Spotlight: Inclusion coaches ensure all are involved in classes
Theresa Seraphim
for Spotlight
Two teachers are moving into a role which will help enable students with mental or physical challenges, or those who are gifted, to be more a part of a class.
Linda Facey and Michelle Berggren were recently named inclusion coaches for High Prairie School Division, after volunteering for the role.
“That’s our background (special education), so it’s right up our alley,” Facey noted.
While Facey is based in Slave Lake and Berggren in High Prairie, both stress they work as a team.
“We’re trying to stick together as much as we can,” said Berggren, adding weather and other factors could mean sometimes only one of them can go to a school.
They are currently meeting with teachers in the division to introduce themselves and find out what the needs are.
“Technology is a big (need) – the apps that are available and how to use them,” said Facey.
Because of the varying levels of students in the classroom, meeting those needs, which is always done in collaboration with the teacher, includes using differentiated inclusion practices and differentiated instructions, wherein a teacher “can make one learning plan (as opposed to several) and make modifications to accommodate those who need them,” said Facey.
For example, if the class is learning about D-Day, an inclusion coach may help a student learn about it by having them watch a video about the event, or do a collage, or look it up on the Internet.
Berggren stressed the duo work not only with students who have special needs, but “with all students,” including those with behaviour challenges and those who move ahead of the class due to their intellect.
“We’re there to support teachers in inclusion,” said Berggren, adding the pair works with other HPSD coaches including technology coaches, curriculum coaches, mentors and culture coaches. For example, the technical coach may give pointers on helping students use Smart Boards, while the curriculum coach can point Facey and Berggren towards resources for differentiation.
Facey said their role is “the way of the future (which is) total inclusion” and support for the teacher.
“We’re not there to evaluate anything.”
Both have special education backgrounds and said they decided to take on their new roles because of their philosophy around people who need extra help in the classroom.
“People may have disabilities but that doesn’t mean they’re not intelligent,” Facey stressed.
“Sometimes we see the disability and not the ability,” added Berggren.
Both see their roles expanding and deepening in the future.
“We’re pioneers, and eventually it’s going to evolve into something bigger and better,” said Facey. Berggren said that evolution will depend on the needs and requests of schools.
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