Presentation on theme: "Quality Indicators of Inclusive Education: Policy & Practice"— Presentation transcript:
1Quality Indicators of Inclusive Education: Policy & Practice TASHInclusive Education Committee &Melody Musgrove, OSEPDecember 1, 2011
2Key QuestionsWhat are observable indicators of high quality inclusive education? In other words, how do we know it when we see it?What is the role of the U.S. Department of Education, Office of Special Education Programs, in supporting high quality inclusive education?
3Contributors TASH Inclusive Education Committee ******* Jacki Anderson, California State UniversityCheryl M. Jorgensen, Inclusive Education Consultant & University of New HampshireBarbara McKenzie, Parent, Author, TASH OhioCarol Quirk, Co-Exec. Dir. Maryland Coalition for Inclusive Education, President TASH BoardDiane Ryndak, University of Florida, Secretary TASH Board
4ContributorsMelody Musgrove, Director, Office of Special Education Programs, U.S. Department of Education
5Agenda Presentation of Quality Indicators Presentation from Melody MusgroveAudience FeedbackGiven the short amount of time for this presentation, we urge you to seek out the presenters after the session!
6What IS Inclusive Education? …school communities based on social justice principles in which all students:Are presumed competent;Are welcomed as valued members of all general education classes and extra-curricular activities in their local schools;Fully participate and learn alongside their same-age peers in general education instruction based on the general curriculum; and,Experience reciprocal social relationships.From TASH Inclusive Education site:
9Quality IndicatorsQuality indicators can help parents, educators, and others have a shared understanding of inclusive education and support continuous improvement at the student, team, classroom, building, district, state, and even federal levels.
10A Word About Quality Indicators & Evidence-Based Practice Evidence-based practice in education is usually defined as a strategy or technique that has been shown effective through randomized, experimental, group designs.To date, there have been no research studies on inclusive education using randomized, experimental, group designs, so…
11Quality Indicators…we still need to know “what to do on Monday morning” that is based on the best evidence we have at this point in time and on our values and desired outcomes for students with disabilities.This is why Quality Indicators have been developed.
13Common Features Values and school climate Home school attendance General education class membership in natural proportionFull participation with supportsCollaborative teamingAdministrative leadership
15Institute on Disability, University of New Hampshire Presuming competence and high expectationsOne QI survey addresses individual student, IEP team, classroom, building, and district indicatorsHighlights augmentative and alternative (AAC) communicationIncludes indicators about graduation and futures planningHas been converted into Survey Monkey for easy online completion and tallyingContact: Cheryl Jorgensen -
16ExamplesThe inherent value and dignity of students with significant disabilities is respected. All students with significant disabilities pursue the same learner outcomes as students without disabilities. When students do not currently demonstrate content knowledge or skills, the least dangerous assumption principle applies, and all aspects of their educational programs continue to reflect high expectations.
17Examples“People First” language is used (e.g., a child with Down syndrome, not a Down syndrome child).Language regarding the student’s perceived functioning or developmental level is not used as the primary descriptor; rather, descriptions of the student focus on abilities and needs are used.Annual goals on the student’s individualized education program (IEP) reflect content standards from the general education curriculum.Predictions are not made that the student will “never” acquire certain knowledge or skills.People use age-appropriate vocabulary and inflection when talking to the student.
18Barbara McKenzieEveryday language, easy to use by parents advocating for their child’s inclusionBased on the “big ideas” of inclusive educationGood for conversation/dialogue starter within teamsDraws on the power of stories to change attitudesLooks at inclusion as Erin progressed through the grades, culminating in graduationEncourages broader systems changeContact: Barb McKenzie -Contact: Barb McKenzie –
19Friends’ Reflections… “Throughout elementary school we all experienced things together like being ‘letter people’…We all had a blast at the haunted gym and helped Erin master the monkey bars and swings…Everyone knew Erin and she was without a doubt ‘just one of the girls’”
20Friends’ Reflections… “In middle school, we all went through a change of environment. Even though this was the case, Erin was always there to pick up your spirits…She also joined the drama club with me and Kristin.”
21Friends’ Reflections… “I had the privilege of meeting Erin my freshman year when we both took choir…Junior year I had history with Erin. I sat next to her and got to know her a lot better…I am thankful for her acceptance and her willingness to include me in the traditions that werealready made.”
22Friends’ Reflections… “At the Evening of Reflection, Erin got up on stage and presented a speech… She was able to tell all about herself and her experiences.Then came graduation. Erin had worked hard and had earned herself something wonderful – a high school diploma. As we all prepared to find a college, Erin was able to find herself an opportunity doing something she loved, being part of the theater at Otterbein College.”
23Maryland Coalition for Inclusive Education Detailed instructions for who should complete the QI inventoryTwo inventories: classroom-level and building-levelOffers examples of data sources/evidence for each indicatorScoring rubric acknowledges that schools are at different points along a continuum of improvement – initiating, developing, sustainingContact: Carol Quirk –
24ExamplesTeachers use principles of universal design for learning and tiered planning when considering lesson content, structure, and pacing.Teachers vary the way they engage students.Multiple opportunities to access information though different means and media are available.Students have options for demonstrating learning.
25ExamplesTeachers consistently use differentiated instruction to support diverse learnersTeachers vary the content, environment, process, and products required when teaching the curriculum.Differentiation is based on students’ skills, prior knowledge/learning, interests, strengths, and areas of need.All students regularly have opportunities to learn at their challenge level.
26California LRE Task Force Both school and district-level QI tools with lots of focus on infrastructure necessary for successful inclusion (e.g., credentialed teachers, professional development, adequate funding)Suggests establishing a school improvement team to guide the processForms help summarize and prioritize action items for improvementIncludes process guide for weighing pros and cons of strategies for improvementContact: Jacki Anderson –
27ExamplesThere are fiscal and organizational supports provided for implementation of LRE.The district provides fiscal, human, and organizational resources for school site implementation of LRE (e.g., collaboration, planning time, IEP planning time, available substitutes, supports for participation at the IEP meeting for all required participants).Textbooks, instructional materials, and technology used throughout the district are available to all students and all teachers.All curricular and extracurricular activities and opportunities throughout the district are available to all students.
28Florida Inclusion Network & University of Florida Three different QI tools: IEP team, school/building, and district, all based on the same three categories of indicators: values & climate, access to general education, and policies and supportFive point rubric provides detailed descriptions of each “level” of progress towards each quality indicatorSeparate scoring sheet can be used to prioritize and make action plansContact: Diane Ryndak –
29ExamplesThe school mission statement reflects a philosophy that every student can learn, and all instructional and administrative personnel are accountable for demonstrating adequate yearly progress for all students. The provision of effective services in age appropriate general education and natural contexts for students with disabilities, including students with severe disabilities, is stated directly in the school mission statement. The mission statement is distributed to key people–including school staff, parents, district-level administrators, and community members–and posted in the schools, included in handbooks, and referenced repeatedly.
30ExamplesSchool administrators have identified and provide support for a key person at the school to facilitate the inclusion of all students with disabilities, including all students with severe disabilities, with same-age peers without disabilities in general education and natural contexts through the coordination of needs assessments, technical assistance, and professional development activities for school administrators, personnel, students, and families.