INCLUSION The Road to Success for Students with Disabilities

Agenda 1. What is “inclusion” 2. Why talk about it AGAIN? 3. LRE & the continuum of services 4. How? Foundations Models 5. Resources 6. Discussion

Jot down 3 challenges related to inclusion in your school Jot down 3 “things”/strategies that work (to make inclusion work effectively in your school

Definition “the act of including or belonging, being together from beginning to end” Merriam Webster Dictionary In the world of special education “the act of educating students with disabilities in the general education classroom with their peers to the greatest extent possible” DECISIONS MADE ON AN INDIVIDUAL BASIS

Inclusion Points for Today Inclusive schools Inclusive classrooms Inclusive services & supports for students NOT talking about “doing inclusion” or inclusion time Inclusion

Why talk about inclusion now? 1. Monitoring visits have indicated that there are issues with this process 2. Special education staff cite issues with ownership (your kids), not adhering to IEP, etc. 3. Staff express a lack of knowledge about differentiation 4. General education staff don’t have thorough knowledge of IEPs, student strengths, etc.

Inclusion & the Law 1. Not mentioned in IDEA 2. What is in IDEA? - FAPE, IEP, LRE, continuum of services, supplemental aides and services, accommodations and modifications, IEP, etc.

LRE & the Law To the maximum extent appropriate, schools must educate students with disabilities in the regular classroom using, if needed, supplementary aids and services Supplementary aids and services are determined by the student’s IEP team and described in the IEP. Some examples include accommodations and modifications related to the curriculum, special training for the general education teacher, assistive technology, and personnel support in the general education classroom

Continuum of Services We are not a total incusion school! We are not a total pull out/resource model school! There is no “one size fits all”! Schools must make available a range of placement options – the continuum of services We know that one of the performance goals/outcomes which schools and the BIE must report on is “increase the % of time students with disabilities receive instruction in the general education setting with appropriate supports and accommodations”

Continuum of Services example General education with consultation General education with consultation and accommodations General education with direct special education support in the classroom General education with direct special education support outside of the classroom Special classes Special schools Home instruction Instruction in hospitals and institutions

LRE Decision-Making Document current level of performance Determine annual goals Determine if and how the goals can be addressed in the general education classroom - if not, where and how? Determine needed accommodations & modifications and personnel supports

Collaboration is Key! Special education, general education and administration – ALL support the “access to and progress in the general education curriculum”

Foundation Knowledge of student needs, content of IEP Knowledge of curriculum Knowledge of evidence based strategies, differentiation, etc.

Co-teaching Fastest growing practice in inclusive education – also the most misunderstood!! Co-teaching occurs when general and special education teachers work collaboratively to teach students who represent a range of abilities, including students with disabilities, in the general education classroom Effective co-teachers work together as partners

BENEFITS OF CO-TEACHING For Students Instruction is more diverse Increased access to teachers Structure helps behavior More engaged in learning For Teachers Professional growth from observing/learning Easier planning Better behavior management

STYLES OF CO-TEACHING Lead and Support Model DESCRIPTION Teacher A & B: Plans instruction together Teacher A: Delivers the lesson Teacher B: Supports the instruction

STYLES OF CO-TEACHING Skills Group Model Description Teacher A & B: Divide students into instructional groups. Each teacher takes responsibility for the instruction. Rotate groups through different stations.

Styles of Co-Teaching Parallel Teaching Model Description Teacher A & B: Both teachers plan and teach the same information to two groups.

STYLES OF CO-TEACHING Alternative Teaching Model Description Teacher A: Responsible for instruction Teacher B: Responsible for teaching & reinforcing skill mastery when necessary to small groups

STYLES OF CO-TEACHING Team Teaching..... Duet Model Description Teacher A and B: Plan and deliver instruction together. May take turns with the delivery.

STYLES OF CO-TEACHING Team Teaching..... Speak, Add and Chart Model Description Teacher A – designs and delivers instruction Teacher B – adds and expands with questions, rephrasing, anecdotes; records information on charts, boards, etc.

Styles of Co-Teaching Learning Styles Model Teacher A & B: Share planning and teaching Teacher A & B: Each responsible for specific learning styles

GETTING STARTED Review the elements of collaboration Identify your areas of expertise, learning style, teaching style and what you can bring to the relationship Identify your values and beliefs on classroom management, motivating students, what is fair, assessment, grading, instruction Look at your instructional strategies Decide on the best times for meeting and planning for you Take a good look at your personality as to strengths and things someone may need to watch out

Greater access to general education curriculum Higher expectations Peer role models for academic, social & behavioral skills Increased understanding and acceptance of diversity

Success…….. 1. There is no “one size fits all” 2. Teach students learning strategies (test taking, note taking, mnemonics, sentence, paragraph and theme writing, visual imagery, etc.) 3. Develop sensible IEP goals related to :access to and progress in general education curriculum 4. Use technology – for teaching, progress monitoring, communicating 5. Support student and staff in expanded use of technology

Success, continued 6. Be a consultant and support to general educators: Help general educators plan and deliver variety in teaching presentations (peer grouping, use of learning devices, use of learning routines) use of learning centers, clinics, task and hint cards, etc. BECOME KNOWLEDGEBLE ABOUT DIFFERENTIATION – THIS IS WHAT YOU CAN BRING TO THE TABLE Help with challenging behaviors Support assistants/paraprofessionals in their roles & responsibilities Share and explain IEP at beginning of year & on-going

Top Ten Issues and possible solutions for Co-Teaching 1. Find time to plan 2. Designate space 3. Assign grades together – avoid grade trauma, plan this out! 4. Communicate with parents and students 5. Manage the classroom together

Top Ten Issues and possible solutions for Co-Teaching 6. Seek professional development 7. Identify and limit the number of students 8. Manage the schedule 9. Evaluate often & celebrate success 10. Identify and address conflict

Closing Thoughts Diversity is the norm We must expand our roles We must expand our knowledge of curriculum and curriculum planning We must become masters at differentiation

General educators are more receptive to change when they have background knowledge and a change to participate in the decisions rather than being given a special education mandate to follow. Steele, N., Bell, D., & George, N. (2005, April). Risky business: The art and science of true collaboration.

Special educators have developed a tendency to “own” students on individualized education plans, which decreases the “voice” and participation of classroom teachers in collaborative problem solving. Steele, N., Bell, D., & George, N. (2005, April). Risky business: The art and science of true collaboration.

General Education involvement is critical “A regular education teacher of the child, as a member of the IEP team, shall…. Participate in the development of the IEP of the child, including the determination of appropriate positive behavioral interventions and supports, and other strategies,, and the determination of supplementary aids and services, program modifications, and support for school personnel…” IDEA, Public Law

Everyone wins when there is: Shared responsibility for educating all students Shared understanding and use of common assessment data Shared ownership for programming and interventions Common understandings

Let’s Talk Thoughts, ideas Questions Resources Other