INCLUSIVE PRACTICES AT DEWEY SCHOOL

Parent Information Session—October 14, 2014

Classrooms for all

Photo courtesy of CPS

Dewey School Intervention Team 2014-2015

• Michelle Brand, Special Education Supervisor• Andalib Khelghati, Principal• Amy Wharton, Assistant Principal• Katie Brouman, School Psychologist• Julia Barley, Special Education Teacher• Meredith Rosenfeld, Special Education Teacher• Christa Garcia*, Special Education Teacher• Fleur Kroswek, Special Education Teacher-Self-contained• Sue Takaki, Speech Pathologist• Sophia Boudouris*, Speech Pathologist• Shauna Gilmore, Occupational Therapist• Maggie Mosley*, Social Worker• LaTasha Mitchell, Reading Specialist• Emma Rodriguez*, Reading Specialist *bilingual –English/Spanish

District 65 Self-Contained Special Education Classrooms 2014-2015

EARLY CHILDHOOD/Ages 3-5: 3 English AM classrooms, 1 English PM classroom, 1 extended day session for students with severe communication needs.

• ELEMENTARY/Grades K-5:• Dawes: Cross-categorical K, 1-2, 3-5 classrooms• Dewey: Cross-categorical K-2 classroom with Spanish support• Kingsley: Primary K-3 classroom for students with emotional disabilities• Lincoln: 3 classrooms for students with communication disorders with focus on strategies for students on

the autism spectrum• Lincolnwood: Intermediate 3-5 classroom for children with emotional disabilities• Oakton: Cross-categorical 3-5 classroom with Spanish support• Orrington: Cross-categorical K-2 classroom • MIDDLE SCHOOLS/Grades 6-8:• Chute: Cross-categorical 6-8 classroom• Haven: Cross-categorical 6-8 classroom• Nichols: Classroom for students 6-8 with communication disorders, cross-categorical 6-8 classroom• MAGNET SCHOOLS/Grades K-8:• Kings Arts: Blended grade 2, primary options, and intermediate options for students with significant

cognitive delays• PARK/: Ages 3-22: K-1 classroom with focus on structured teaching for students with severe autism or

other significant disabilities

Classrooms for allAGENDAWhat is Inclusion?

District 65 Inclusion Initiative

Benefits of Inclusion

Inclusive practices at Dewey School

Examples

The full acceptance of ALL students that leads to a sense

of belonging within the classroom and school

community.Special education is a service,

not a place.

INCLUSION?What is

What is Least Restrictive Environment (LRE)?

The Individuals with Disabilities Education Act (IDEA) requires that children eligible for special education and related services be provided a free appropriate public education (FAPE) in the least restrictive environment (LRE). This requires public agencies to ensure that:

1. to the maximum extent possible, children with disabilities, including children in public or private institutions, or other care facilities, are educated with children who are nondisabled and

2. special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

SUPPORT ACROSS ALL TIERS Intensive interventions

within an inclusive model

Targeted interventions

High-quality instruction and regular problem

solving

Excellence in education and high expectations for all students.

Neighborhood schools that support families and communities.

A welcoming, orderly and inclusive environment that respects individual differences.

The role of parents and guardians as partners in education.

Cognitive, emotional, physical, social and creative development.

The treatment of every individual in an open, equitable, fair and professional manner.

DISTRICT STRATEGIC PLAN CORE VALUES

INC

LU

SIO

N

INCLUSION embodies the values, policies, and practices that support the right of every student and his/her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities and society.

The desired results of inclusive experiences for students with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential.

Meaningful friendships

Increased appreciation and acceptance of individual differences

Greater academic outcomes

All students’ needs are better met

Increased understanding and acceptance of diversity

Prepares all students for adult life in an inclusive society

Opportunities to master activities by practicing and teaching others

BENEFITS

AdaptationsAccommodations and Modifications

Periodic Classroom

Support

KEY CONCEPTS THAT MAKE INCLUSION WORK

Planning Supports Personnel supports

Co-Planning

Consultation Services

Differentiated Instruction

Integrated Related Services

Paraprofessional

Co-Teaching

EXAMPLES

Questions?