“SASD is a place where all students, staff, and families feel a deep sense of belonging and are engaged in their work and classrooms. It's where our school communities connect with one another in ways that honor differences (racial, linguistic, ability, gender, etc.) and allow students to be their whole selves just as they are. Every student is valued because of their strengths, gifts, and challenges. Students feel
connected to their classmates and have what they need to access a rigorous education, thrive, and feel supported.”
SASD Vision of Inclusion
Everyone has a shared understanding of inclusion and it is demonstrated through their actions. An inclusive school is synonymous with a welcoming school. It's a place where all students, staff, and families feel a deep sense of belonging and are engaged in their work and classrooms. It's where our school communities connect with one another in ways that honor differences (racial, linguistic, ability, gender, etc.) and allow students to be
their whole selves just as they are. Every student is valued because of their strengths, gifts, and challenges. Disability is simply diversity. Students feel connected to their classmates and have what they need to access a rigorous education, thrive, and feel supported. Students individually may vary, and our school systems flex with the needs of our students.
Inclusion looks like…
- A mindset shift of yours vs. our students.
- all students are general education students first
- there is a collective responsibility for making students feel welcome and engaged in class and with their peers.
- valuing students input
- Students advocate for themselves and feel a sense of belonging from both their peers and teachers;
- It feels like belonging and relationships are strong.
- all stakeholders believe that everyone can succeed by working together to support each individual, regardless of differences or challenges.
- there are no silos, and collaboration is a priority.
- staff have dedicated time to plan and to co-serve students.
- Students are engaged in the learning and able to express their learning in a variety of different ways.
- Neurodiversity is accepted where classrooms fit students not students fit classrooms.
- Educational plans are written as strength-based fully involving students in the process of gathering information on what they feel their strengths are and areas of growth.