1. Introduction to Inclusion January 23rd

2. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 2  Inclusion means students with disabilities  are included as valued members of the school community.  belong to the school community and are accepted by others.  participate actively in the academic and social community.  are given supports that offer them the opportunity to succeed.

3. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 3  Personal relations among professionals, students, and family members are considered important and form a central value in the way education is provided.  Professionals work to provide high quality instruction based on individual student needs.  The Response-to-Intervention Model and inclusive classrooms allow students to receive effective instructions before years of failure.

4. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 4  Separate special education services in a separate classroom is problematic because:  Students have to “wait to fail” before help can be provided.  Students did not receive enough direct instructions in separate classes or pull out programs after they had been identified.  Students who were challenged by the grade-level curriculum and needed assistance remained ineligible for special education services.

5. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 5  Mild to moderate includes students with disabilities such as:  Learning disabilities, speech or language impairments, autism, other health impairments, and intellectual disabilities.  Significant disability includes students with  multiple disabilities, deaf-blindness, autism, and intellectual disabilities.

6. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 6  Normalization  “Making available to all people patterns of life and conditions of everyday living, which are as close as possible to the regular circumstances and ways of life of society” (p. 6, cited in Biklen, 1985).  Least Restrictive Environment  “To the maximum extent appropriate, children with disabilities are educated with children who are nondisabled…” ” (PL 108-446, IDEA, 2004, Regulations Part 300, Sec. 300.114).

7. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 7  General education classes  Part-time special education classes  Full-time special education classes  Hospital, homebound, separate residential schools, and separate day schools

8. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 8  All students with disabilities are part of the academic and social community of the school.  Most students with disabilities are educated for most of the day in general education classrooms.  Student academic and social progress is monitored to ensure improved student outcomes

9. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 9  Resources are available to provide appropriate support.  Teachers have time available for collaborative planning.  Teachers are provided professional development to learn new skills needed to provide appropriate services.

10. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 10  Teachers adapt the general education curriculum to meet the needs of all students.  Teachers plan instruction so that most students needs are met as a natural part of the school day.  Teachers provide classroom supports in a manner that is natural and unobtrusive.  The rhythm of the school day for students with disabilities is similar to the rhythm of the day for all students.

11. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 11  General educators  Have knowledge of the curriculum content.  Design instruction with an expectation that all students will be successful.  Collaborate with special educators and other professionals to develop accommodations and supports for students with special needs.

12. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 12  Special educators  Provide direct support by co-teaching and collaboratively planning instructions.  Provide indirect support by observing and working as a consultant to plan instructions and related supports for students with special needs.

13. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 13  Questions teachers should ask when moving towards inclusive practices:  Am I well prepared for teaching students with disabilities?  Do I have the resources and support to ensure that the inclusive program succeeds?  Will students benefit from these programs?

14. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 14  Possess an appropriate disposition  Caring, fairness, and respect  Enthusiasm, motivation, and dedication  Teacher expectations and personal teaching efficacy

15. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 15  Use evidence-based practices  Evidence-based practices are those that are supported by scientific research and have been shown to demonstrate a high degree of success in terms of student learning outcomes.

16. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 16  Make instructions work for all students through differentiated instruction.  Differentiated Instruction is defined as “shaking up what goes on the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn” (Tomlinson, 2001, p. 1).