integrated, inclusive services part i department of exceptional education contacts: debbie mcadams,...
TRANSCRIPT
Integrated, Inclusive Integrated, Inclusive ServicesServices
Part IPart IDepartment of Exceptional EducationDepartment of Exceptional Education
ContactsContacts: : Debbie McAdams, Executive Director Debbie McAdams, Executive Director Victoria Greer, DirectorVictoria Greer, Director
259-8698259-8698259-3282x8126259-3282x8126
Define Integrated Comprehensive Service Delivery
Discuss ways to shape the culture of schools for inclusive services
Discuss the differences between mainstreaming and inclusive services
Discuss the Continuum of Services
Discuss the benefits of inclusive practices
Discuss the various inclusive models
Discuss best practices for implementing meaningful inclusive practices
WORKSHOP: 8:00-3:30
LUNCH: 11:45-1:00
A.M. BREAK ~ 9:45-10:00
P.M. BREAK ~ 2:00-2:15
Ground Rules
Feel free to ask questions and share experiences.Be respectful of the change.Silence all cell phones and refrain from use of the computer during the presentationUse the parking lot for questions.Use PEOPLE FIRST Language
What is People First What is People First Language?Language?
“People First Language puts the person before
the disability, and describes what a person has, not who a person
is.” Kathie Snow
What Did You Say?
SEASONAL PARTNERS
1. Find your winter partner.
2. Within your partners, determine who will be an A and who will be a B.
3. For one minute, silently think about your definition of integrated comprehensive services.
4. For 1 minute, A’s share with B’s while B’s listen.
5. A’s: “Thank you for listening.” B’s: “Thank you for sharing.”
6. Reverse. B’s share for one minute. A’s listen.
7. Group share.
What is Integrated What is Integrated Comprehensive Comprehensive Service Delivery?Service Delivery?
• Organizes professional staff by the needs of each learner instead of clustering learners by label.
• Does not assign staff members to a program or place them in separate classrooms.
• School and community environment is collaborative (general education and exceptional education work collaboratively)
Integrated and Integrated and ComprehensiveComprehensive
• Integrated- Refers to the environments that ALL students, regardless of need or eligibility access throughout their day in school and non-school settings.
• Comprehensive- Refers to the array of services and supports in addition to a differentiated curriculum and instruction.
Inclusive Model-Continuum of Services
Academic and socialInstruction occurs
Strictly in theSpecial education setting
Inclusive services in general educationActivities with special education support, academicInstruction occurs primarily in the special education
setting
Inclusive services in one to three GeneralEducation subjects and activities with
Support from the exceptional education teacherIncluding pull-out services
Inclusive services in most General Education subjects and activities
with some support from the exceptional education teacher
Inclusive services in all General Education subjects and activities with no support from the exceptional education teacher
Least restrictive environment
Most restrictive environment
West Tennessee RISE Project, 2007
1. Find your summer partner.
2. Within your partners, determine
who will be an A and who will be a B.
3. For one minute, silently think about your definition of inclusive services.
4. For 1 minute, A’s share with B’s while B’s listen.
5. A’s: “Thank you for listening.” B’s: “Thank you for sharing.”
6. Reverse. B’s share for one minute. A’s listen.
7. Group share
Let’s ClarifyLet’s Clarify
VS
Inclusive Services LRE-Least RestrictiveEnvironment
Defining LREDefining LRESec.612(a)(5)Sec.612(a)(5)In general.—In general.—To the To the maximum extent appropriatemaximum extent appropriate, children , children
with disabilities, including children in public or with disabilities, including children in public or private institutions or other care facilities, private institutions or other care facilities, are are educated with children who are not disablededucated with children who are not disabled, , and special classes, separate schooling, or and special classes, separate schooling, or other other removal removal of children with disabilities from of children with disabilities from the regular educational environment occurs the regular educational environment occurs only when the nature or severity of the only when the nature or severity of the disabilitydisability of a child is such that of a child is such that education in education in general education classesgeneral education classes with the use of with the use of supplementary aids and services supplementary aids and services cannot be cannot be achieved satisfactorily.achieved satisfactorily.
Mainstreaming vs. Inclusive Mainstreaming vs. Inclusive ServicesServices
Defining Defining MainstreamingMainstreaming
• Refers to the selective placement of students with disabilities in one or more “general” education classes.
• The student must “earn” general education classes out and prove that he is able to “keep up” with the work assigned by the regular classroom teacher.
• This concept is closely linked to traditional forms of special education service delivery.
What mainstreaming What mainstreaming
is NOTis NOT!! • It is “not” inclusion
• It is “not” a privilege
• It is “not” only for “certain students”
• It is “not” a reward
Definition of Inclusive Definition of Inclusive ServicesServices
Inclusive Services meshes general and special education reform initiatives and strategies in order to achieve a unified system of public education that incorporates every child and youth as active, fully participating members of the school community; that views diversity as the norm; and that ensures a high quality of education for each student by providing meaningful curriculum, effective teaching, and necessary supports for each student.
(Ferguson, 1995; Villa, Thousand, & Nevin, 2004)
What Inclusive Services What Inclusive Services is NOT!is NOT!
•It is “not” a special education It is “not” a special education “issue.”“issue.”
•It is “not” something that you It is “not” something that you necessarily do.necessarily do.
•It is “not” a set of strategies.It is “not” a set of strategies.
•It is “not” a place or placement.It is “not” a place or placement.
•It is “not” a “privilege.”It is “not” a “privilege.”
WHY?WHY?• It It maximizes learningmaximizes learning for all students for all students
• It It connects studentsconnects students to their peers and to their peers and communitycommunity
• It strengthens the connection to It strengthens the connection to real-world real-world experiencesexperiences
• It embraces a more caring and accepting It embraces a more caring and accepting community of learners.community of learners.
*Schools are a microcosm of society. Alter attitudes. ALL children respect and value diversity. ALL children learn they are valued.
*ALL children learnbest when educatedtogether.-- Mutual benefits.
Basic Human NeedsBasic Human Needs
HUMAN DIGNITY
SURVIVAL
EMPOWERMENTBELONGING
GENEROSITYHUM
OR A
ND FU
N
FEELINGS OF COMPETENCE
TO COMMUNICATE
Attitudes & PerceptionsAttitudes & PerceptionsAbout Classroom
Climate: I feel accepted by
teachers and peers I experience a sense
of comfort and order
Have a Satisfying
Career
LRE for LIFE Project 8/97
Outcomes of Outcomes of Education: Education:
FOR SALE
Houses 'R' usRealty
SOLD
Live as a Live as a Valued and Valued and Respected Respected MemberMember
Have Have Meaningful Meaningful RelationshipsRelationships
Be a Life-Long
Learner
The Same for ALL Children!The Same for ALL Children!
Barrier ActivityBarrier Activity• You will work in groups at your tables.• In your group you will have a “brief”.
discussion about the foreseeable barriers to inclusive services for the district.
• Make a list of the barriers and possible ways to overcome those barriers.
• Choose a spokesperson from your group to share.
• You will have 3 minutes to work and 3 minutes to share.
Things to RememberThings to Remember• We all have basic needs, including
the students we teach.
• There are dimensions of learning that shape our attitudes and perceptions.
• Our attitudes and perceptions shape the climate in our classrooms as well as our schools and school district.
Characteristics of Characteristics of Inclusive SchoolsInclusive Schools
Committed leadershipDemocratic Classroom
Supportive School Culture
Engaging and Relevant Curriculum
Responsive Instruction
Kluth, 2005
Committed leadershipCommitted leadership• Administrators and other leaders help students, staff, and the local
community understand inclusion as a philosophy or ideology that will permeate the school
• They help staff members as new ways of “doing business” are adopted
• They provide encouragement and support as teachers take risks and try new approaches
• They educate families and community members about the school's beliefs and their inclusive mission
• They help to celebrate day-to-day successes and problem-solve day-to-day struggles.
Democratic ClassroomDemocratic Classroom
• Students in democratic classrooms often share ideas, make rules, challenge classroom practices, help to create curriculum, and make decisions about their learning and their environment. In addition.
• They often direct their own learning experiences on their own- they must be able to talk, to move, and to share.
• The curriculum and instruction is directly related to real-life experiences and student-centered interests.
Supportive School Supportive School CultureCulture
• Involves openness, acceptance and caring• Competitive,
individualistic, and, authoritative cultures make it impossible to grow inclusive schools.
• Cultivating a safe, positive, and robust school culture may be the most difficult piece of creating an inclusive school, but it is also, perhaps, the most critical piece
Engaging and Relevant Engaging and Relevant CurriculaCurricula
• Teachers in inclusive classrooms must design curriculum and instruction and engineer classroom activities that are:
– personally and culturally appropriate– engaging for a range of learning styles– suitable for learners with various talents and
interests.
• This is critical not only for students with unique learning or social needs, but for every student in the classroom as they grow and learn not just from the daily curriculum, but from the ways in which schools respond to differences.
Responsive InstructionResponsive Instruction• Teachers in inclusive classrooms are
– concerned about reaching and motivating all learners.
– versed in adapting materials, lesson structures, instructional arrangements, curricular goals and outcomes, and teaching techniques
– Meet both the academic and social needs of students.
Self-Assessment: Characteristics of Inclusive
Schools Activity
• Check off all items that are currently in place in your school and classroom
• Highlight the unchecked items that you will commit to implementing when you return to your school
• Be prepared to share with the group
““Four Corners”Four Corners”
Benefits to Students Benefits to Students Without Without DisabilitiesDisabilities
• Greater acceptance of differences• Encourages diversity of friendships• Encourages cooperation• Helps children become more resourceful and
creative • Strengthens the perception that differences
are important to a democracy• More positive perception of diverse learners• Develops leadership skills
Benefits to Students Benefits to Students WithWith Disabilities Disabilities
• They become a part of their community• Their peers serve as role models• Their peers provide a reason to
communicate• Encourages the acquisition of motor,
communication, and other skills within natural setting
• Provides affirmation of individuality • Enhances self respect
Benefits to TeachersBenefits to Teachers• Develop a positive, realistic attitude toward
inclusion.• Receive additional training, that enhances the
learning experience of all students. • Develop new relationships with professional
colleagues from various disciplines.• Improved planning and collaboration skills • Increases ways of creatively addressing
challenges• Enhances accountability skills
Benefits to Benefits to AdministratorsAdministrators
• Holistically addresses the needs of all students
• Creates a school community of acceptance
• School community models the real-world
• More positive outcomes for students academically
WAYS TO INTEGRATEWAYS TO INTEGRATE
“Community of Care and Belonging”
Physical Integration Social Integration
Academic Integration
“Community of Care and Belonging”
Physical IntegrationPhysical Integration
Inclusive Service Activity Inclusive Service Activity #1#1
• Find your fall partner
• You will have 3 minutes to generate a list of at least 5 strategies that will help facilitate students being physically included at your school
• Be prepared to share your responses
Social IntegrationSocial Integration
“Community of Care and Belonging “
Physical Integration
Inclusive Service Activity Inclusive Service Activity #2#2
• Find your spring partner
• You will have 3 minutes to generate a list of at least 5 strategies that will help facilitate students being socially included at your school
• Be prepared to share your responses
Academic IntegrationAcademic Integration
“Community of Care and Belonging”
Physical Integration Social Integration
Inclusive Services Inclusive Services Activity #3Activity #3
• Find your fall partner
• You will have 3 minutes to generate a list of at least 5 strategies that will help facilitate students being academically included at your school
• Be prepared to share your responses
FriendsFriends
“Community of Care and Belonging”
Physical Integration Social Integration
Academic Integration Friends
Factors Associated with Factors Associated with Friendship DevelopmentFriendship Development
Opportunity Proximity
Perceptions of Similarity
Competence
Year 1 Targets for Schools
• Collapse separated lunches and related arts-integrate students at grade level.• The IEP teams will determine that each student with a disability will spend at least part
of each day with students without disabilities.• Classrooms serving students with disabilities are located within the buildings on
grade-level hallways. • Explore ways to utilize both general and special education staff including itinerants,
psychologists, custodians, food service etc. to maximize services for every student.• Lockers etc. for students with disabilities are located amongst grade levels with typical
peers.• Weekly lesson plans should be required of all teachers serving students with
disabilities• All staff including administrators, school counselors, campus supervisors etc. should
be trained in Integrated/Inclusive Service Delivery• Administrative walk through/critiques of all classes servicing students with disabilities
(co-taught and pull out– all services) one time per nine week grading period (the department will provide a guide).
• Development of the school level teams for sustainability• Conduct at least one parent/community meeting per semester to inform parents of the
changes in service delivery and include them in the decision making for the changes.
How do we determine if a student is ready for
inclusion??
IEP changes/documentation
Scheduling
Identifying
How do we know/identify…?
• Review relevant data (i.e. Think Link, DIBELS, district reading assessments, TCAP, Gateway, End of Course assessments, behavioral data)
• Communicate with students and parents
• Review current and previous IEP
Scheduling
• The master schedule should be designed to encompass inclusive service delivery (i.e. common planning times, identifying teacher of record etc.)
• Students with disabilities should be scheduled first, “NOT” last
IEP Changes/Documentation
• Schedule an IEP meeting within 10 days of change of service delivery.
• Ensure that the IEP reflects service provider as the exceptional educator if it is a co-taught class.
• The IEP should reflect the location of service as the general education classroom.
Models of Inclusive Models of Inclusive ServicesServices
Inclusive ModelsInclusive Models
• Consultant Model
• Teaming Model
• Collaborative/Co-teaching Model
CollaborationCollaboration• Comes from “co-labor”= to work togetherComes from “co-labor”= to work together• Collaboration is a style of interaction between Collaboration is a style of interaction between
at least two co-equal parties voluntarily at least two co-equal parties voluntarily engaged in shared decision making as they engaged in shared decision making as they work toward a common goal (Cook & Friend, work toward a common goal (Cook & Friend, 1995).1995).
• The most common goal of teachers is to boost The most common goal of teachers is to boost student achievement. student achievement.
• One model of collaboration is co-teachingOne model of collaboration is co-teaching
L. Cook and M. Friend(1995). Co-teaching guidelines for creating effective practices. L. Cook and M. Friend(1995). Co-teaching guidelines for creating effective practices. Focus on Exceptional Children, 28, Focus on Exceptional Children, 28, 3, 1-163, 1-16. .
Consultant ModelConsultant ModelA process in which the special education and
general education teachers, parents, and other staff collaborate to plan, implement and
evaluate instruction conducted in general education classrooms.
The exceptional educator is made available to re-teach a difficult skill or to help the students
practice a newly acquired skill.
Consultant ModelConsultant ModelCont’dCont’d
This is a non-intrusive approach that provides the student with disabilities more support in order to
help with curriculum problems.
The intent is to reduce the need for pullout special education programs by enabling the general
education teacher to successfully instruct students with disabilities.
Regularly scheduled meetings are recommended rather than communication on an as-needed basis.
Huefner, D.S. (1988). The consulting teacher model: Risk and opportunities. Exceptional Children, 54, 404-413.
Jigsaw Directions
• In your home groups, number off 1-6 to form your expert groups
• Move to the area designated for your expert group
• Members 1-3 will read the article “Beginning Teachers Views of their Collaborative Role”#1-Read pages 1-3, Introduction and Method
#2- Read pages 3-6, Results
#3- Read pages7-11, Discussion and Conclusion
Jigsaw DirectionsCont’d
• Members 4-6 will read the article “Educators Perceptions of Collaborative…”
• #4- Read pages 60-63, the introduction and Methods
• #5- Read pages 63-67, Results
• #6- Read pages 67-69, Discussion
Expert Groups (15 min.)
• Take 5 minutes to read your portion of the article
• Discussion: – What are the key points that stood out in the
article?
• Be prepared to share 3-5 key points with your home group
Home Group Activity (10 min.)
• Return to your home group• Share around short descriptions from each
expert• As a whole group, discuss:
– What would it take to help your schools develop better collaborative relationships?
– What can you do to facilitate more collaborative relationships in your buildings?
• Be prepared to share out
Teaming ModelTeaming Model• The exceptional educator is assigned to one grade
level/content area team with one planning period per week for the team.
• The exceptional educator provides student information, possible instructional strategies, modification ideas for assignments/tests, and behavior strategies.
• The team meets on a regular basis, establishing consistent communication among the team
members. Dick and Rick Hoytwww.teamhoyt.com
Teaming ModelTeaming ModelCont’d Cont’d
• The team model is presented so teachers are not working independently to achieve success with their students.
• All team members work together and broaden their knowledge in various areas, whether they are from general education or special education.
Team Model Table Activity (15 min.)
• Using the agenda provided for you, assign roles (Facilitator, Timekeeper, Taskmaster, and Scribe)
• As a team, review the data that is provided• Determine which students need extra
support, which interventions or strategies will be beneficial and who will be responsible for providing those supports as well as when the support will occur
Co-TeachingCo-Teaching
• A teaching relationship in which general A teaching relationship in which general and special education teachers share and special education teachers share
responsibility for responsibility for planning, delivery and planning, delivery and evaluationevaluation of instruction for a of instruction for a heterogeneous group of students.heterogeneous group of students.
• These teachers work in These teachers work in coactive and coactive and coordinated fashioncoordinated fashion in which they use in which they use techniques which allow students of varying techniques which allow students of varying abilities to achieve their potential. abilities to achieve their potential.
US Department of Education 2008-Teacher to Teacher InitiativeUS Department of Education 2008-Teacher to Teacher Initiative
Why Learn to Co-TeachWhy Learn to Co-Teach
• Every general education teacher at some point Every general education teacher at some point will have a child with a disability, 504 Plan, or will have a child with a disability, 504 Plan, or Behavior Intervention Plan integrated into his Behavior Intervention Plan integrated into his or her classroom.or her classroom.
• This child may be serviced by a special This child may be serviced by a special education teacher or some other specialist, education teacher or some other specialist, such as a speech therapist.such as a speech therapist.
• Co-teaching allows two adults with different Co-teaching allows two adults with different areas of expertise to work together in one areas of expertise to work together in one classroom for the benefit of classroom for the benefit of ALLALL children. children.
• Allows for a wider range of instructional Allows for a wider range of instructional techniques and strategies.techniques and strategies.
Co-Teaching ApproachesSupportive Teaching
Complementary Teaching
Parallel Teaching
Team Teaching***Additional Models
Alternative Teaching
Station/Center Teaching
Benefits of Co-TeachingBenefits of Co-Teaching• Increases learning options for all
students. • Improves program intensity and continuity.• Reduces the stigma of students disabilities
and learning difficulties. • Increases support for teachers and related
service personnel.• Most importantly, co-teaching utilizes the
unique perspectives of general and exceptional educators who share their strengths to create teaching approaches that could not occur if only one teacher were present.
Co-Teaching Video
Complimentary
Supportive
Parallel Teaching
Team Teaching
Station/Center
Middle School Example
When co-teaching, When co-teaching, two or more peopletwo or more people are are responsible for doing what responsible for doing what one personone person has has historically had to do. historically had to do.
Co-teachers Co-teachers shareshare in the responsibility for in the responsibility for student outcomes and make student outcomes and make planningplanning a a priority.priority.
Decisions are made Decisions are made together.together.
Teachers share Teachers share ALLALL roles. roles.
Student needsStudent needs determine classroom determine classroom practice.practice. Both teachersBoth teachers facilitate learning and facilitate learning and impact knowledgeimpact knowledge. .
It is not because things It is not because things are difficult that we do are difficult that we do not dare. It is because not dare. It is because
we do not dare that we do not dare that things are difficultthings are difficult
By: SeneccaBy: Senecca
QuestionsQuestions
DEPARTMENT OF EXCEPTIONALEDUCATION