1. Northeast Regional Education Cooperative Lisa Burciaga Segura Ph.: 454-1472/FAX: 454-1473 www.rec4.com www.lisabsegura@hotmail.com

2. Least Restrictive Environment Federal Register/Vol. 64, No. 48/Friday, March 12, 1999/Rules and Regulations www.ed.gov/offices/OSERS/IDEA/regs.html

3. General LRE Requirements §300.550 – §300.556 General LRE Requirements §300.550 – §300.556

4. 1. That 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 non- disabled; and Each Public Agency Shall Ensure:

5. 2. That special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in classes with the use of supplementary aids and services cannot be achieved satisfactorily.

6. * A child with a disability must not be removed from education in age- appropriate regular classroom solely because of needed modifications in the general classroom.

7. New Mexico…DEAD LAST!! How Is New Mexico Doing With LRE? NM actually ranks 2 nd to last, next to our nations capitol, Washington, D.C.

8. OUR PROBLEM New Mexico educates more students with disabilities in segregated settings 60% or more of the day than any other state or territory. Data: U.S. Dept. of Ed., OSEP, August 30, 2001 “We’ve got to bring this bar DOWN”

9. Insert data slides for particular school district

10. How Will Professional Roles Change?? 1. They must first evolve to meet the requirements of the law (IDEA).

11. Good Teaching! 2.The traditional ways of educating students must evolve to meet the needs of students in schools today… It’s really all about:

12. “Our task is to provide an education for the kinds of kids we have, not the kinds of kids we used to have, want to have, or the kids that exist in our dreams.” K.P. Gerlach

13. LRE Role Redefinition The Special Educator Traditional Provides instruction to students eligible for services in resource rooms, special classes, and special schools. Redefined Collaborates with general educators and other support personnel to meet the needs of ALL learners. Team teaches with regular educators in general education classes. Recruits and trains students to be tutors and social supports for one another.

14. The General Educator Traditional Refers students who do not “fit” into the traditional program for diagnosis, remediation, and possible removal. Teaches children who “fit” within the standard curriculum. Redefined Shares responsibility with special educators and other support personnel for teaching ALL children in the classroom. Seeks support of special educators and other support personnel for students experiencing difficulty in learning. Collaboratively plans and reaches with other members of the staff and community to meet the needs of all learners. Recruits and trains students to be tutors and supports for one another.

15. The Educational Assistant Traditional Works in segregated programs. If working in general education classrooms, stays in close proximity to and works only with student(s) eligible for special services Redefined Provides services to a variety of students in general education settings. Facilitates natural peer supports within the general education settings.

16. The Student Traditional Primarily works and competes with other students for “best” performance. Acts as a passive recipient of learning. Redefined Often works with other students in cooperative learning arrangements. Actively involved in instruction, advocacy, and decision-making for self and others.

17. The Administrator Traditional Manages the general education program. Gives responsibility for special programs to special education administrators, even though special programs are “housed” within the general education facilities Redefined Manages educational programs for ALL students. Articulates the vision and provides emotional support to staff as they experience the “change” process. Participates as a member of collaborative problem-solving teams that invent solutions to barriers inhibiting the successful inclusion and education of any child. Secures resources to enable staff to meet the needs of all children.

18. How Can This Be Done?? With “Highly Qualified” Teachers (NCLB) By end of 2005-2006, all teachers must meet the legal definition of “highly qualified”. By Staff Working/Planning Collaboratively Both general and special education staff are responsible for implementing IEP goals. Be guided by the IEP! Know Your Students’ Learning Styles and Your Teaching Style! By Teachers Knowing How to Accommodate and Modify the Curriculum to Enable ALL Students to Succeed Within It! By re-examining the traditional roles of educators, administrators, support staff, paraprofessionals, and students. Utilize Your REC! KEEP YOUR EYE ON THE BALL!

19. To Create Genuinely Challenging and Engaging Learning For ALL Students? The Differentiation of Instruction! The Logical Solution?

20. What Is Differentiated Instruction? Essentially, the aim of differentiating instruction is: to maximize each student's growth by meeting each student where he or she is and helping the student to progress. In practice, it involves: offering several different learning experiences in response to students' varied needs.

21. To educate children with disabilities in an environment that is as close as possible to that in which they would be educated if they were not disabled. (unless the IEP requires another arrangement) The Main Idea/Goal:

22. Q & A

23. Northeast Regional Education Cooperative Lisa Burciaga Segura Ph.: 454-1472/FAX: 454-1473 www.rec4.com www.lisabsegura@hotmail.com