Inclusive Education as a DIS in EGUSD

What does IDEA say about Inclusion? It doesn’t. "to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and that special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily."

A Little History Began in 1991 as an extension of the LC model for Students w/Severe Handicaps Included students who were severely involved 1999 IE support 77 students with 3.5 teachers 2015 approx. 500 students with 25 FTE Grew over 20% per year until 2010 Dramatic increase in ASD changed focus

Inclusive Education Definition in EGUSD A student with a moderate/severe disability The primary placement is in general education The student requires the supports and services to access the curriculum and general education environment. Disability does not equal service.

Students Accessing IE services Approximately 500 students for % ASD 9% ID 6%OHI 5%OI 3%ED 4%Other Growth bubble is in secondary

IE Service Delivery in EGUSD Elementary 15 to 1 caseloads  Case-manage students at 1-3 sites Secondary Collaboration model  Site case-manages  Assist sites in providing services to IE and RSP students with para support

Role of the IE teacher Case Management in Elementary Provide consultation to the General Education teacher based on student’s specific assessed need Training to the para-educator(s) Assist with generalization of skills into the general education environment Design strategies and interventions to access the general education environment.

Role of the Paraeducator An extension of the credentialed staff, they do not take the place of a teacher or a service (ie; General Ed teacher, L/C, LSH, OT, etc) Assist in implementing strategies/collect data under the direction of credentialed staff Work with individual students or small groups under the direction of credentialed staff Assist with mobility and self-care

Role of the DIS provider Provide service to students based on assessed needs, paras do not take the credentialed teachers place Monitor student progress on goals/objectives Collaborate with General Education and Inclusion Teachers on progress, make recommendations on generalization within the general education setting

Student Independence Our #1 focus is to assist students to be as independent as possible Interventions which teach students strategies should be emphasized not prompting students though tasks Think about your child in different settings of their day at school…… How can Independence be accomplished  In the classroom basic routines academic tasks transitions  In the cafeteria  On the playground  Assemblies, fieldtrips, other school activities

Strategies for Independence Coping strategies 5 point scale Social Stories Academics Independent Work Systems Graphic organizers Organization Morning/Afternoon checklists and visual schedules Color Coded binders w/to do and finished compartments

Fading to Support Independence Fading is a systematic reduction of a support Fading should target areas of independence and strength Support may be intermittent, it’s not all or nothing Support may fluctuate based on need