1. Inclusive Practices- Making it Work!
Inclusive Practices- Making it Work!
Presented by Kathy Kilgore

2. Considerations
This webinar is being recorded and will be available for viewing at
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Otherwise, you can download after the webinar at under Inclusive Practices-Webinars

3. Roll Call
At this time, EVERYONE please use your chat pod and type your first and last name as well as your district/LEA that you are representing

4. People First Language
“People First Language puts the person before the disability and describes what a person has, not who a person is.”
Simply put, People First Language puts the person before the disability AND describes what a person has, not who a person is.
For too long, the use of old labels and identifiers have perpetuated negative stereotypes…..which is the greatest obstacle facing individuals with disabilities!
Using PFL is not about being “politically correct”.
But about choosing words and identifiers that respect the individual !
In fact, the movement was started by individuals who said “We are not our disabilities”
Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from

5. Series of 6 Webinars Overview of Inclusive Practices
Co-teaching Support Model
Consultant Support Model
Paraeducator Support Model
Scheduling for Inclusive Practice
Logistical Issues
Grading
IEPs
Planning

6. Definition of Inclusive Practices
“Inclusive Practices are academic and behavioral supports and strategies provided to students with disabilities in general education settings.”

7. IDEA
Access to general curriculum
LRE

8. 2010 LA Data
61.1% SWD included in general education for more than 80% of their day
13.9% SWD in special education settings for more than 60% of their day
30.3% SWD graduated with a high school diploma
35.4% SWD proficient on LEAP in ELA
37% SWD proficient on LEAP in Math

9. THE 3 As
ACCESS
ACCOMMODATIONS
ACCOUNTABILITY

10. Research Increased academic and behavior gains
Improved performance on standardized tests
Mastery of IEP goals
Improved class work
Improved report card grades
Increased on-task behavior
Better motivation to learn

11. Research
Inclusive practices more effective when combined with broader educational reform and restructuring.
Inclusive practices more effective in schools where general education teachers are routinely implementing differentiated instructional strategies.

12. Goal of Inclusive Practices
Improve outcomes for students with disabilities through implementation of appropriate academic and behavioral supports.

13. Philosophy of ‘Inclusion’
Shifting paradigms…
Not focusing on the labels of students
Special education teachers identifying themselves as teachers of all students
General education teachers identifying themselves as teachers of all students
SWD identified as students with IEPs

14. IDEA Supports ‘inclusion’ as one option
SWD must be involved in and progress in the general curriculum
IEP teams must consider general education first
General education teachers must be involved in IEP development
Provision of supplementary aids and services

15. IDEA…. A continuum of settings must be available
IEP teams make final decision
May the goals/objectives and support services outlined on IEP be implemented only in a special education class or may they be implemented in a general education class?

16. “Inclusion”….what is it?
A philosophy, a foundation
A process
Shared decision team-making

17. “Inclusion”….what it isn’t?
Sacrificing needs of general education students
Dumping SWD in general education settings
Watering down the curriculum

18. When implemented appropriately and responsibly, ‘inclusion’ will meet the needs of all students.

19. Teacher Benefits
Being able to share responsibility for improved student outcomes with other teachers
Teachers have more time for explicit teaching and creative lesson plan design and delivery
More opportunities for professional growth

20. Student Benefits Placement in LRE Exposed to higher expectations
Increased opportunities for positive social interactions

21. Collaborative Support Models for Inclusive Practices
Co-teaching Support Model Consultant Support Model Paraeducator Support Model

22. Co-teaching Support Model
As defined by Friend and Cook (2010)…
Co-teaching is a service delivery option for providing special education or related services to students with disabilities or other special needs students while they remain in their general education classes.
Two or more professionals jointly deliver meaningful instruction to a diverse, blended group of students in a single physical space.

23. Co-taught classrooms….
SpEd teacher partners with GenEd teacher
Shared responsibility for instruction
Jointly planned lessons and lesson delivery styles
Use of a combination of 6 co-teaching approaches
Shared responsibility for assessments
Shared responsibility for parent communication

24. Consultant Support Model
SpEd teacher provides guidance to GenEd teacher
Adapts lessons
Identifies accommodations and strategies
Modifies materials
Provides alternative assessments
Designs behavior management systems

25. Paraeducator Support Model
Supports SWD in general education settings
Works under direction of GenEd teacher and guidance of SpEd teacher
Supervises activities introduced by GenEd teacher
Helps implement accommodations
Helps implement behavior intervention plans
Helps collect instructional or behavioral data

26. Para Supports, cont’d….. Primary focus is on SpEd students
May provide some support to GenEd students
Primary beneficiary of services and staff paid for with IDEA funds must be SWD
Incidental benefits for other students

27. Collaborative Support Models
Co-teaching Support Model
Consultant Support Model
Paraeducator Support Model
All are effective
Research emphasizes co-teaching

28. 3 Phases
Planning
Implementation
Results

29. Phase 1: PLANNING Occurs at several levels
Essential to effective inclusive practices
All staff involved and sharing responsibilities
On-going communication

30. School Site Leadership
Strong administrative support is critical
Site leaders are pivotal
Truly believe “all students can learn”
Actions speak louder than words
“Walk the walk, talk the talk”
Inspire and empower teachers to achieve great things for students
Be creative…“think outside the box”

31. Phase 3: IMPLEMENTATION
Inclusive Practices Leadership Team
Staff awareness and willingness
School resources and supports
On-going support to staff
Parents
Monitoring system
Secure copy of LA’s Co-teaching Resource Guide

32. Action Planning Long range goal(s) Short range objectives
Specific activities
Responsible parties
Leadership team function
Obstacles and challenges
Solutions to obstacles and challenges

33. Louisiana Validated Practices Checklists
8 themes
Foundations of Inclusive Practices
Diversity
Collaboration
Instructional Practices
Behavior Supports
Professional Development
Administrative Responsibilities

34. Implementation Matrix
Identify major components
E.g., Organizational Structure, Collaborative Support Models, Co-teaching Approaches, Professional Development, and Collaboration
Identify maximum level of implementation , satisfactory or emerging level of implementation and unsatisfactory level of implementation

35. Component: Collaborative Support Models
Maximum Level of Implementation
Emerging/Satisfactory Level of Implementation
Unsatisfactory Level of Implementation
All 3 Collaborative Support Models are utilized throughout the curriculum in a variety of classes based on student support needs.
The Consultant and Paraeducator Support Models are used throughout the curriculum and the Co-teaching model is used sometimes.
None of the Collaborative Support Models are used or only the Consultant Support Model.

36. Implementation Matrix
Allows districts and schools to determine their current level of implementation using a scale based on Maximum, Satisfactory or Unsatisfactory levels of implementation
Allows districts and schools to assess how well they are implementing inclusive practices

37. Phase 3: RESULTS
The quality of implementation of inclusive practices determines the outcomes that will be evidenced.

38. Outcome Data Student achievement data Report card grades LEAP scores
High school diploma rates
Attendance data
Behavior data
LRE data

39. Outcome Data Attitudinal data Teacher/faculty paradigm shifts
Professional growth of staff

40. Challenges “one-size fits all” approach
Appropriate and responsible implementation of Inclusive Practices results in improved outcomes for all students.
Challenges “one-size fits all” approach

41. “Achieving real and lasting change requires that everyone in schools stops, thinks, and works together to make the kinds of changes that need to occur.” National Institute on Urban School Improvement

42.
The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A 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.

43. Additional Webinars in this Series
November 10:00 am: Co-Teaching Model
December 10:00 am: Consultancy Model
January 10:00 am: Para-educator Model
February 10:00 am: Scheduling
April 10:00 am: Logistics

44. Questions?
Please use your chat pod if you have questions related to this presentation (if time permits, we will answer them, if not please questions to contacts below)
After this webinar, you may any content-related questions to Kathy Kilgore
You may any grant-related questions to Melanie Lemoine

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