CEC STANDARD 10 // COLLABORATION

I recently attended a forum in which exceptional education teacher Carrie Euler, who has extensive experience working with a large number of paraprofessionals in a myriad of settings, discussed how to collaborate with other educational professionals in order to foster greater success amongst students. This is one of the many resources she was able to provide in order to guide me and my cohort towards exceptional communication and collaboration within a professional setting.

Jennifer Stansel

16 March 2013

Collaboration For

Student Success A Resource for Teachers and Paraprofessionals Working with Students with

Special Needs

Kaneland Community Unit School District 302

Table of Contents

Mission Statement.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Paraprofessional Roles and Responsibilities........................ 2

Teacher Roles and Responsibilities.................................. 3

Checklist For The Beginning of the Year............................. 4

Sub Folder............................................................... 5

Confidentiality.......................................................... 6

Student Service Providers............................................. 7

Disability Classifications.............................................. 9

Special Education Jargon............................................. 12

Pre-Referral Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Special Education Flow Chart....................................... 14

Curriculum Adaptation Process...................................... 15

Nine Types of Adaptations........................................... 16

No Hover Rule......................................................... 17

How To Instruct.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Modifications for Students with Attention Deficit Disorder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Ten Reasons to Foster Inclusive Settings............................. 28

Mission Statement

The Mission of District 302 is to graduate students who: possess the knowledge, skills and values to be lifelong learners, to contribute to society, and successfully participate in a world marketplace. This will be accomplished through a partnership of parents, students and educational staff and the use of the many resources generated by linking our Kaneland communities.

The Individuals with Disabilities Educational Act (IDEA) requires the district to ensure, "that to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who do not have a disability, and special classes, separate schooling or other removal of children with disabilities from the regular education environments occurs only when the nature and severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily" (Section 612, IDEA 1997).

The Kaneland Community School District is committed to providing special education services to children in the least restrictive environment. The district considers chronologically age appropriate placement in regular education classrooms with adequate support as the first option to be considered for each child.

Reports To:

Job Description for Paraprofessional

August 2011

Case Manager

Building Principal

Director of Special Services

Basic Responsibilities: To assist student(s) with special needs in collaboration with general education and special education teachers and related service personnel

Major Duties and Activities:

Instructional Responsibilities:

1. Undertakes the instructional role under the direction of a certified teacher

2. Provides instruction utilizing prepared lesson plans 3. Works with individual student(s) to incorporate the student's IEP

goals throughout the school day 4. May work with student(s) in small group settings 5. May supervise large groups while teacher works with individual or

small groups 6. Provides reinforcement and/ or drills following a lesson and assists

with the follow-up assignment directed by the teacher 7. Makes necessary modification in accordance with student's IEP

under the direct supervision of the certified teacher

Management Responsibilities

1. Assists teacher I case manager with observing, recording, and the charting of target learning outcomes and bell.aviors, gathers behavioral and academic data, and anecdotal records as requested

2. Assists with the implementation of Behavior In1provement -plans, reinforces appropriate behaviors incorporating goals and management strategies developed with the teacher or IEP team

3. Tends to physical needs of stuaent(s), if necessary 4. Supervises children in community settings (i.e. field trips, recess, etc) 5. Provides feedback to the teacher I case manager regardmg student(s)'

progress

Non-Instructional Responsibilities

1. Maintains confidentiality in all situations/setting pertaining to students, their families and district personnel

2. Shows responsibility for conducting themselves professionally 3. Shows priae in the work place 4. Shows dignity and respect for staff and students 5. Models appropriate benavior for students 6. Is a cooperative team member

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Teach'er Roles and Responsibilities

../ Develop a clear and concise daily schedule

../ Design and deliver well-planned, coordinated program for each child

../ Assess, set and implement goals, plan instructional strategies and materials

../ Evaluate student progress

../ Communicate with parents. (Daily journal, report card, reports, etc ... )

../ Be a role model for paraprofessional and students

../ Manage and supervise work of paraprofessional

../ Establish and clearly communicate expectations to paraprofessional:

• Student expectations • Goals • Work expectations • Discipline procedures and class rules • Your preference on how students should be

supported

../ Include paraprofessional as a team member

../ Take time to train paraprofessional so they can learn your behavior management, recording procedures, teaching strategies, expectations, philosophy, etc .. .

../ Attend collaboration meetings based upon needs of students

../ COMMUNICATE!

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Checklist for the Beginning of the Year

o Meet with supervising teacher. o Obtain a copy of your schedule from Case

Manager. o Find out where you should keep your personal

items. o Locate teacher's lounge, restrooms, and mailbox. o Meet auxiliary staff members (secretaries, nurse,

librarian, etc ... ) . o Be familiar with student (s) current IEP. o Locate classrooms you will work in as well as

library and other pertinent areas. o Read all school documents. Cl Be aware of attendance time and dates. Cl Become familiar with forms used in your

building (demerit/detention/merit, hall pass, nurse pass, etc ... ).

o Create a sub folder. Cl Locate where supplies are kept in all classrooms. Cl Be familiar with classroom teachers'

expectations. o ASK QUESTIONS!

Sub Folder

Items to be found in your sub folder:

v"'Name and location of Case Manager

v' Directions as to where personal items may be placed

v' Your personal schedule - times and locations during the day

v'Names of student(s) and teacher(s) you work with

v"" Brief synopsis of what you do as you follow your schedule

v"" Any pertinent information regarding student(s), schedule or daily routine that allows the student to succeed on a daily basis

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Confidentiality

As part of the professional staff ofKaneland School District, information regarding students will be shared with you. It is extremely important that the information shared remains confidential and be discussed ONLY among staffworking with those students. Please remember that you are representing District 302 schools and each staff member and student deserves the utmost respect.

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Student Related Service Providers

Social Workers: Social Workers assess student's social and emotional functioning, including areas of self-concept; motivation; attitude toward school, peers, and teachers; and social skills. They serve as consultants to teachers and provide individual or group assistance to students. They are often the liaison between the school and the family. Similarly, they may help other school professionals work with families on matters such as gaining access to community health services. The school social worker often follows up on teacher reports about suspected abuse or neglect of students. They provide individual assistance to students with emotional or behavioral problems who do not qualify for special education.

School Psychologists: These professionals offer expertise with relation to educating students with disabilities. School psychologists often have a major responsibility for determining a student's cognitive, academic, social, emotional, and/or behavioral functioning. They contribute a detailed written analysis of the student's strengths and area of need. In addition, psychologists can design strategies to address student's academic and social behavior problems.

Speech/Language Therapists: Speech/Language therapists have a tremendously diverse range of school responsibilities. At the primary level, they might work with entire classes on language development or with individual students on pronouncing sounds. At the intermediate level, they might work on vocabulary with a group of students, but might also help a student with a moderate cognitive disability to pronounce some word clearly or to combine words into sentences. At the high school level, they often focus on functional vocabulary and work mostly with students with low incidence disabilities.

Paraprofessional: These are individuals who assist teachers and others in the provision of special services to students with disabilities.

Nursing Services: A school nurse provides a link between a student's medical and educational needs. When a student requires an individual assessment, the nurse will develop student medical histories and screen students for vision and headng problems. They also provide the team with information about specific medical conditions and the impact a student's medication might have on educational performance. Nurses also assist other professionals in deciding whether a student's learning or behavior problem could have a medical basis and discussing such matters with parents.

Physical Therapists: Physical therapists assess students' needs and provide interventions related to gross motor skills. They also interpret information about a student's physical needs that has been provided by a physician. For students with identified disabilities, physical therapists provide direct training in large muscle movement and control. They might also monitor student needs related to how they should be positioned, whether in a wheelchair, standing with assistance, or on the floor, how their physical needs are affecting their educational needs; and how classroom settings can be adapted to accommodate their needs.

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Occupational Therapists: OT's are concerned with fine motor skills; they often have the responsibility of assessing students' use of their hands and fingers and developing and implementing plans for improving related motor skills. Occupational therapists frequently work with teachers to incorporate fine motor skills training and sensory processing strategies into classroom routines.

Adapted Physical Educators: When students have significant gross or fme motor problems, typical physical education programs in school may not be able to address their needs directly. Adaptive physical educators assess student's motor needs and work with teachers, physical educators or directly with students. They adapt traditional physical education activities for students with disabilities.

Hearing and Vision Itinerant Services: Hearing and vision itinerants serve children with hearing or vision impairments through direct instruction or consultation/monitoring. Itinerants use specialized techniques in a variety of skill areas to help students work toward the goals established on the IEP's.

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Disability Classifications

According to federal and state regulations, students with one or more of the following disabilities that negatively affects their educational perfonnance are eligible for special education services.

Learning Disabilities (LD): Students with learning disabilities have dysfunctions in process information typically found in language-based activities. They have average or above average intelligence, but they often have significant problems learning how to read, write, and compute. They may not see letters and words in the way others do, they may not be able to pick out information features in a picture they are looking at, and they may take longer to process a question or comment directed to them. They may also have difficulty following directions, attending to tasks, organizing their assignments, and managing time.

Speech or Language Impairments (S/L): When a student has extraordinary difficulties in communicating with others because of causes other than maturation, speech or language impairment is involved. Students with this disability may have trouble with articulation, or the production of speech sound. They may also omit words when they speak, or mispronounce common words. They may also experience difficulty in fluency, as in a significant stuttering problem. Some students have far­reaching speech and language disorders in which they have extreme problems receiving and producing language. They may communicate through pictures or sign language. Some students have a speech or language disorder as their primary disability and receive services for this. For other students with disabilities, speech/language services supplement their education.

Mental Impairment (MI): Students with mental impairment have significant limitations in cognitive and adaptive behaviors. They learn at a far slower pace than do other students. Professionals distinguish between students with mild impainnent and those with moderate and severe mental impairment. Despite the degree of mental impairment, most individuals with this disability can lead independent or semi-independent lives as adults.

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Social/Emotional Disturbance (SED): When a student has a significant difficulty in the social/emotional domain~ serious enough to interfere with the student's learning, an emotional disturbance (SED) exists. Students with this disability may have difficulty with interpersonal relationships and may respond inappropriately in emotional situations; that is, they may have trouble making and keeping mends, and they may get extremely angry when a peer teases or plays a joke on them. Some students with SED are depressed, while others are aggressive. Some students with SED display these impairments over a long period of time, across different settings, and to a degree significantly different from their peers.

Autism: Autism is a life-long developmental disability that prevents people from understanding what they see, hear, and otherwise sense. This results in severe problems with social relationships, communication and behavior. The extent and type of difficulty may vary. Some individuals may be very withdrawn, while others may be overly active and approach people in peculiar ways. They have problems with inattention and resistance to change. People with autism often respond to sensory stimuli in an atypical manner and may exhibit odd behaviors such as hand flapping, spinning or rocking. They may also demonstrate unusual uses of objects and attachments to objects. Although people with autism share some common features, no two individuals are the same.

Asperger's Syndrome (AS): Asperger's syndrome shares many of the features of autism and is part of the autism spectrum. People with Asperger' s syndrome have disabilities in the areas of social interaction and stereotypical behavior patterns. The main differences.between students with autism and those with Asperger' s syndrome is that children with AS do not have clinically significant delays in early language development or significant delays in cognitive development. They usually do not have the same degree of difficulty as those with autism in the development of age­appropriate self-help skills, adaptive behavior, and cmiosity about the environment in childhood.

Pervasive Developmental Disorder (PDD): (Part of the Autism spectrum) The general description of the class of disorders characterized by severe deficits and pervasive impainnent in multiple areas of development ... including impairment in reciprocal social interaction, impairment in communication, and the presence of stereotyped behavior, interests or activities.

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Hearing Impaired (HI): Disabilities that concern the inability or limited ability to receive auditory signals are called hearing impairment.

Visual Impairment (VI): Disabilities that concern the inability to receive infonnation visually are call visual impairments.

Traumatic Brain Injury (TBI): Students with brain injuries have 'a· wide range of characteristics and special needs, including limited strength or alertness, developmental delays, short term memory problems, hearing or vision loses that may be temporary, irritability, and sudden mood swings. Their characteristics and needs depend on the specific injury they I experienced, and these needs often change across time. Because TBI is a medical condition that effects education, diagnosis by a physician is required along with assessment of learning and adaptive behavior.

Other Health Impairment (OHI): Some students have a disease or disorder so significant that it affects their ability to learn in school; the category of disability addressing these needs is called other health impairments. Students with severe asthma who require an adapted physical education program might be eligible for special education in this category, as might those who have chronic heart conditions. Students with diseases such as AIDS, and sickle-cell anemia might be categorized as "other health impaired," depending on the impact of their illness on learning.

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ADD ADHD BD CD DCFS EC ED (BD) EI ESY FAPE HI IDEA IEP LD LRE MDC MI OHI OT PDD PH PL PPS PT REI S/L TBI VI

Special Education Jargon

Attention Deficit Disorder Attention Deficit with Hyperactivity Behavior Disorder Communication Disorder Department of Children & Family Services Early Childhood Emotional Disturbance (Behavior Disorder) Early Intervention Extended School Year Free Appropriate Public Education Hearing Impaired Individuals with Disabilities Education Act Individualized Educational Program Learning Disorder Least Restrictive Environment Multi-Disciplinary Conference Mentally Impaired Other Health Impairment Occupational Therapy Pervasive Development Disorder Physical Handicapped (as in PL 94-142) Public Law Pupil Personnel Physical Therapy Regular Education Initiative (Inclusive Settings)

Speech and Language Traumatic Brain Injury Visually Handicapped

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l---C~~~i~~~~m Ad~p_t~tt;;it- P---;ocess I

Same Task Same Materials

Same Task Easier Step

Same Task Different Materialf

Same Theme Different Task

Different Theme Different Task 14

Nine Types of Adaptations

Size Time Level of Support I

Adapt the number of items that the Adapt the time allotted and allow for Increase the amount of personal learner is expected to learn or learning, task completion or testing. assistance with a specific learner. complete.

For example: Individualize a For example: Assign peer buddies, For example: Reduce the number of timeline for completing a task; pace teaching assistants, peer tutors or social studies terms a learner must learning differently for some cross-age tutors. learn at any one time. learners.

Input Difficulty Output Adapt the way instruction is Adapt the skill level, problem type Adapt how the learner can respond delivered to the learner. or the rules on how the learner may to instruction.

approach the work. For example: Instead of answering For example: Use different visual For example: Allow the use of a questions in writing, allow a verbal aids; plan more concrete examples; calculator to figure math problems; response; use a communication book provide hands-on activities; place simplify task directions; change for some students; allow students to students in cooperative groups. rules to accommodate learner needs. show knowledge with hands-on wk.

Participation Alternate Goals Substitute Adapt the extent to which a learner Adapt the goals or outcome Curriculum is actively involved in the task. expectations while using the same

materials. Provide different instruction and materials to meet a learner's

For example: In geography, have a For example: In social studies, individual goals. student hold the globe, while others expect one student to be able to For example: During a language test point out locations. locate just the states while others one student is learning computer

learn to locate capitals as well. skills in the computer lab.

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IN o Hover Rulel

Elizabeth Cohen, a sociologist from Stanford University, proposed the NO HOVER RULE. Dr. Cohen observed that when adults "hovernclose to a child to support them, peers reduce or significantly limit their contact with the child. Therefore supported students become isolated in the classroom.

This isolation can be avoided by remembering the NO HOVER RULE. Whenever possible, the adults in the room should maintain a distance of at least six feet from the supported child. If support is needed, the adults in the room should prompt peers first to provide the support before intervening with the student. If peers are unable to provide the necessary assistance, then the adult steps in.

The NO HOVER RULE can be further enforced by teaching children to access adult assistance through such established routines as raising the hand. Again, these routines need to be taught and reinforced before direct assistance is provided. In the case of a student who is unaware that assistance is required, or who has not yet learned routines for asking for help, the adults in the room can prompt the child and can teach him to be aware of the cues that help is needed.

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How to Instruct? Prompt, Wait, Fade

Students learn most when ...

• They are expected to actively participate. • They are specifically taught how to do a skill. • The type and amount of assistance students are given

matches the stage of learning they are at for each skill. • They do not become dependent on adults or classmates for

all of their cues and support.

To support student learning ...

• Remember that students learn at different rates and need different levels of support.

• Do not assume that just because a student can do a skill one time that she will be able to do that same skill every time after that. Learning is a process that requires practice and repetition.

• Provide individual prompting strategies designed for each student.

• Instruct students in such a way that they learn to do things for themselves, instead of always doing things for them.

• Assist students to learn new skills and then gradually fade your assistance, as appropriate, so they become more independent.

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How to Instruct? Natural Cues, Consequences and Supports

Students learn most when ...

• They are able to figure out what to do in new situations and environments.

• They recognize and use the natural cues and supports in their environment.

• They learn from the natural consequences of their actions, both positive and negative.

• By understanding and using natural cues, supports and consequences, they become more · independent.

To support student learning ...

• Instruct students so they learn to do things for themselves instead of you doing things for them.

• Use a variety of prompts to teach students to recognize the natural cues in their environments and to understand what they mean.

• Over-emphasize and point out natural cues when students are learning. Gradually fade support so they learn to be more independent.

• Allow students time to figure out what to do. Prompt them by asking questions. Do not always tell them what to do.

• Before stepping in to support a student, think about naturally occurring support (classmates, for example) that might appropriately provide support.

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How to Instruct? Individualized Adaptations

Students learn most when ... • Teachers offer a variety of instructional options to

accommodate all students.

• Adaptations are viewed as a common support for learning and not as an unfair accommodation.

• Adaptations are individualized as needed to increase learning and participation in different environments and activities.

• Adaptations are developed based on specific student needs, strengths and interests.

• Adaptations are used consistently and then faded when students become more independent.

To support student learning ... • Understand why an adaptation is being used and be able

to explain it to the student's peers and other adults, if needed and appropriate.

• Make sure the adaptation is consistently available and that the student is taught and expected to use the adaptation.

• You may need to develop adaptations on the spot. Be sure to share with the student's special education teacher the adaptations you developed. Ask the teacher how such situations should be adapted for in the future.

• As students learn new skills, watch for opportunities to gradually fade the use of adaptations or to decrease your level of support, as appropriate. Some adaptations may only be necessary for short periods of time.

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Modifications for Students with Attention Deficit Disorder

Classroom Strategies:

• Allowing the student to use a calculator, Franklin speller, tape recorder or laptop computer in class

• Assigning another student to take notes for the ADD student

• Assigning pairs of buddies to work together for assignments, personal goals or for monitoring behavior

• Linking the instruction of study strategies to content

• Presenting the material with multimedia. • Providing written or verbal examples of desired

products (technique or style) • Providing multi-sensory, hands-on instructions and

I or activities • Basing grades on some~hing other than defined

output (i.e. improvement, effort, participation in large I small group)

• Allowing students to use books on tape or a corresponding video

• Providing one-to-one assistance (peers or adults) in particularly difficult undertakings

• Giving the students "move-around" tasks like handing back papers or writing on the board, this outlet for excess energy helps them focus on the task

• Allowing students to see/use teacher's lecture notes

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• Allowing class lectures to be tape recorded by . student

• Directions/instructions given orally and in writing • The grade for this area is based on modification

instead of program • Providing filmstrip or videotape of key points with

a study guide sheet. Provide a text which has the content rewritten and simplified for an individual student

Daily Assignments/Homework Assignments:

• Shortening assignments • Allowing the student to do three short papers

instead of one long paper • Subdividing tasks into more manageable units • Allowing the student to do multimedia

presentations rather than standard papers (i.e. allowing for a group presentation)

• Allowing the students to use a calculator, Franklin speller, tape recorder or laptop computer, or word processor (with spell check)

• Allowing a choice of assignments • Allowing the assignment to be read and critiqued

before the final copy is submitted for a grade • Assigning another student to take notes for the

ADD student • Assigning pairs or buddies to work together for

assignments, personal goals or for monitoring behavior

• Linking the instruction of study strategies to content

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• Providing written or verbal examples of desired . products (techniques or style)

• Allowing extra credit assignments to recoup lost points

• Basing grades on something other than defined output i.e. improvement, effort, portfolios, projects, etc.

• Allowing students to use books on tape or a corresponding video to preview/review information

• Developing daily homework notebook system and work organizer with adult signatures to verify information

• Providing one-to ... one assistance (peers or adults) in particularly difficult undertakings

• Giving bonus points for success in particularly difficult projects

• Spelling, grammar and punctuation errors are noted but not evaluated

• Minimizing memory demands for assignments or choose key points, facts

• Overall grade is based on modification instead of program standards

Class Projects, Reports, Presentations:

• Allowing the student to do multimedia presentations rather than stand papers Allowing a group presentation

• Allowing the student to use a calculator, Franklin speller, tape recorder or laptop computer

• Allowing a choice of assignments

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• Allowing the assignment to be read and critiqued before the final copy is submitted for a grade

• Assigning pairs or buddies to work together for assignments, personal goals or for monitoring behavior

• Providing written or verbal examples of desired products (technique or style)

• Allowing students to gain credit from public service projects

• Setting up "no-lose" projects for earning bonus points

• Giving bonus points for success in particularly difficult projects

• Basing grades on something other than defined output: improvement, effort, portfolios, projects, etc

• Allowing students to use books on tape to preview/review information

• Providing one-to-one assistance (peer or adults) in particularly difficult undertakings

• Overall grading is based on modification instead of program standards

Quizzes, Tests:

• Reading tests to students • Allowing extra time for testing • Allowing the student to take the test in a quiet

alternative setting • Allowing the student to use a calculator, Franklin

speller, tape recorder or laptop computer, word processor

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• Allowing the students to use notes I open · textbooks during tests

• Giving the test orally • Linking the instruction of study strategies to

content • Giving practice tests and quizzes of the same

format, which will be used for the "real" test • Allowing make-up quizzes or tests for students

who want a second chance • Having groups of students make up the test

questions or worksheets • Taping the test questions for the student to

respond to privately • Providing one-to-one assistance (peers or adults)

to administer a test • Allowing students to do only parts of a test • Using daily work I participation evaluated in lieu of

tests • Overall grade is based on modification instead of

program standards

Behavior:

• Implementing an individual classroom management system and consistently chart progress, you might want to reward with points or privileges for ontask time

• Using a kitchen timer to help students stay on task. They can be rewarded when they beat the timer with quality performance as well

• Providing short exercise periods after longer work sessions

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• Establishing a secret signal to remind the student to return to task Be sure to praise the when they

· are on task • Implementing a cognitive behavioral modification

or therapy program. These programs use a self­monitoring approach to help the student stay on task

• Developing contracts with the student, parents and teachers to reinforce specific behavior

• Implementing a social skills program. Many ADD students are socially imperceptive

• Giving the student choices when possible. They may choose to work on either their math assignment or reading.

• Praising specific behaviors, avoiding the general and vague praise statements

• Define classroom rules and expectations regularly • Be as consistent as possible in following through

on classroom and individual behavioral programs • Setting hourly, daily, weekly, or monthly goals with

the student and provide frequent feedback on the student's progress

Organization:

• Using individual assignment charts or books • Developing a reward and consequence system for

both in schoolwork as well as homework completion

• Developing a reward and consequence system to improve the quality of work

• Helping students to develop a system to keep track of completed, in-completed, and corrected work

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r

-/

• Providing due dates of assignments each day • Dividing longer assignments into sections and

· provide due dates or timelines for the completion of each section

• Outlining steps in check list form for following directions or procedures. This should be taped to the desk or kept in a notebook where it is easily accessible

• Establishing and posting a daily classroom routine and schedule

• Providing study guides or outlines of the content for which the student needs to be responsible

• Having the student organize his desk or locker on a regular basis. Take a picture of how it should look like. Have the picture taped in the locker or desk

• During work time, have as little student movement as possible

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Ten Reasons to Foster Inclusive Settings

1. All children have the right to learn together.

2. Children should not be devalued or discriminated against by being excluded or sent away because of their disability or learning difficulty.

3. Disabled adults, describing themselves as special school survivors, are demanding an end to segregation.

4. There are no legitimate reasons to separate children for their education. Children belong together ... with advantages and benefits for everyone.

5. Research shows children do better, academically and socially, in inclusive settings.

6. There is no teaching or care, in segregated schools, which cannot take place in an ordinary school.

7. Given commitment and support, inclusive settings are a more efficient use of educational resources.

8. Segregation teaches children to be fearful, ignorant, and breeds prejudice.

9. All children need an education that will help them develop relationships and prepare them for life in the mainstream.

10. Only inclusion has the potential to reduce fear and to build friendship, respect and understanding.

"By keeping students out of regular classes we give strong messages that some do not belong In society or some of us are better than others. This Indicates to all students that anyone less than perfect is

unacceptable." Camille Valenza

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