1. Teacher Assistant Professional Development Day Supporting Students in Inclusive Environments Melissa Lyford October 20, 2014

2. Common Board Configuration Date:10/20/2014 Bell Ringer : Circle Map-What is inclusion? Essential Question: Why is inclusive education for all students? Common Language: Inclusion, “Person First” Objective: Define Inclusion. Identify “Person First” language. Discuss responsibilities of the paraprofessional for supporting students in inclusive settings. Agenda: Gradual Release I DO Define Inclusion, introduce “person first” language and share strategies WE DO Discuss Inclusive Practices YOU DO Complete circle map, “person first” comparison chart, identify strategies to implement with SWD Summarizing Activity: Shaping Up before shipping out Next Steps: Practice using “people first” language; implement strategies learned, with students Learning Goals: To understand inclusive education and why it is important for students with disabilities.

3. Lake County Schools Vision StatementVision Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission StatementMission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

5. 21 st Century Skills Tony Wagner, The Global Achievement Gap 1. Critical Thinking and Problem Solving 2. Collaboration and Leadership 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination

6. Bell Ringer Inclusion Circle Map

7. What is Inclusion? Inclusion is the practice of educating all students together—students with and students without disabilities—regardless of their abilities or readiness. It is more than placing students with disabilities in a room with their peers without disabilities. With true inclusion, students with disabilities can access the general education curriculum, classrooms and typical school activities. Students are not segregated from their peers, rather they can receive services in the general education setting. Florida Inclusion Network

8. Inclusion is… All students learning together regardless of labels An atmosphere that promotes a sense of belonging and acceptance Collaborative, integrated services by education teams Supports and adaptations in the general education setting Highly effective, research-based instruction and assessment

9. Inclusion is NOT… Expecting all students to do the same thing, at the same time, in the same way Dumping students into general education without supports for students and teachers Educators working in isolation Students always grouped by ability Watering down curricula

10. Benefits of Inclusion Students with disabilities Improve social and communication skills Increase academic achievement Participate in more school activities Foster the development of relationships Students without disabilities Learn more from the strategies used to support students with disabilities Learn to understand, value, and advocate for people who have disabilities

11. Benefits of Inclusion Educators will… Become more skilled in teaching ALL students Learn to share responsibilities for educating ALL students

12. Rethinking Students Begin with strengths Everyone learns differently Presume competence Use age-appropriate language Person-first language

13. Rethinking Students Read the two descriptions of Shawntell Share your thoughts about the two descriptions with your table group Share with the whole group

14. “Person First” Language Say: People with disabilities Paul has a cognitive disability. Uses a wheel chair Communicates with a voice output device Beth has Autism. Gail has a learning disability. Ben receives special education services. The student who is blind. Instead of: The handicapped or disabled He’s mentally handicapped. Is confined to a wheelchair Is nonverbal Beth is autistic. Gail is learning disabled. Ben is in special education. The blind student

15. Rethinking Students Keeping in mind our discussions, write a one sentence description of a student with whom you work. Do not use the students actual name.

16. Supporting Students Socially Academically

17. Providing Supports Take two minutes and on the sticky notes provided, write down ways that you support students academically and socially. When time is up, assign one person from your group to put the sticky notes on the chart

18. Providing Social Supports Foster friendships Don’t be Velcro Hide in full view

19. Naturally Supporting Students Do not sit or place a chair meant for an adult next to a student Do not remove student Encourage peer support Encourage independence and interdependence Fade your cues Turn and Talk: What are some ways you naturally support students in their classroom?

20. Six Ways to Facilitate Relationships Highlight similarities among students Help students invite each other to socialize Provide your students responsibilities that are interactive and collaborative Help other students understand Get out of the way!

21. Providing Academic Supports The teacher develops the plan. The teacher models the instructional strategy for me. The teacher assigns me a role in instruction. I carry out my instructional role. The teacher gives me feedback. I give the teacher feedback about student performance. Cycle of support (From Doyle, M.B. [2008]. The paraprofessionals guide to the inclusive classroom: Working as a team [3 rd ed., p. 58]. Baltimore: Paul H. Brookes Publishing Co.; adapted with permission.

22. Providing Academic Supports Focus on strengths Ask the student Keep high expectations Break tasks into smaller steps Extend time on tasks Present limited amount of information on a page Offer support, do not just give it Use a soft voice

23. Providing Academic Supports Make things concrete Teach organizational skills to everyone Change the materials Use a timer Preteach Peer support Use Movement

24. Inclusion http://www.youtube.com/watch ?v=o6Alt2DssYc

25. Reflection Activity Shaping Up

26. References Causton-Theoharis, J. (2009). The paraprofessionals handbook for effective support in inclusive classrooms. Baltimore: Paul H. Brookes Publishing Co. Florida Inclusion Network: www.floridainclusionnetwork.comwww.floridainclusionnetwork.com Snow, Kathie (2001). To ensure inclusion, freedom and respect for all, it’s time to embrace people first language. Retrieved October 10, 2013 from http://www.disabilityisnatural.com/images/PDF/pfl09.pdf http://www.disabilityisnatural.com/images/PDF/pfl09.pdf

27. Course Evaluation Please complete our course evaluation. Thank you for joining us today!