Resources to Support Inclusive Practices in the Classroom Kala Burrell-Craft kalab@lsu.edu www.laspdg.org

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Objectives Participants will review: People First Language Co-teaching, models, and how to use paraprofessionals The role of the facilitator/instructional coach Inclusive practices tool Feedback using the Inclusive practices tool

People First Language “People First Language puts the person before the disability and describes what a person has, not who a person is.” Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf

Defining Co-Teaching Co-teaching occurs when two or more professionals jointly deliver substantive instruction to a diverse, or blended, group of students in a single physical space (Cook and Friend, 1995).

Co-Teaching Models

Friend & Cook Interactions Manual, 2007

Paraprofessionals in the Inclusion classroom The Role of the ParaPro Supporting students with disabilities in general education settings Working under direction of general education teacher and guidance of special education teacher Functioning as extension of classroom teacher Facilitating instructional program delivery Providing ‘incidental’ benefits to students without disabilities Role determined by support needs of students

Categories of Support…Parapros General School/Classroom Supports Considered ‘environmental’ supports Not directly related to instruction Supplemental to basic instructional program Frees teacher to engage in more explicit teaching Examples: assisting students with hygiene, escorting students, providing meal assistance, dispensing medication/non-complex health procedures, maintaining classroom setting, checking folders/backpacks, copying/clerical work, doing bus/cafeteria duty Direct Instructional Supports Directly related to the instructional program Affects what and how students learn Delivered under direction of classroom teacher Extension of what the teacher is doing Examples: adapting materials/activities, tutoring, coaching (behavior), implementing BIPs, taking notes for students, assisting with Assistive Technology, collecting data, grading papers, facilitating lessons

What are Instructional Rounds & Peer to peer observations A process adapted from the medical rounds model that doctors use in hospitals. Instructional Rounds help educators look closely at what is happening in classrooms in a systematic, purposeful and focused way.  Rounds must provide evidence that is observational and non-judgmental.  Must include component and/or time for reflecting and debriefing

Remember: Only comment on what you see. Remember feedback needs to be observable and non-judgmental. Also include any suggestions. Keep your feedback brief and your suggestions practical and relevant to what was observed. Always offer the opportunity to follow-up.

Kala Burrell-Craft kalab@lsu.edu www.laspdg.org Kala Burrell-Craft kalab@lsu.edu The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.