRPSD) Illume Learning July 29, 2024 What is inclusion today and how has it changed over time? August 27, 2024 Session Slides How can designing for one support all? Resources Needs Based Support Planning Lord Nelson Elementary School Somers CSD Kent ISD EdEvents LIFT 2024 Conference Steilacoom Historical School District August 26, 2024 Session Slides Inclusion Workshop with Dr. Shelley Moore (Elementary Teaching Staff K-5) Resources Needs Based Support Planning Universally Designed Lesson Planning August 27, 2024 Session Slides Inclusion Workshop with Dr. Shelley Moore (Secondary Teaching Staff 6-12) Resources Needs Based Support Planning Inclusive Curriculum Design Inclusive & Equitable Assessment Learning Disabilities Institute Prince Albert & Area Teachers’ Association SAIS – Southern Association of Independent Schools Community Living Hamilton Auburn School District August 6, 2024 Session Slides Breakout: Supporting One, Supporting All: Collaborative classroom support models for inclusive classrooms Closing Keynote: There are ALWAYS stairs! Reducing and eliminating barriers to create access for ALL Resources Needs Based Support Planning Planning for ALL Garden Valley School Division September 3, 2024 Session Slides Inclusion Workshop with Dr. Shelley Moore Resources Needs Based Support Planning International School of Amsterdam Goshen Community Schools August 12, 2024 Session Slides The Evolution of Inclusion Saskatoon Teachers’ Association August 28, 2024 Session Slides The Evolution of Inclusion Surrey Primary Teachers Association (SPTA) Selah Intermediate School August 21, 2024 Session Slides Inclusion Workshop with Dr. Shelley Moore Resources Needs Based Support Planning Ottawa Catholic School Board Calgary Catholic School District Westhill Elementary School Living Sky School Division #202 August 30, 2024 Session Slides Inclusion Workshop with Dr. Shelley Moore Resources Needs Based Support Planning The Vermont Interdisciplinary Team at the Center on Disability and Community Inclusion Windsor-Essex Family Network SD20 (Kootenay-Columbia) Ecole Sir John Franklin High School – YK1 Algonquin and Lakeshore Catholic District School Board Madison Elementary School District #38 August 2, 2024 Session Slides The Evolution of Inclusion Supporting One, Supporting All: Collaborative classroom support models for inclusive classrooms Resources Needs Based Support Planning September 4, 2024 Session Slides Designing needs-based classroom support plans Resources Inclusive Curriculum Design Rainy River District School Board Langley Principals and Vice-Principals August 23, 2024 Session Slides Inclusion Workshop with Dr. Shelley Moore Resources Needs Based Support Planning Kowloon Junior School (ESF-HK) August 11, 2024 Session Slides Curricular Design Strategies That Support Planning For All Students Resources Inclusive Curriculum Design SD36 (Surrey) and Community Partners – City of Surrey, Options TextHelp August 8, 2024 Session Slides Designing for Diversity: The Power of Personalised Learning Resources Planning for ALL UCP Seguin Prince Edward-Lennox & Addington Social Services-Children’s Services Michigan Council for Exceptional Children (MichCEC) Queensland Association of State School Principals Sunrise School Division Inclusion Connection Vientiane International School Cooperative Educational Service Agency #1 (CESA #1) Malvern College Pre-School August 15, 2024 Session Slides Supporting One, Supporting All: Collaborative support models for inclusive communities Resources https://blogsomemoore.com/mcps/ William Cook Elementary School Nishimachi International School Inclusion Foothills Other Resources Watch Five Moore Minutes: What are you a genius at? Getting to know our strengths Five Moore Minutes: Video Strategy: The Class Profile Read Getting to Know You (Article by Leyton Schnellert) D.N.A (Dreams, Needs, Abilities) Inventories and Their Power in the Classroom (Blogpost by Laurie McIntosh) Student Diversity: Teaching strategies to meet the learning needs of all students (Article by Leyton Schnellert and Faye Brownlie) Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation (Book by Shane Safir and Jamila Dugan) Learning in Safe Schools: Creating Classrooms Where All Students Belong (Book by Faye Brownlie and Judith King) Strength Based Approaches to Educating All Learners with Disabilities: Beyond Special Education (Book by Michael L. Wehmeyer) Planning Templates for Individuals & IEPs Seed Packet Seed Packet (Visual) Seed Packet (Example - Grade 1) Seed Packet - Student Interview Prompts Student Dimension Inventory Child & Family Interview Planning Templates for Classrooms Class Review Template (Power Point) Class Review Template (Word Doc) Classroom Student Dimension Inventory Planning Templates for Classrooms Classroom Needs Based Support Plan Classroom Needs Based Support Plan (UDL) Collaborative Needs Based Reflection (Class) Classroom Needs Based Reflection (Single Lens) Other Resources Watch Five Moore Minutes Video: Spring is Here! Supporting diverse communities to BLOOM! Five Moore Minutes Video: Bringing Support TO the Students: Just Let them Eat Cake! Five Moore Minutes Video: Decriminalizing Supports: Knowing "WHEN" we need support, not "IF" Listen Five Moore Minutes Podcast: Just Let Them Eat CAKE: Bringing support to the students - Sarah & Lisa Explore Ontario Teachers’ Federation: Teachers’ Gateway to Special Education (Website) Planning Templates for Individuals & IEPs Needs Based Reflection (Multiple Perspectives) Individual Needs Based Support Plan Individual Needs Based Support Plan (Example) Other Resources Coming soon! Planning Templates for Classrooms Lesson Planning Template (Power Point) Lesson Planning Template (Word) Lesson Planning - Example Unit Lesson Sequence Planning Template Scaffolded Activity Template Scaffolded Activity Template - Visuals 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. 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) Listen Five Moore Minutes Podcast: The Infrastructure of Inclusion: Presuming Competence with Mabel & Joanne Read 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) Supporting Research and Literature Brownlie, F., & King, J. (2000). Learning in safe schools: Creating classrooms where all students belong. Markham, Ont: Pembroke. Falvey, M. A. (2004). Toward Realizing the Influence of. Research and Practice for Persons with Severe Disabilities (RPSD), 29(1), 9-10. 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. Hunt, P., & Farron-Davis, F. (1992). A preliminary investigation of IEP quality and content associated with placement in general education versus special education classes. Journal of the Association for Persons with Severe Handicaps, 17(4), 247-253. McDonnell, J., Mathot-Buckner, C., Thorson, N., & Fister, S. (2001). Supporting the inclusion of students with moderate and severe disabilities in junior high school general education classes: The effects of classwide peer tutoring, multi-element curriculum, and accommodations. Education and Treatment of children, 141-160. National Center for Educational Restructuring and Inclusion. (1995). National study of inclusion. New York: Author Wagner, M., Newman, L., Cameto, R., & Levine, P. (2006). The Academic Achievement and Functional Performance of Youth with Disabilities. A Report from the National Longitudinal Transition Study-2 (NLTS2). NCSER 2006-3000. Online Submission. Yell, M. L. (1995). Least restrictive environment, inclusion, and students with disabilities: A legal analysis. The Journal of Special Education, 28(4), 389-404. Planning Templates for Individuals & IEPs Place Alignment Planning Template Other Resources Watch Five Moore Minutes Video: The Role of Place Five Moore Minutes: Video Strategy: The Place Alignment Planner Interview with Jo Chrona Read 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) Listen Five Moore Minutes Podcast: The Infrastructure of Inclusion: The Role of Place with Jo Chrona and Friends Resources Watch Five Moore Minutes Video: Cheers For Peers! Listen 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 Read 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. Resources Watch Five Moore Minutes Video: Removing the Barriers: Planning for ALL!