Inclusive Practices: Are they working in secondary schools? Sandra Guilbeau, M. Ed. Inclusion Mathematics ELA (8.5) Scotlandville Magnet High School EBR Parish

What is Inclusion ? Inclusion Presence in a group The addition of somebody or something to, or the presence of somebody or something in a group or mixture Teaching challenged children in regular classes Education the practice of educating students with special needs in regular classes for all or nearly all of the day instead of in special education classes Encarta

What is Inclusion? – in reality Goal Integration – making complete, renewing, wholeness Develop complete classroom with teachers and student who represent diversity – community Include those who have been left “outside” “Integration begins only when each child belongs.” (Cohen)

Does every child belong in total inclusion?

LRE vs. Inclusion Least Restrictive Environment (LRE) Firmly rooted in the Individuals with Disabilities Act Inclusion is not specifically stated in federal law. Madeline Will, Assistance Secretary for the U.S. Department of Education advanced the idea of the “Regular Education Initiative.” Education Students with Learning Problems – A Shared Responsibility, 1986.

Will wrote: “ The belief has emerged over the past two decades that regular education has little responsibility and expertise to help children with learning problems, particularly those children who can qualify for a special program. In fact, as more children have been served through these special programs, regular education has had fewer and fewer incentives to do so. Therefore, it is not surprising that regular education has not learned how to serve these children in the way that special programs have. Nor has regular education learned the teaching techniques, curricula strategies and other competencies that special programs have developed and used successfully over the years. The challenge is to take what we have learned from the special programs and begin to transfer this knowledge to the regular education classroom. This challenge is not only to transfer knowledge, it is also to form a partnership between regular education and the special programs and the blending of the intrinsic strengths of both systems.

Will continued Algebra I – prompting technique This challenge comes at an opportune time. We see today a new confidence on the part of many regular and special program educators that children with learning problems can be effectively served in the regular education classroom. In addition, there is increasing evidence that it is better academically, socially, and psychologically to educate mildly handicapped children with non-handicapped children, preferably within the regular education classroom.” Education Students with Learning Problems – A Shared Responsibility, 1986. Algebra I – prompting technique

Regular vs. Special Full inclusion or not? Dr. Lou Brown, a pioneer of inclusion education has rejected the all or nothing. He argues that the goal of inclusion is to create belonging and participation in the class where the student would be if there were no disability. Use other ways and places to deliver some parts of education as appropriate.

Brown wrote: “It is our position that it is unacceptable for students with severe disabilities to spend either 0% or 100% of their time in regular education classrooms, although the latter is the better alternative to the former. . . The preference is that students with severe disabilities be based in the regular education classrooms in which they would be based if they were not disabled, and that individually meaningful amounts of time be spent elsewhere should be arranged as needed.” How Much Time Should Students with Severe Disabilities Spend in Regular Education Classrooms and Elsewhere

Experiences Alvin – ED, ID Josh – OHI, LD Mike – Speech Jaimie – ADHD, LD Audrey – ID, OHI

Barriers to Successful Inclusion High school feeder schools small districts vs. large districts Pull out and testing Failures and repeats The Process forms are cumbersome specific techniques are not addressed discussion does not start with regular education setting

Barriers to Successful Inclusion Personnel Bullying – teachers, administrators, staff Apathy Lack of skills Resistance by both regular and special educators (Introduction)

Osenda Sadler, II

Classroom Approaches Station Teaching Parallel Teaching Alternative Teaching Team Teaching One teach; One Assist The five approaches outlined in the guide are; (read list). One approach may better facilitate a lesson than another. That will depend upon the task demands of the lesson and the expertise each co-teachers brings to the lesson. The benefits and cautions of each approach will be discussed. References to “Power of 2” and other websites contain more information and videos to enhance understanding of how each approach is executed. These may be used in redeliver/discussion of co-teaching as local decisions about implementation are made. FYI: These approaches are covered in detail on PAGES 177-186 of Dr. Friend’s book, INTERACTIONS . A sixth approach, One Teach, One Observed is used for data collection on a specific childe (i.e., off task behavior), or a teaching aspect (i.e., number of positive reinforcements),

Station Teaching Teachers divide the responsibility of planning and instruction. Students rotate on a predetermined schedule through stations. Teachers repeat instruction to each group that comes through; delivery may vary according to student needs. Approach can be used even if teachers have very different pedagogical approaches. Each teacher instructs every student. Website: http://www.powerof2.org Make the following points about this slide: Depending on the activity, a third station can be established utilizing computers or a project based activity. This approach requires routines for transitioning to be in place and efficient. Since each teacher has separate responsibilities for instruction, this approach can be used if the teachers have differing pedagogical approaches. Drawbacks to this approach can be the amount of movement and noise generated; it can be distracting. However, many classrooms make use of stations, or centers, frequently, so this can usually be integrated fairly seamlessly. Some noise may be minimized by using headphones or study carrels or by having the teachers move rather than the students. The website for Power of 2 has online learning modules and professional development materials including DVDs demonstrating each co-teaching approach discussed today.

Station Teaching Benefits Cautions Guiding Concepts Grouping for specific student needs Groups need to be flexible requiring independent working skills for 3rd group Will student learning be facilitated by smaller, more intense instruction? Are class procedures for transitioning in place/practiced? Allows lesson to be “chunked” Pacing for groups need to be commensurate Concepts with hierarchies are not a good fit. Does concepts/lesson lend to chunking? Allows differentiation and UDL to match learning style, re-teach, accelerate or accommodate depths of learning Avoid “fluff” at stations. Noise level may be an issue Can students needs/styles of learning be met? Are IEP accommodations being provided? The benefits and Cautions of the Station Teaching Approach are listed in the charts on this and the next slide. These two slides are similar to the handout attached to the original Part 2 Co-Teaching webinar invitation. Co-teachers should use the guiding concepts on the right hand column to determine if this co-teaching approach facilitates students’ success with the academic and skill demands of a particular lesson.

Station Teaching Benefits Cautions Guiding Concepts Lower student-teacher ratio; Increased instruction and attention Group carefully so that those with attention issues are distributed evenly to allow maximum instructional intensity Which students need extra attention? Can accentuate a particular teacher’s style Can stifle teacher growth is same skills used. What are the teachers’ talents that will enhance instruction? Responsibility/ workload shared but separate Ensure equal work load When station teaching operates at the highest efficacy, the benefits listed above maximize INTENSITY and DIFFERENTIATION of instruction.

Parallel Teaching Teachers share responsibility for planning and instruction. Class is split into heterogeneous groups, and each teacher instructs half on the same material. Content covered is the same, but methods of delivery may differ. Both teachers need to be proficient in the content being taught. http://education.byu.edu/cpse/co_teaching/videos/Sequence3.MPG Make the following points about this slide: Because both teachers need to be proficient in the content area, it is difficult to use this approach initially. The primary goal here is to limit the student–teacher ratio. This approach requires significant coordination between the teachers so that all students receive essentially the same instruction. Grouping decisions are based on maintaining diversity. Noise and movement levels should be monitored, and teachers will need to pace their instruction similarly. The video noted on this slide is from Brigham Young University and demonstrates Parallel teaching in a Middle School Science class.

Parallel Teaching Benefits Cautions Guiding Concepts Intensive instruction Mastery of content required by both teachers Would complexity be lessened in smaller groups? Lower student-teacher ratio; Pre-planning required to have equitable instruction Would students benefit from increased interaction and feedback? Would students’ participation increase? Likelihood of participation Monitor group work; prepare for early finishers Would students benefit from closer monitoring and supervision? Allows different teaching styles Could students’ needs be better met by matching learning styles to teaching styles? Parallel Teaching will afford more intensive instruction by lowering student-teacher ratio. Increased student engagement and closer teacher monitoring is also possible The teachers must commit to cover the same content although individual teacher strengths and styles may different. Timing is critical so that both groups end simultaneously.

Alternative Teaching Teachers divide responsibilities for planning and instruction. The majority of students remain in a large group setting, but some students work in a small group for pre-teaching, enrichment, re-teaching, or other individualized instruction. Approach allows for highly individualized instruction to be offered. Teachers should be careful that the same students are not always pulled aside. Website: http://www.powerof2.org Make the following points about this slide: One consideration here is that teachers should be mindful of the groupings. Groups should vary so that one particular group of students is not always pulled aside. (ie. Avoid segregating students with disabilities or behavior problems repeatedly into the smaller group) A benefit of this approach is that it acknowledges the fact that there are times when small groups of students need instruction that is different from instruction in which the larger group is participating . Alternative teaching groups vary in size and purpose. Some students may need re-teaching or enrichment or extended support. The time of the alternative group may be for a short amount of time where students return to whole group or for the entire period.

Alternative Teaching Benefits Cautions Guiding Concepts Flexible groups to re-teach, extend lesson Avoid static grouping Does data indicate need to group for pre/re-teaching or extending the lesson/concept? Multiple means of delivery At some point is additional direct instruction needed for a short period of time while the larger group continues? What will be the re-entry point? Data such as progress monitoring, formative assessments, informal teacher checks for understanding, as well as quizzes may identify a need for re-teaching and/or clarification. Additionally, when several students miss instruction or class periods, they can form a small group. The Alternative co-teaching approach can be a solution to these identified needs.

Team Teaching Teachers share responsibilities for planning and instruction. Teachers work as a team to introduce new content, work on developing skills, clarify information, and facilitate learning and classroom management. This requires the most mutual trust and respect between teachers and requires that they be able to mesh their teaching styles. Great Science Example: http://www.teachertube.com/viewVideo.php?title=Michelle_Seigler___Rockets_and_Co_Teaching&video_id=240066 Make the following points for this slide: While one teacher explains or speaks, the other can demonstrate a concept or strategy, such as note-taking or summarizing. Other times, teachers can redeliver a concept using two different strategies as seen in the Power of 2 DVD of a middle school team taught Algebra class. It is possible for one of the teachers to act as “devil’s advocate, posing questions that often students wonder about, but never ask When this approach is used, co-teachers should engage in frequent checks for level of comfort and satisfaction because the approach can be intensive.

Team Teaching Benefits Cautions Guiding Concepts Varied presentation styles Knowledge of roles and responsibilities must be clear Would content delivery be best through dialogue, role-play, demonstration, debate, step-by-step? Highest degree of professional collaboration; Requires co-teachers to know each other well and be in sync to achieve desired outcomes Will all students benefit from this approach? Skilled determination of student’s need for support Must be very observant to students’ functioning; Does data identify weak students? Are IEP accommodations provided? Regulation occurs in real time Reinforcement/adjustment to delivery must be seamless What are expected observable behaviors that tell students are on track? Students self assess and ask for help Must be modeled for students to know when assistance is needed. Have students learned how to identify and advocate for assistance? Team teaching represents the co-teaching approach requiring the highest degree of co-teaching skills. When the two professional know their content well, know each other well, and have planned well, the instruction is of high quality with high percentage of student engagement. Without these components, delivery of instruction resembles a conversation between two adults. All of the guiding questions must be taken into consideration when implementing this model

One Teach, One Assist One teacher plans and instructs, and one teacher provides adaptations and other support as needed Requires very little joint planning Should be used sparingly Can result in one teacher, most often the general educator, taking the lead role the majority of the time Can also be distracting to students, especially those who may become dependent on the drifting teacher Website: www.powerof2.org This approach is often called the “GLORIFIED AIDE” approach : one where one of the teachers roams the room assisting with on task behavior or accommodations for the same specific students. This approach can be so much more when individual needs are identified and access to the curriculum is enhanced through cueing, scaffolding support, providing accommodations, or using technology . This approach should be used sparingly. Also , when one teacher just “shows up” with little or no planning, the principle teacher can become resentful. Co-teachers who demonstrate professionalism will avoid this scenario.

One Teach, One Assist Benefits Cautions Guiding Concepts Opportunity to collect behavioral or academic data Both teachers may not be seen as equally active/empowered What student specific information needs to be collected? Assist targeted students during and after whole class presentation One teacher may be a “glorified aide”; loss of power of 2 teachers How can strengths of each teacher be maximized? Are teachers clear about expectation of each other? Students receiving help may become static. (ie.,“ ‘Sped’ students come to Ms. Jones”) This approach can be effective when student needs are identified and matched with each teacher’s strengths. Avoid pairing the same teacher with the same group of students. Avoid pointing out SpEd students, ESE students, Ms. Jones’ students—they are ALL OUR students. Use “People First Language” (found in part 1 of the guide)

Demystifying Secondary Inclusion, Dieker, 2006 Inclusion a Revisit Inclusion is not something you do but rather something you believe. Philosophy that: Drives resources Drives professional development Drives schedules Inclusion is a service delivery “option” Attend IEP meetings and voice opinion – you are a professional School needs to encourage an inclusive philosophy Demystifying Secondary Inclusion, Dieker, 2006

Inclusive Practices: Are they working in secondary schools? At times!!

Conclusion “Today, education is perhaps the most important function state and local governments. Compulsory school attendance laws and the great expenditures for education both demonstrate our recognition of the importance of education to our democratic society. It is required in the performance of our most basic public responsibilities, even service in the armed forces. It is the very foundation of good citizenship. Today it is the principal instrument in awakening the child to cultural values, in preparing him for later professional training, and in helping him to adjust normally to his environment. In these days, it is doubtful that any child may reasonably expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to all on equal terms.” Brown v. Board of Education

Questions? Collaboration group