Presentation on theme: "Overview of the Special Education Reform Initiative Overview of Universal Design for Learning (UDL) 1 AGENDA."— Presentation transcript:
Overview of the Special Education Reform Initiative Overview of Universal Design for Learning (UDL) 1 AGENDA
The more time students with disabilities spend in a general education classroom, the… 2 What the research shows… higher their scores are on standardized tests of reading and math; fewer absences they have from school; fewer referrals they have for disruptive behavior; and better outcomes they have after high school in the areas of employment and independent living.
This was found for all students with disabilities, regardless of: their disability label; the severity of their disability; their gender; or their familys socio-economic status. – (Wagner, Newman, Cameto, Levine, & Garza, 2006)
Students spending time in self-contained classes leads to: Absence of appropriate role and behavior models (Lovett, 1996) Negative impact on classroom climate and student attitudes about difference (Fisher, Sax, & Rodifer, 2000) Staff spending time in self-contained classes leads to: Decreased confidence that general class teachers have for teaching diverse learners (Giangreco et al., 1993) No studies have been conducted that have shown that students with intellectual and other developmental disabilities educated in separate settings achieve more academically. (Falvey, 2004) The performance of students without disabilities is not compromised by the presence of students with disabilities. In fact, they derive benefits from their involvement. (McGregor & Vogelsberg, 1998) 4 What the research shows…
Percent of students, ages 6 through 21, receiving special education services outside the regular class setting more than 60 percent of the school day. IDEA Part B Comparison of State Level LRE Data (DAC- IDEA Data, 2008) State% Students in MRE Settings Vermont 0 Puerto Rico 5.84 North Dakota 8.33 Alabama 9.41 South Dakota 10.5 West Virginia 10.5 Oklahoma Nebraska Wyoming Idaho Kansas Iowa Kentucky Texas Oregon 13.7 Montana Colorado Connecticut 14.1 Wisconsin Minnesota Nevada 15 Pennsylvania Mississippi Tennessee 15.6 Alaska Missouri Washington Maine Arkansas 16.8 North Carolina Arizona Indiana Georgia Louisiana Utah Ohio Virginia Michigan 21.3 New Mexico Rhode Island Florida Massachusetts South Carolina Delaware 23.3 Maryland Illinois 25.5 California Hawaii New Jersey New Hampshire New York District of Columbia Hawaii New Jersey New Hampshire New York District of Columbia State Performance Plan Indicator 5: Least Restrictive Environment – School Age This definition includes students with disabilities in public schools, separate alternative schools, residential facilities. parentally placed in private schools, correctional facilities, and home or hospital environments.
Least Restrictive Environment: The placement process in NYC emphasizes the notion of placement as the availability of seats in special education programs rather than as the services and environment that are appropriate to the individualized needs of the student.... Moreover, this process promotes the idea that special education is a place rather than a service, and places priority of such placement over what should be the most important consideration – the general education placement. (From the Hehir Report, 2005) 6 Major studies on special education in NYC suggest need for change
Major studies on special education in NYC suggest need for change Access to the General Education Curriculum & Student Achievement : In the coming years, consistent with the principles of Children First, the Department should increase its focus on long-term outcomes for students with disabilities and empower schools, parents, and DOE staff to collaborate in building successful instructional models and strengthening the culture of inclusion for students with disabilities. ( From the Harries Report, 2009)
1.Every school should educate and embrace the overwhelming majority of students with disabilities. A cohort of students with low-incidence disabilities or highly specialized needs will continue to be clustered in specialized instructional programs in community and/or specialized schools. 2.Hold all schools and students with disabilities accountable for goals that are standards-based. IEPs should reflect New York State learning standards and emphasize long-term educational outcomes. 3.All schools should have the curricular, instructional, and scheduling flexibility needed to meet the diverse needs of students with disabilities with accountability outcomes. 4.School accountability measures, funding formulas, and enrollment policies and practices will be aligned with the foregoing principles. 5.Schools must be active partners with parents of students with disabilities. 8 NYCs Special Education Reform: Guiding Principles
1) Build system-wide instructional and organizational capacity at the central, network, and school levels. 2) Close the significant achievement gap by providing students with disabilities increased access to and participation in the general education curriculum. 3) Promote more flexible instructional programs by using innovative approaches and maximizing the flexibility within the Continuum of Services, and learn about these designs from schools. 9 Goals of the Special Education Reform Initiative
(a) To ensure that all children with disabilities have available to them a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living; 10 Purpose of Special Education
Minimize the impact of disability and maximize the opportunities for children with disabilities to participate in general education in their natural community (Hehir, 2002). 11 Purpose of Special Education
Fulfilling the Vision of Special Education: Accelerating Learning and Achievement of Students with Disabilities through the Individualized Education Program Photo by Susan Abdulezer/NYC Department of Education
13 Special education is a service, not a place.
14 Core Principles Standards Tools UDL/RTI LRE CCLS Teacher Effectiveness PBIS IEP Assistive Technology FBA/BIP/MDR Goal: Preparing SWDs for further education, employment, and independent living.
Assistive Technology 15 Photo by Susan Abdulezer/NYC Department of Education
18 Photo by Susan Abdulezer/NYC Department of Education