9/22/2011 building inclusive user features and directions ... · building inclusive schools...
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9/22/2011
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Funded by the Florida Department of Education, Bureau of Exceptional Education and Student Services, through federal assistance under the
Individuals With Disabilities Education Act (IDEA), Part B.
Brought to you by The Florida Inclusion Network (FIN)
www.FloridaInclusionNetwork.com
Building Inclusive Schools
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―My brother was born in 1955. I was six years old
then. He was diagnosed with Down Syndrome and
the doctor told my parents…he used the word
Mongoloid...that they should put him in a state
institution 200 miles away. My parents said no!
Instead Tom grew up with us. He was never babied
and had lots of responsibilities at home. My parents
have both passed away, but today Tom lives in a nice
nursing home near me. He helps the other residents
and he can read a little. I am proud of Tom, and of
my parents who said no.‖
Tom’s sister
Building Inclusive Schools
Session One:
What is Inclusion?
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“Everything is tiled except the mattresses. It might make a good public toilet or
subway, but they call this a „cottage‟.”
Blatt & Kaplan (1966)
Christmas in Purgatory
Prevailing Attitudes of ―Ableism‖
“Society‟s pervasive negative attitude about disability.
Similar to racism and sexism, “ableism” results in attitudes that
promote discrimination and prejudice for people with disabilities.”
Tom Hehir (2005). New Directions in Special Education:
Eliminating Ableism in Policy and Practice. Cambridge, MA: Harvard Education Press.
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NCLB IDEA
Academic content and achievement standards
Annual assessment and accountability
Highly qualified teachers
Individual Educational Plan Least Restrictive Environment
Access to General Education
Participation in all state and
district assessments
Highly qualified special education teachers and
therapists
Inclusion means:
All students learning together
Regardless of labels and ability levels
With appropriate services and supports
Access to general education
Curriculum and instruction
In classrooms and other school locations
During typical school activities
Is Is not
A culture of belonging, equality, and individual worth
Collaborative, integrated services
Highly effective instruction
Appropriate supports and services provided in general education setting
Reduced expectations for learning
Homogeneous classrooms
Educators working alone
“One size fits all” instruction
Students always receiving instruction “in the back of the room”
Inclusive Education
Inclusion = Access to Learning
General education
academic classes Vocational classes Electives classes Specials (Music, Art, Drama)
Lunchroom, auditorium, media center, multi-purpose areas, hallways, etc.
Student gathering areas
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Inclusion Also Means Access to:
Clubs Field trips Job training and career activities Assemblies, pep-rallies Dances Sporting events Athletics, cheerleading Award ceremonies
Paco’s Education
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Another Look at Tom
• Tom would learn general education content, like science
facts, with the right amount of support from teachers and peers.
• People in Tom’s community and school would accept him as their equal, not as someone who was less competent.
• Tom would be in a job, doing useful work and earning a living wage.
• Tom would live in an apartment with roommates, along with a paid assistant who provided support for independent living.
How would Tom’s life be different if he had access to inclusive schools and communities?
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A New Era for Education
“Although it is true that special education has created a base of
civil rights and legal protections, children with
disabilities remain those most at risk of being left behind. The
facts create an urgency for reform that few can deny.”
President's Commission on Excellence in Special Education Report: A New Era: Revitalizing Special
Education for Children and Their Families, July 2002
Click on the ―Attachments‖ button above to download a copy of this
report. PROPERTIES
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Session
Two: Why is
Inclusion Important?
“No child is labeled in our general
education classrooms. It is never
obvious that some children in the
room have an Individual
Educational Plan.
All children are grouped and
provided with support based on
specific strengths and needs, and
the groups constantly change.”
Florida Elementary School Principal
Building Inclusive Schools
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Is… Is not…
A human right
An earned right
Inclusive Education
All Students Benefit
“With inclusion, we saw learning gains across the board…the ESE teachers bring strategies to the classroom that can help ANY student.”
Elementary School Principal
With Disabilities Without Disabilities
Improve social and communication skills
Increase academic achievement
Attain meaningful IEP goals
Participate more in school activities
Develop peer relationships
Learn from new and effective instructional strategies
Value and advocate for those who are different
Develop cooperation and teamwork skills
Cultivate leadership skills
Student Benefits
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Schoolwide Benefits
Increased student performance Enhanced culture of collaboration and teamwork Expanded professional development opportunities Improved trust and respect among staff Creative use of existing resources Greater flexibility Increased family
involvement
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Family and Community Benefits
Participate more in family and community activities
Be more successful in adult life Employment Housing Relationships Leisure and recreation
Be a better-prepared worker Contribute financially
Life-changing Outcomes
Honor roll Award programs Graduation!
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PROPERTIES
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Session Three:
Who Makes Inclusion
Work?
“Last year our school had the lowest discipline rates and the highest FCAT scores of all the middle schools in our district.
I think it‟s partly due to teachers using differentiated instructional
(DI) strategies, planning meaningful lessons together, and
holding higher expectations for all our students.”
Florida Middle School Principal
Building Inclusive Schools
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Together We’re Better!
Teamwork represents a set of values that encourage behaviors such as listening and constructively responding to points of view expressed by others, giving others the benefit of the doubt, providing support to those who need it, and recognizing the interests and achievements of others.
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Administrators Leading the Way
Establish shared vision and beliefs Engage in courageous conversations Build a culture of mutual respect and trust Align school improvement plans to inclusive
practices Set goals based on student data and needs Involve families and other stakeholders
Teachers Sharing Responsibility
“General education and special education share responsibilities for children with
disabilities. They are not separable at any level—cost, instruction or even
identification.” President’s Commission on Excellence Special Education, Executive Summary, July 1, 2002
Teachers Working Together
“In a truly inclusive classroom, the teachers operate as co-teachers
...and ALL children in the classroom benefit from having two highly qualified
teachers.”
Florida Elementary School Principal
Teachers Collaborating to…
Share decision making based on student data Plan and deliver instruction together Continually assess for student understanding Learn together “on-the-job”
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Families: Partners for Learning
Families Share information about their child Work positively with teachers and
other staff to support their child Understand their child’s right to
an inclusive education. Keep their child at the
center of all educational decisions
Believe that their voice and their child’s voice is important
Involving Families
The National Parent-Teacher Association (PTA) has
endorsed three types of parental involvement:
1. Parents as the first educators in
the home 2. Parents as partners with the
schools 3. Parents as advocates for all
children and youth in school and society
http://www.floridainclusionnetwork.com/Research_Centers/CRSRL/Florida_Inclusion_Network/Products/Family_Fact_Folios.aspx
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Session
Four:
What Makes Inclusion
Work?
“By carefully choosing teaching strategies, we are able to respond to a
variety of student learning needs and still keep expectations high.”
Florida teachers working in an inclusive
classroom
Building Inclusive Schools
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PROPERTIES
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State Requirements for Teachers
All teachers in the state of Florida must meet certain certification requirements to teach students with
disabilities in general education classrooms.
For more information regarding highly qualified teacher requirements, please contact your local school district or
visit the following Florida Department of Education websites:
http://www.fldoe.org/edcert/
http://www.fldoe.org/articulation/CCD/
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Access to Accountability Measures
Florida Comprehensive Assessment Test
(FCAT) Florida Alternate Assessment (FAA) Progress monitoring and ongoing
assessment Grading and reporting systems Grading scales (Florida Statute 1003.437)
Progress reports
R
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Access to Curriculum and Instruction
General education, subject-area content:
Next Generation Sunshine State Standards (NGSS) Course Information and Descriptions Next Generation Sunshine State Access Points
www.floridastandards.org/index.aspx
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Problem-solving/Response to Intervention
For more information on the
Problem-solving/Response to
Intervention Process,
please check out the resources on the
Florida Department of Education’s
website for PS/RtI:
http://www.florida-rti.org/
Positive Behavior Intervention and Support
PBIS is the application of evidence-based strategies and systems to increase academic performance, increase safety,
decrease problem behavior, and establish positive school cultures.
The PBIS process results in the
creation of effective intervention plans that will impede problem behaviors, teach new skills, and
create support systems for the student. For more information on
PBIS, visit Florida’s Positive Behavior Support Project at the
following website:
http://flpbs.fmhi.usf.edu/index.asp
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Universal Design for Learning
What is Universal Design for Learning?
UDL is A flexible approach to curriculum design that offers all learners full and equal opportunities to learn. Based on
research on the diverse ways people learn, UDL offers practical steps for giving everyone the chance to succeed.
For more information on UDL, visit the National Center on Universal Design for Learning:
http://www.udlcenter.org/aboutudl
Research-based Instructional Strategies
These key research-based strategies have impact
on student achievement—helping
all students, in all kinds of classrooms.
To find out more about effective instructional practices, check out
the website:
http://netc.org/focus/
For ALL: For SOME: Differentiated instruction
Formative assessment
Universal design
Multi-sensory instruction
Cooperative learning structures
Flexible grouping
Tiered lessons
Scaffolding
Visual support systems
Accommodations
Modifications (for students with
significant cognitive disabilities only)
Positive behavioral supports
Assistive technology
Special communication systems
Peer supports
Social supports
Effective Instructional Strategies
Differentiating Instruction
• Teachers who differentiate instruction recognize that all students vary according to their background knowledge, readiness, language, learning preferences, and interests.
• Differentiated instruction is a process to teaching and learning that is responsive to students of differing abilities in the same class.
• Teachers differentiate to maximize each student’s potential by meeting each student where he or she is and supporting the learning process.
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PROPERTIES
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Cooperative Learning
Cooperative learning is when students work together to accomplish shared learning goals.
It involves the use of small groups where students
learn and work together to maximize their own and each other’s potential.
Instead of competing against each another,
students develop positive interdependence as they learn academic content together.
Cooperative Learning
Whether it’s young children working together to make a “pretend” cake or middle school students working together to complete a science lab experiment, cooperative learning benefits ALL
students. Research shows that cooperative learning can result in: • Higher student achievement and productivity
by ALL students • More positive relationships among students • Greater emotional adjustment
Johnson, Johnson, & Holubec (1994)
Peers Supporting Peers
• They motivate students to participate
and communicate with peers and adults.
• They model and facilitate routines, social skills, play, and cooperative learning interactions.
• They shape meaningful friendships.
Peers without disabilities play a vital role in supporting students with disabilities:
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Accommodations Modifications
Change how students are taught and demonstrate what they know
Allow students to work toward a standard diploma
Are aligned with Next Generation Sunshine State Standards (NGSSS) and FCAT
Support high expectations for learning across all subject areas
Change what students are expected to learn and demonstrate
Allow students to work toward a special diploma
Are aligned with NGSSS Access Points and the Florida Alternate Assessment
Support high expectations for learning across all subject areas
Instructional Supports
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For more information on Accommodations and Modifications…
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Scheduling Support for Students in Inclusive Classrooms
For more information on the inclusive scheduling process, please click the ATTACHMENTS menu
tab above, then select and download the following
resource:
CUE Card for Inclusive
Scheduling PROPERTIES
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Session
Five:
Laying the Foundation
“Both faculty and staff realize that making inclusion work is
an ongoing process. With the support of the
administration, the dedication and hard work of
teachers, and the flexibility of the entire staff, all students are gaining knowledge to
prepare them for life!”
Dawn Kirkpatrick
Florida Inclusion Network
Building Inclusive Schools
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Steps to Building Inclusive Schools
•Awareness
•Knowledge
•Skills
•Attitudes and beliefs
Language Matters!
People-First Language…
Focuses on the person, not the disability
Presumes competence, not incompetence For example: “The boy with autism.” Instead of: “The autistic boy.”
Respectful Language
Kathy is confined to a wheel chair.
The Down Syndrome
girl.
Darien is mentally
retarded.
Anita suffers from cerebral palsy.
Kathy uses a wheelchair.
The girl with Down
Syndrome.
Darien has an
intellectual disability.
Anita has cerebral palsy.
Or…
Or…
Or…
Or…
Which way is better?
The Power of Language
Florida Down Syndrome Teen Crowned Homecoming Queen USA Today, 11/28/2010
Down Syndrome Student Crowned Homecoming Queen First Coast News, 11/10/2010
Down Syndrome Girl Tops Homecoming as Queen The Florida Times-Union, 11/13/2010
Opportunity of a Lifetime Comes for Homecoming Queen
www.beachesleader.com, 11/11/2010
High School Students Honor Fellow Student www.fox30jax.com, 11/10/2010
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Building Attitudes and Beliefs
Self-reflection Conduct case studies Interview family members Teach others about
inclusion: • Collect, analyze, and share data on the
benefits of inclusive educational practices
Advocate for and celebrate inclusion!
Building Knowledge
Visit inclusive classrooms Have open discussions Take online courses and webinars Collect and analyze
student data Reflect on current
practices with colleagues
Building Skills
Professional Development Opportunities Face-to-face
workshops Job-embedded
collaborative learning: Book study groups Lesson studies Professional Learning Communities (PLCs) Peer mentoring and coaching Problem-solving teams
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PROPERTIES
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Online Learning Opportunities
Professional Development Alternatives (PDA)—An Introduction to Differentiating Instruction: Responding to All Learners–
http://www.fdlrs.com/onlinetrainings.html
Access Points Training Modules—
http://www.floridastandards.org/homepage/index.aspx
FIN Webinar—From Label to Able: Inclusive Practices for Students with Significant
Disabilities/Leadership Series
For more information on this, or other FIN-sponsored webinars,
please contact your local FIN facilitator: www.FloridaInclusionNetwork.com
Building Inclusive Schools
Leadership & Vision Collaboration Resources Ongoing support
The important thing to remember is that inclusive schools benefit everyone!
The Florida Inclusion Network can help you build inclusive schools!
Visit our website to find a FIN facilitator near you:
www.FloridaInclusionNetwork.com
While you‟re there, be sure to check out our:
Spotlights on Success
Resources
Products Services FAQs
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A Good Resource to Share:
To download, print, and share FIN’s
What is Inclusion?
pamphlet, click on the Attachments tab
above.
For More Information on Exceptional Student Education
The Florida Department of Education, Bureau of Exceptional Education and Student Services
(BEESS) offers resources to support students with disabilities, their families, and the professionals
who serve them.
For more information, please visit the following BEESS Resource and Information Center (BRIC)
website:
http://www.fldoe.org/ese/clerhome.asp
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“How wonderful it is
that nobody need wait a single moment
before starting to improve the world.”
Anne Frank, 1929–1945
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