1. Inclusion “Children that learn together, learn to live together” Elementary Campus Coordinators Laredo I.S.D. Division of Special Education Services

2. What is Inclusion? Inclusion is the special education teacher and regular education teacher working together as partners to instruct all students in a shared classroom.Inclusion is the special education teacher and regular education teacher working together as partners to instruct all students in a shared classroom. High expectations need to be developed for all students and proper supports need to be put in place.High expectations need to be developed for all students and proper supports need to be put in place. Inclusion is a great idea if it is properly implemented, but it should not be the only option. The child’s academic and social needs must be met in ANY setting. Inclusion is a great idea if it is properly implemented, but it should not be the only option. The child’s academic and social needs must be met in ANY setting.

3. Inclusion is….. Regular classroom with moderate support strategies or consultation periods of in-class support by a special education teacher or other trained personnel.Regular classroom with moderate support strategies or consultation periods of in-class support by a special education teacher or other trained personnel. Ultimately general education and special education co-teaching and co-planning to enhance learning for ALL children in the classroom.Ultimately general education and special education co-teaching and co-planning to enhance learning for ALL children in the classroom.

4. Working Together Both teachers are in the classroom, with one teaching and the other one assisting be verbally or physically supporting instruction.Both teachers are in the classroom, with one teaching and the other one assisting be verbally or physically supporting instruction. Teachers can be teaching separate groups within the classroom, or rotating to provide support and clarification.Teachers can be teaching separate groups within the classroom, or rotating to provide support and clarification. Students work independently and cooperatively under teachers support and modeling.Students work independently and cooperatively under teachers support and modeling. Centers with ongoing projects are availableCenters with ongoing projects are available Teachers keep anecdotal records and document modifications and accommodations.Teachers keep anecdotal records and document modifications and accommodations.

5. Models of Support Special Ed. & Related Services Provided Embedded Support *Prior Instruction *Modified Material *Accommodations In-Class Support External Support *Specialized Personnel *Different Setting From: Peers, Para-Professionals, Therapists, Special Ed Teachers, Administrators, Counselors, Social Workers, Behavior Specialists, Campus Coordinators, Other Professional Specialists

6. Eighteen Inclusive Principles 1. Ask for help1. Ask for help 2. Differentiate content and process.2. Differentiate content and process. 3. Work with the special ed. teachers as a team to modify and adapt the curriculum.3. Work with the special ed. teachers as a team to modify and adapt the curriculum. 4. Teach students how to learn.4. Teach students how to learn. 5. Get the whole class involved so that everyone is working together.5. Get the whole class involved so that everyone is working together.

7. Principles 6. Use cooperative learning to develop friendships.6. Use cooperative learning to develop friendships. 7. Know when to change course.7. Know when to change course. 8. Increase your disability awareness.8. Increase your disability awareness. 9. Be aware of the physical classroom setting.9. Be aware of the physical classroom setting. 10. Provide directions in written form and verbal form to accommodate all types of learners.10. Provide directions in written form and verbal form to accommodate all types of learners.

8. Principles 11. Teach to the strengths while avoiding weaknesses to minimize frustration.11. Teach to the strengths while avoiding weaknesses to minimize frustration. 12. Help students with methods to organize their written work.12. Help students with methods to organize their written work. 13. Collect files containing additional higher level materials to challenge students accordingly.13. Collect files containing additional higher level materials to challenge students accordingly. 14. Allow students to work on varied assignments14. Allow students to work on varied assignments

9. Principles 15. Be aware of multiple intelligences.15. Be aware of multiple intelligences. 16. Value opinions of parents and other professionals.16. Value opinions of parents and other professionals. 17. Model appropriate behavior.17. Model appropriate behavior. 18. Believe in yourself and your students.18. Believe in yourself and your students.

10. Types of Accommodations Types of Accommodations SizeSize TimeTime InputInput ParticipationParticipation DifficultyDifficulty OutputOutput Level of SupportLevel of Support

11. Size Adapt the number of items that learner is expected to learn or completeAdapt the number of items that learner is expected to learn or complete Provide assignments in large printProvide assignments in large print Reduce number of items per page or lineReduce number of items per page or line For Example:For Example: Reduce the number of science terms a learner must learn at any one time. Reduce the number of science terms a learner must learn at any one time.

12. Time Adapt the time allotted and allowed for learning, task completion, or testing.Adapt the time allotted and allowed for learning, task completion, or testing. Extend allotted time for a testExtend allotted time for a test For example:For example: Individualized a timeline for completing a task: pace learning differently (increase or decrease) for some learners. Individualized a timeline for completing a task: pace learning differently (increase or decrease) for some learners.

13. Setting Provide preferential seatingProvide preferential seating Provide special lighting or acousticsProvide special lighting or acoustics Provide a space with minimal distractionsProvide a space with minimal distractions Administer a test in small group settingAdminister a test in small group setting Administer a test in a private room or alternative test siteAdminister a test in a private room or alternative test site For example: A student with ADHD might not be able to test under fluorescent lighting.For example: A student with ADHD might not be able to test under fluorescent lighting.

14. Input Adapt the way instruction is delivered to the learner.Adapt the way instruction is delivered to the learner. Present instructions orallyPresent instructions orally Provide on-task/focusing promptsProvide on-task/focusing prompts For example: Use different visual aids, plan more concrete examples, provide hands-on activities, place students in cooperative groupsFor example: Use different visual aids, plan more concrete examples, provide hands-on activities, place students in cooperative groups Learning styles: Incorporate sensory elementsLearning styles: Incorporate sensory elements

15. Participation Adapt the extent to which a learner isAdapt the extent to which a learner is actively involved in the task. actively involved in the task. Prior knowledge; link learning to personal experiences and students interests.Prior knowledge; link learning to personal experiences and students interests. For example: In social studies, have a student hold the globe while others point out locations.For example: In social studies, have a student hold the globe while others point out locations.

16. Difficulty Adapt the skill level, problem type, or the rules on how the learners may approach the work.Adapt the skill level, problem type, or the rules on how the learners may approach the work. For example:For example: Allow the use of calculator to figure math problem; simplify task directions; change rules to accommodate learner needs Allow the use of calculator to figure math problem; simplify task directions; change rules to accommodate learner needs

17. Output Adapt how the student can respond to instruction.Adapt how the student can respond to instruction. Allow subtests to be taken in a different orderAllow subtests to be taken in a different order Administer a test at a specific time of the day.Administer a test at a specific time of the day. For example: For example: Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow students to show knowledge with hands-on materials. Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow students to show knowledge with hands-on materials.

18. Level of Support Increase the amount of assistance with a specific learnerIncrease the amount of assistance with a specific learner For example: Assign peer buddies, teaching assistants (district tutors), or peer tutorsFor example: Assign peer buddies, teaching assistants (district tutors), or peer tutors

19. Strategic Curriculum Applications

20. Conclusion Given proper opportunities and interventions, today's students will be tomorrow’s productive members of the community and the world.

21. Resources Toby J. Karten, Inclusion Strategies That Work!. Corwin Press. A Sage Publications Co.Toby J. Karten, Inclusion Strategies That Work!. Corwin Press. A Sage Publications Co. Gartner, A., & Lipsky, D.D. Inclusion and school reform: Transferring America’s classroom.Baltimore: P.H. Brookes Publishing.Gartner, A., & Lipsky, D.D. Inclusion and school reform: Transferring America’s classroom.Baltimore: P.H. Brookes Publishing. 1999-2007 National Center for Learning Disabilities, Inc.1999-2007 National Center for Learning Disabilities, Inc. Deschenes,C.,Ebeling,D.,and Spague, J., Adapting Curriculum and Instruction in Inclusive Classrooms: A Teacher’s Desk ReferenceDeschenes,C.,Ebeling,D.,and Spague, J., Adapting Curriculum and Instruction in Inclusive Classrooms: A Teacher’s Desk Reference