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Inclusive Services: An Overview Presented by the Department of Exceptional Education.

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Presentation on theme: "Inclusive Services: An Overview Presented by the Department of Exceptional Education."— Presentation transcript:

1 Inclusive Services: An Overview Presented by the Department of Exceptional Education

2 Is inclusion the law?

3 Defining LRE Sec.612(a)(5)In general. To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in general education classes with the use of supplementary aids and services cannot be achieved satisfactorily.

4 Is MNPS going to be a fully inclusive district?

5 MNPS will always provide a continuum of services.

6 We have adopted an Integrated Comprehensive Service Delivery Model 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)

7 Inclusive Model Academic and social Instruction occurs Strictly in the Special education setting Inclusive services in general education Activities with special education support, academic Instruction occurs primarily in the special education setting Inclusive services in one to three General Education subjects and activities with Support from the exceptional education teacher Including 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

8 Implementation is a 3-5 year process MNPS will offer a continuum of services based on LRE all middles schools will provide all services Middle school students will return to their school of zone Elementary will be the next focus High Schools currently have all services Will focus on how we can provide services and support to SWD in general education classes vs. pulling out and servicing in segregated programs

9 How do I include SWD?

10 Ways to Include Community of Care and Belonging Physical InclusionSocial Inclusion Academic Inclusion

11 Physical Assigned to grade level hallway Lockers assigned with grade level peers SWD transition with peers Assign peer buddies to assist with transition Classrooms and teachers are not labeled by programs

12 Social Field trips Extra-curricular activities Inclusive awards and ceremonies Lunch and related arts with grade level peers Peer buddies Offer social skills curriculum to all students who will benefit

13 Academic Ensure that all students have access to grade level textbooks and materials Schedule SWD first, not last Provide accommodations and modifications View paraprofessionals as educators who support all teachers and all students Require collaboration between general and exceptional educators and service providers (i.e. SLP, OT, Therapists)

14 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. Weekly lesson plans should be required of all teachers serving students with disabilities Year 1 Targets for Schools Goal: June 1, 2010

15 Year 1 Targets, continued 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). Lockers etc. for students with disabilities are located amongst grade levels with typical peers. 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.

16 How can I get more information about inclusive services?

17 District-Wide Professional Development Check ERO regularly for course offerings Attend PD designed for Related Arts teachers

18 School-based Professional Development Contact the Department of Exceptional Education in order to schedule school-based trainings Some recommended PDs include: Accommodation & Modifications Inclusive Services Co-Teaching Differentiated Instruction Inclusion Strategies for low incidence disabilities FBA/BIP implementation

19 What Questions Do You Have?

20 For more information… Kristi Coggin Instructional Facilitator Krista McAtee Instructional Facilitator


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