So, You Want To Do Inclusion!

So, You Want To Do Inclusion!
Dr. Wendy Dover Balough Rock Hill Schools Research to Practice, 2012 So You Want To Do Inclusion! Some Options To Consider. This overview session will outline research-based strategies and provide useful tips for including students with mild to moderate disabilities in general classroom instruction aimed at providing all students with access to the general curriculum. Strategies include inclusive roles and responsibilities, differentiated instruction, curricular modifications, co-teaching, consultation and collaborative problem-solving. You will get a great many ideas today, but you won’t leave an expert in any one area. I’m here to “broaden your horizons” as Mammy Yokum says. You will get enough information to perhaps peak an interest or find something that sound like it will fit within your school’s culture and climate. There is no 1 single answer to inclusive programming – there are options for school and classroom personnel to use to move toward providing ALL students access to the general curriculum. Some a small and won’t take much time to explain or even to implement. Others are programs that will require more study and training, such as co-teaching. My intent today is to lay in front of you 12 options to consider, because there is certainly more than 1 way to “do inclusion”.

Remember, It’s All About ACCESS!
MultiCat Workshop 4/19/2017 Remember, It’s All About ACCESS! Even IDEA-2004 doesn’t specify INCLUSION… IDEA-2004 specifies ACCESS TO THE GENERAL CURRICULUM! Right of entry Admission Right to use Introduction Contact Way in Entrance Entry Approach Gateway Opening First of all, it’s about ACCESS. IDEA does not and never has used the word “inclusion”. Inclusion is the term that we’ve used to interpret the intent of LRE and continuum of services. The law does specify ACCESS to the general curriculum. So, if you want to “do inclusion”, you need to “provide access” for each student in the general classroom, including those with special learning needs and disabilities. Let’s now run through some tips and strategies that will help you and those you collaborate with provide access and, thus, do inclusion. Some are big, some or small. Some will require more research and planning. My goal today is to overwhelm you with ideas and options. Everything I’ve read about “access” includes student IN the general classroom with appropriate supports, well written IEPs with appropriate curricular modifications, as well as accommodations, rich present levels of performance, and a variety of research-based strategies that seem to be good for all students (not just those with disabilities). This seems to also be the trend when discussing the Common Core. Making Curricular Modifications 2

Some Inclusion Options to Consider
Revisit the Benefits of Inclusion Acknowledge Inclusion’s Impact Define what Inclusion IS and IS NOT Keep Your Principal Informed Clarify Models and Define Roles & Responsibilities Review Available Resources Set the Expectations of Working with Other Adults Develop Systems of Information Sharing Get GenEd teachers to IEP meetings and Use Them Sort Students for Push-in and Pull-out services Some Key Inclusive Strategies Co-teaching Co-planning Using assistants Differentiate Instruction Curricular modifications Address the barrier issues Last page in packet. Here are the 12 points we will use to frame time together. The idea is for you to find those options that will most fit your needs and the culture/climate of your school/district, PRIORITIZE those needs, and begin implementation there. You will have access to this powerpoint if you want to use parts of it in the future.

PowerPoint and Handouts
Available at: Or, Departments (across the top) Exceptional Student Education (page or right) ESE Links (right side)

Inclusion Option #1 The benefits of Inclusion The difference between
mainstreaming, integration, inclusion, full inclusion Inclusion intends The benefits for students, teachers, schools, and communities Definition - Tell the difference between the 4 words Intro Activity – complete notecard, trade and talk Name, school, job descript Why we should do inclusion (benefit) Some of the rules have changed – Not the Same Inclusion Higher levels of accountability for student performance at grade and school level Resource models of pull-out for content instruction less workable or justifiable Off-grade level students in on-grade level classes need more curricular modifications Limited accommodations and modifications for testing has confused the role of special ed. Response to Intervention (RTI) has put interventions and strategies in the pre-identification stage Special Educators are being spread thin General Educators unsure of roles and responsibilities Inclusion is a philosophy; a belief system; a combination of beliefs and actions

Inclusion has always intended…
A broader perspective Collaboration and involvement from ALL the adults (“full school” program) A connection for all students to the general curriculum The belief that all students can benefit Effective communication and information sharing

Inclusion Intends… (continued)
Starting on the “inside” rather than the “outside” The use of research-based strategies, practices, models The best use of resources A real effort to meet a child’s needs Accommodations and modifications that facilitate appropriate learning Putting all that together and moving programs and staff forward has become so complicated. We are pulled in so many directions and other issues have moved to the forefront (like autism and mental health needs). I believe that the district special education administration can take the lead in providing direction and vision for the inclusion of students with special needs, regardless of where your schools and staff are. I’m going to show you (hopefully not overwhelm you) with a few, fairly simple strategies. Hopefully, something with strike you as “right” for your schools and staff. Teachers love it when they go to a conference session and get something they can “use Monday morning”. That’s my intent – give you some ideas and hopefully at least one will be immediately useful to you.

The Benefits of Inclusion
Access to the general curriculum Greater opportunity to interact Higher expectations Peer role models Greater acceptance of differences Respect and understanding Shared resources There is no research that shows negative effects when it’s done right! Research tells of the benefits of including students with disabilities in the general experiences of the school, classroom, and instruction. Benefits of inclusion” Inclusion is a philosophy; a belief system; a combination of beliefs and actions

Inclusion Option #2 Acknowledge inclusion has an impact It’s change!
Good or bad, change packs a punch! So, if the benefits are so great, there’s no problem, right? Wrong! Just because it has some benefits, it won’t all be smooth sailing! Do you know the truth about educational change? Change is hard, exciting, scary, tiring, rewarding, scary… Good or bad, it invokes stages of emotions. The trouble is, your staff and even your team will not move through those stages together or in the same time frame.

Stages of Educational Change
Change (Biklen, 1992) Takes time to occur It’s never a gentle experience! It’s like the stages of GRIEF! Denial Bargaining Anger Sadness Resignation Acceptance Renewal Includes loss of identity, certainty, meaning, clear direction

Greenville County Schools
Who Feels the Impact? The impact of inclusion is CHANGE for: General Education Teachers Special Education Teachers Administrators Students Parents Community What are your thoughts? Pair/Share Activity – Pick one of these 3 groups and read some of the impact they may face with “doing inclusion”, then share with a neighbor which group you chose and 1 of the issues highlighted. Are these positive or negative? All in how you look at/approach it. How do you facilitate change? You acknowledge the reality of others and problem solve as necessary! And you reinforce the benefits of inclusion What other groups may be impacted by inclusion programs? Parents Students (special and general) community Practical Inclusion

Driving the Point Home! Inclusion is not a place we put kids
Inclusion is not one model Inclusion happens when teachers collaborate and work together All students are tied to the general education curriculum (some more loosely than others!) Inclusion is about more than academic achievement! (But that’s what scares teachers the most!) I can tell you stories all day long and talk about the studies that point to improved student functioning in inclusive settings, but until you live it and experience it, you’ll just think I’m telling you stories. The General Education classroom is really better for the normal development of children - getting invited to a birthday party Getting in trouble for passing a note in class Going on a field trip with the class Having class pictures taken with peers rather than the SPED class Gen Ed theme song should be – “I can show you the world…”

Inclusion Option #3 Define what Inclusion IS and IS NOT
Inclusion IS Inclusion IS NOT What do you want it to be and what do you NOT want it to be? Let’s create a workshop list. Next to last page in handout packet.

Inclusion Option #4 Involve and inform principals
Key to Successful Inclusion Tips for Fostering Administrative Support (page 2) Research states that the building principal is one of the key factors in the success of an inclusion program. What are some other tips you can add to the ones on the handout page?

Inclusion Option #5 Take the “mystery” out of special education delivery – Define it! – Organize it! - Share it! Models of inclusive service delivery (p. 3) Clarify inclusive roles and responsibilities Operationalize” indirect services” Tell story about Junction City High School and explaining the services. You have to know what you have before you can explain it or even change it. Not even the special educators always can explain the continuum of services within a building.

Special Education Service Delivery General Classroom Services Pull-out Services and Support Separate Classroom Services It use to be easy. The continuum of services was pretty clean and simple. Then it got complicated. We starting defining services as direct or indirect. Alternative Setting Homebound Practical Inclusion 16

Special Education Services
Greenville County Schools Special Education Services Indirect Consultation Problem Solving Sharing student information Planning Collaboration (providing ideas for modifications, accommodations, strategies) Coaching Behavior interventions Itinerant support to students Direct Co-teaching and Supported instruction Pull-out Resource Special Classroom or Setting The types and settings of SpEd services that are provided have increased. SpEd teachers don’t just teach students directly in a sped room. Many of the inclusive practices we will look deeper into can be “classified as indirect or direct. Practical Inclusion

Continuum of Inclusive Models LESS Support Intensive Consultation Supported Instruction Co-Teaching Resource/Pull-out I said this has gotten more complicated. The next complication come with the delivery of these services in a variety of settings. It’s not clean and simple anymore. We’ve developed a Continuum of Inclusive services that takes in individual need for levels of services across a variety of contents. Just because a student may need very intensive, small group instruction in reading, doesn’t always mean he needs it for math, or for behavior. Special Ed. is no longer and “all or none” proposition. One place (or one level of service) no longer works for differing individual needs. This is what I call a continuum of inclusive models. These are the delivery models that involve the greatest level of inclusion in the general education classroom. In each of these models, there is a specific function for the sped teacher. These are on page 2 of your handout packet. Stop and ask questions – I will move through this quickly. MORE Support Intensive Practical Inclusion

Models of Inclusive Services
Greenville County Schools Models of Inclusive Services Consultation Model Student support services personnel provide indirect, out-of-class support to general classroom staff or students. Consultation Model Planning Strategies Problem-solving Shared student information Shared program information Observations Coaching Resources and materials These are all on page 2 of your handout packet. I will run through these quickly, but ask if you have questions. (Snell & Janney, 2000) SpEd teacher informs GenEd of student needs and monitors progress Needed accommodations are arranged by the GenEd teacher or the student SpEd teacher provides ongoing communication Practical Inclusion

Greenville County Schools Models of Inclusive Services Collaborative/ Classroom Support Model Student support services personnel provide direct in-class support to students as they participate in the general education classroom Classroom Support Model “Inclusive” Classroom Co-teaching Supported Instruction Modifications Instructional accommodations Curricular modifications Practical Inclusion

Difference Between Co-Teaching and Supported Instruction (p. 3)
Co-Teaching Workshop - Short Greenville County Schools Difference Between Co-Teaching and Supported Instruction (p. 3) Co-Teaching GenEd teacher and SpEd teacher plan together Regular and scheduled planning Both teachers come prepared Format for planning Shared Instruction Active engagement throughout instructional time Use of a definable instructional arrangement More of an equal partnership Supported Instruction Less planning or ongoing communication may be evident Special Ed. personnel obviously in assisting role General education has primary responsible for instruction and direction Teach and Support/Assist is prevailing instructional arrangement Less of an equal partnership Let’s take a moment to explain the difference. Lots of people are doing supported education and call it co-teaching. The difference is important for a number of reasons. If you aren’t planning together, you are not co-teaching! Over time, this causes problems between teachers – better suited for an assistant role! Make sure you and your teachers have the same understanding (and agreement) about what your partnership is supposed to be. There is nothing wrong with doing supported instruction – it’s only a problem if you are doing supported instruction, but you think you are co-teaching. Get on the same page! It’s less frustrating! Practical Inclusion W. Balough, 2011 21 21

Greenville County Schools Models of Inclusive Services Pull-out Model Student support services personnel provide direct instruction, support or modifications to student with special needs outside the general classroom. - smaller groups - more intense or specialized instruction Pull-out Model Resource Class Academic support Academic enrichment and acceleration IEP skill development Self-contained Class Functional curriculum Curricular modifications GO NEXT Pull-out Resource: Supplemental Support - accommodations/ modifications, strategy instruction, and direct support of instructional activities associated with the general education classroom (Spinellli, 2002), and Individualized Support - IEP goals and individual student needs/skill development. The student’s IEP team may decide a separate setting is necessary for the student’s achievement and progress. Pull-out self-contained: USED to do all content instruction, including Science and Social Studies. Now, because of limited number of students who can take the SC ALT, we try to include these student in Science and Social Studies with curricular modifications (which we will talk about later. Special Education services and supports are provided in a separate setting/classroom by a special education teacher or therapist. Practical Inclusion

Special Education Service Delivery General Classroom Services Consultation: Information Sharing Problem Solving Coaching Collaboration: Co-Teaching Assistant Supported Instruction Pull-out Services and Support FROM A LITTLE TO A LOT! Direct Instruction Academic Support Social Skills Support/Study Strategies Transition Skills Separate Classroom Services Direct Instruction Behavior Instruction Social Skill Instruction Content Instruction Access to the General Curriculum PUTTING IS ALL TOGETHER – A NEW CONTINUUM OF SERVICES. Less clear cut and much blurrier lines. Today, services are designed to fit the needs of the students, not the other way around. IEP teams talk about the services a student needs first, not where a student should be placed. The law states that we as a district must be able to provide a continuum of services – and provide it based on student needs. Resource and self-contained are no longer PLACES, but models of support. They really indicate the amount and type of service from a special education teacher or therapists. Each model includes varying amounts of direct and indirect support from a special education teacher. For example, service in the general classroom can include a variety of supports – such as… We currently have several schools using co-teaching or supported instruction. One is at Castle Heights and includes all below-basic students as well as ESE students who would benefit from that model. The Office of Exceptional Children at the state department monitors the amount of time ESE students spend in and out of regular classrooms and intend that more support be provided in the general or regular classroom. One of our compliance targets is to increase service within general classroom settings. The bottom line is to provide the amount of support necessary to both meet the individual needs of students while connecting them meaningfully to the general curriculum – in or out of the regular classroom. To do this, ESE teachers may have to cross settings – work both in the general classroom AND provide pull out support. Even teachers of our most severely disabled student must be aware of what’s happening in the general curriculum. All special education teachers in Rock Hill have been actively involved in the late start curriculum mapping that is going on in the schools and I’m hearing ESE teachers talk about how beneficial this is. Alternative Setting Homebound Practical Inclusion 23

Take a Minute… You have to know what you are starting with! How are special education services delivered in your building? What services do you have with each level of the continuum? How can you help your staff understand the picture of current special education services? Use the clean copy from the next slide to “map out” the special ed. services in your school. See if you can sketch it out. You have to understand it before you can change it. Get the big picture. Know where you are starting. Practical Inclusion

Special Education Service Delivery General Classroom Services Pull-out Services and Support Separate Classroom Services Today, services are designed to fit the needs of the students, not the other way around. IEP teams talk about the services a student needs first, not where a student should be placed. The law states that we as a district must be able to provide a continuum of services – and provide it based on student needs. Resource and self-contained are no longer PLACES, but models of support. They really indicate the amount and type of service from a special education teacher or therapists. Each model includes varying amounts of direct and indirect support from a special education teacher. For example, service in the general classroom can include a variety of supports – such as… We currently have several schools using co-teaching or supported instruction. One is at Castle Heights and includes all below-basic students as well as ESE students who would benefit from that model. The Office of Exceptional Children at the state department monitors the amount of time ESE students spend in and out of regular classrooms and intend that more support be provided in the general or regular classroom. One of our compliance targets is to increase service within general classroom settings. The bottom line is to provide the amount of support necessary to both meet the individual needs of students while connecting them meaningfully to the general curriculum – in or out of the regular classroom. To do this, ESE teachers may have to cross settings – work both in the general classroom AND provide pull out support. Even teachers of our most severely disabled student must be aware of what’s happening in the general curriculum. All special education teachers in Rock Hill have been actively involved in the late start curriculum mapping that is going on in the schools and I’m hearing ESE teachers talk about how beneficial this is. Alternative Setting Homebound Practical Inclusion 25

Inclusion Option #5 (cont.)
Take the “mystery” out of special education delivery – Define it! – Organize it! - Share it! Models of inclusive service delivery Clarify inclusive roles and responsibilities (p. 4) Operationalize” indirect services” Inclusive Roles/Responsibilities Small groups review and report (questions, changes, how to disseminate )

Job Titles May Help General Education Teacher Classroom Teacher Content Specialist Instructional Leader “Chief Cook” Collaborator Co-Teacher Special Education Teacher Consultant Strategist Resource Specialist Case Manager Collaborator Co-Teacher Classroom Teacher’s Role: To plan, coordinate, schedule, and evaluate curriculum and instructional outcomes within a secure, positive, and enriched inclusive classroom environment. Special Educator’s Role: To provide instruction and support which facilitate the participation of students with disabilities in regular education classroom Practical Inclusion 27

Inclusive Roles and Responsibilities: It’s Best to Make it Clear
Greenville County Schools Inclusive Roles and Responsibilities: It’s Best to Make it Clear Take the time to customize a list of “inclusion” guidelines for your program, school, or district that clearly defines overall roles and responsibilities of General Education Teachers and Special Education Teachers. For each list… Circle the number of the items you want to keep Mark out the number of the items you want to delete Write in any changes Add items you want to include The goal here is to develop a SCHOOL list. I would STRONGLY URGE the “pre” development of a list to present to cut down on discussion and disagreement – make this list look as close to what you want BEFORE you present it to the participants. It also seems to work best if the workshop facilitator leads the workshop participants through each item, one at a time noting changes, deletions, and additions. Takes time, but very hard to do in small groups and then combine. I have had small groups work on this, but each small group represented a different school building. The facilitator should make notes while brief discussions are held on each one, then retype later. Practical Inclusion 28

These Lists are Useful ---- HOW?
Greenville County Schools These Lists are Useful ---- HOW? If we are NOT talking about co-teaching specifically, how can I/teams of teachers – use these lists? What can you do with your list? They always have ideas – most teachers are grateful to have these basic responsibilities and expectations written down. Both lists SHOULD be reviewed at the end of each semester and prior to starting a new year/semester of co-teaching. General education teachers and special education teachers can and should collaborate across all special education delivery settings. GenEd responsibilities do not end when SpEd personnel provides direct support or when students are pulled for specialized instruction Practical Inclusion 29

Inclusion Option #5 (cont.)
Take the “mystery” out of special education delivery – Define it! – Organize it! - Share it! Models of inclusive service delivery Clarify inclusive roles and responsibilities Operationalize” indirect services” (p. 5) Indirect services involve support and consultation to general education teachers (and paraprofessionals) who work directly with special needs students students. Indirect services by special education need specifics and possibly more communication that direct – teachers may have less contact and teachers seem less sure of their specific roles and responsibilities. Let me help develop an indirect support “to do” list! Indirect services Small groups review and report (questions, changes, how to disseminate )

Inclusion Option #6 Look at available resources, how they are/could be used (Apollo 13 theory) People Materials Equipment Technology Schedule/time Define resources in terms of people, schedule/time, materials, programs, etc. How are we using what we currently have? Can we get creative with what we have? What other resources do we need? Prioritize those needs. Again, can we get creative to meet these needs?

Inclusion Option #7 Make “working with other adults” a part of SpEd teacher job description Set expectation Skills: communication, collaboration, problem-solving, facilitating, empowering, coaching, listening, “our kids” not “my kids” Communication Activity (page 6) If there is time, do E or I and pass out page for Working with Introverts/Extroverts Set this as an expectation Working in a cold climate Story of RWES – took program people out of offices and make them share 1 classroom. Grade level teams/RTI team have to all meet in that room. Make sure ALL your SpEd teachers increase their communication and collaboration skills

Inclusion Option #8 Develop systems and supports for communication and information-sharing Requirement that SpEd teachers share IEP information with those who have “a need to know”. That information includes… But to “do inclusion”, there’s more and it’s not a one-way street!

Sharing Information – It’s VERY, VERY Important!
Greenville County Schools Sharing Information – It’s VERY, VERY Important! SPED Teacher has… Specific, individual student information Present Levels Functional Performance Specific IEP information Goals/objectives Modifications and accommodations Present level of performance Student Profile GenEd Teacher has… Instructional information Class expectations Classroom measures Learning and behavioral expectations Grade/age comparison Curriculum knowledge and understanding Classroom Profile Do you have a formal or informal system for sharing this type of information? What works? Want to share? I have some examples. Does this group want to define a form/process or put together a choice of forms and processes for future teams/semesters? Practical Inclusion

How is Information Shared in Your Building?
Greenville County Schools How is Information Shared in Your Building? Is information being shared? What specific information does special education provide general education teachers? Is the process formal or informal? Can you describe the format or the communication tool used? How quickly is the information disseminated at the beginning of the year? If it’s working, don’t change it! Practical Inclusion

Inclusion Option #9 Get the general education teachers to the IEP meetings, keep and use them The responsibilities of the General Ed. teacher in IEP meetings include: The role of the general ed. teacher MUST be more that “there to sign the forms”. Since there is so much info that needs to be shared about the regular classroom and the regular curriculum, the GenEd teacher is the resident expert in this area. There must be questions they can answer and information they can share about grade level expectations and typical age-level behaviors. Flip Chart: Make a list for ReEd Teacher: My Role in an IEP Meeting

Inclusion Option #10 Sort students for pull-out and push-in using real data Inclusion Planner Form (page 11-12) Small groups rewrite/define parameters for Beaufort. This form help define and look at data that will be used to match a student’s level of need and the supports WITHIN THE CONTEXT OF THE GENERAL ED CLASSROOM. The parameters on the back need to be set by each school or district.

Inclusion Option #11 Implement Inclusive Instructional Strategies
Co-teaching Co-planning Instructional Assistants/Paraeducators Curricular Modifications I am not providing extensive training on any of these topics. There is not time. I want to give you some information on each of these topics. If one (or more) sounds right for your situation, research it, ask for more specific training, go to Research to Practice in July and find out more!

Co-Teaching is Not the Only Strategy for Inclusion!
Greenville County Schools Co-Teaching is Not the Only Strategy for Inclusion! Co-teaching Co-planning Instructional Assistants Curricular Modifications Other Strategies Differentiated Instruction Problem-solving Active Learning Graphic Organizers Study Guides Direct Instruction Other Research-based Strategies Some of you seemed confused by the terminology I used – I kept talking about co-teaching rather than inclusion. In my day, co-teaching was that block program between the high school English and Social Studies teacher. That is a great example of teaming and is one of the co-teaching arrangements that we will be discussing. Inclusion is the broad category of SpEd service delivery in the general classroom. Co-teaching is one instructional model of Inclusion. Co-teaching is not the only way to “do inclusion”. In fact, as far as a research-based intervention, Co-teaching has been awarded a “yellow” or caution light. This doesn’t mean that it’s a poor intervention; it means that there is a lack of solid research that validates this model. The real problem seems to be that although co-teaching is widely used, it is not implemented correctly – that’s why we are here today – to see that you know what is best practices and how to implement it correctly. Practical Inclusion 39

Co-Teaching If you are going to use it, use it right! Get Training – Everyone! Co-teaching or Supported Instruction? 6 Co-Teaching Approaches, not just 1 (p. 13) Power of 2 DVD clip Tag Team Teaching (p. 14) Plan before - Co-Teaching Considerations (p ) Plan during – Co-Planning (next topic) Oh, if you only do whole group instruction, co-teaching is a waste of time and talent! Set some expectations for co-teaching The Power of 2 DVD Co-Teaching Approaches It’s VERY important that co-teachers understand there are 6 (not just 1) instructional arrangements and know what they look like and how they can be used. Watching the 27 minute clip and discussion is the very best way! Tag Team Teaching – some folks may need more direction and structure – something concrete. Co-Teaching Consideration - this set of questions form the basis for team discussions and planning. I require this sheet be completed – the questions answered – and written and turned in to me for accountability. When I give this to teachers, I provide white space between the sets of questions. Usually takes 4 pages. Practical Inclusion

Inclusion Option #11 Implement Inclusive Instructional Strategies
Co-teaching Co-planning Instructional Assistants/Paraeducators Curricular Modifications Differentiated Instruction This co-planning is for co-teachers and for teams of teachers providing indirect support to students. The idea is simple but key.

Co-Planning Key to Co-Teaching (Without it, you’ll never gets past supported instruction) Co-exist Communicate Coordinate Collaborate (problem-solve) Have to make time for it The time for planning actually decreases if… I’ve heard all the reasons why you can’t plan – believe me! I know them all. Co-planning is not just for co-teaching. The need for co-planning if 2 people will be in the room together is pretty obvious. If the sped teacher is providing indirect support, co-planning is also helpful. It will guide the supportive actions of the non-instructional person. The non-instructional person may be providing materials for instruction, supervision of an assistant who is working in the regular classroom, or monitoring the process and needs of students in the classroom. Co-planning is not just for co-teachers! Practical Inclusion 42

Co-Planning IS Different!
Greenville County Schools Co-Planning IS Different! 3 Stages of Co-Planning Stage 1 GenEd Teacher plans prior to co-planning meeting Outline curricular content and related instructional activities Prepare Review Together and Develop Gen Ed Teacher Plans Practical Inclusion

Greenville County Schools Co-Planning IS Different! Stage 2 Both GenEd and SpEd teacher review curricular content and develop instructional activities How do we arrange the teachers? How do we arrange the students? Make judgments about the topics, content, and activities in relation to students Define changes to content, activities, student groupings, adult responsibilities Prepare Review Together and Develop Gen Ed Teacher Plans Practical Inclusion

Greenville County Schools Co-Planning IS Different! Stage 3 Both teachers prepare Materials and resources for students that require significant changes Collects alternative materials Plans for implementation In a co-taught classroom In a consultative setting Prepare Review Together and Develop Gen Ed Teacher Plans Practical Inclusion

On-Going Planning Inclusion requires planning – can’t be done “on the fly”. Prepare and show up! Gen. Ed. – instructional plans and materials Special Ed. – target student names and special needs information Include requirements (standards, goals, etc.) Need a (visual) planning format Co-planning book Co-Planning Form (p. 17) Practical Inclusion 46

Inclusion Option #11 Implement Inclusive Instruction Strategies
Co-teaching Co-planning Instructional Assistants/Paraeducators Curricular Modifications Other state use assistants, or paraeducators, to support students in inclusive settings. Using paras, you will be looking at supported instruction. Let’s looks at some basic information on making that happen.

Instructional Assistants
Greenville County Schools Instructional Assistants Best Practice – can’t “co-teach” Federal laws required assistants be trained. Specific areas of disability and support Behavior management Confidentiality Instructional strategies (“bag of tricks”} A written list of tasks/responsibilities Day to Day Tasks and “The Short List” My Task List Since there are rarely job criteria for hiring assistants, schools and districts can provide training for assistants who will be working in inclusive or general ed settings with students with needs/disabilities. Some general areas of training are listed here. The Short List (best practices) – Teachers and assistants share a number of basic instructional support tasks, but there are some tasks that are only for teachers. Nancy French lists as few as: can’t take the place of a special ed. Teacher (instructionally or in meetings) Can’t write IEPs Can’t plan lessons Can’t introduce initial content or instruction Para tasks should be written down. You can use a simple list or you can get more detailed and specific, like the 2-page example that is in your handout packet. Practical Inclusion

Instructional Assistants
Greenville County Schools Instructional Assistants Federal laws required assistants be supervised Executive and Instructional Supervision (p.19) Assistant Duty Feedback Form (p. 20) In inclusive settings, the general classroom teacher becomes an instructional supervisor Paraeducator’s Brief User’s Guide (p. 21) Teachers – both special ed and general ed need to provide supervision and support to paras working with students. When paras are in general ed or inclusive classes, the general ed teacher becomes the “instructional supervisor”. Take a look at the tasks associated with supervising paras. Often, general education teachers are provided with training or even warnings before paras are placed in their classrooms. The Brief User’s Guide can be used to provide answer to questions they may have. Practical Inclusion

Inclusion Option #11 Implement Inclusive Instruction Strategies
Co-teaching Co-planning Instructional Assistants/Paraeducators Curricular Modifications Another big area of option is the use of curricular modifications. It’s so big, we will be looking at this in another workshop tomorrow. But just to preview, here some information on making changes to the curricular expectations of classroom instruction. Some kids will need more than preferential seating!

Curricular Modifications Are….
Off-Grade Level Student in On-Grade Level Classes 10/8/2010 Curricular Modifications Are…. Broader than Support More than accommodations in the classroom PROCESS decisions Changes to content expectations Changes to student participation Can be addressed through differentiation Let’s look at the difference between accommodations and modifications RHSD3 Student Engagement Conf. 2010 51

Off-Grade Level Student in On-Grade Level Classes
10/8/2010 Where’s the Line? Accommodations …do what everyone else is doing …do what everyone else is doing WITH SUPPORT …do what everyone else is doing WITH CHANGES/MODIFICATION …do something SORT OF LIKE what everyone else is doing (parallel) …do SOME of what everyone else is doing (partial participation) …do SOMETHING DIFFERENT (alternative) Modifications RHSD3 Student Engagement Conf. 2010 52

Something Like, Part of, or Something Different
Off-Grade Level Student in On-Grade Level Classes 10/8/2010 Something Like, Part of, or Something Different Once the appropriate level of accommodation moves beyond “what everyone else is doing”, modifications get “trickier” understand, to agree on, and “make happen” inside the general classroom. Harder to : - understand, - to agree on, and - “make happen” RHSD3 Student Engagement Conf. 2010 53 53

For Curricular Modifications,
…MORE is needed! …more collaboration, more lead time, time to plan, time to prepare, more resources, more implementation, more practice and reinforcement, and more ways to assess and grade Broader than Support PROCESS issues Changes to content expectations Changes to student participation

Some Realizations are…
Not all students will or should… Learn all of the content Do all of the assignments or instructional activities Be graded the same way All student should… Be exposed to basic concepts Have meaningful instruction Progress, to the extent possible and appropriate

The Only Way to Make Appropriate Curricular Modifications
…is to plan and define exactly what part of the curriculum or what content should be achieved by the student or students for a subject area or class, unit of study, an individual lesson, or an individual instructional activity. Don’t wait and just modify the test! Students don’t have to go somewhere else Pyramid planning model

Curricular Modifications Should Be Written into the IEP (p.23)
Off-Grade Level Student in On-Grade Level Classes 10/8/2010 Curricular Modifications Should Be Written into the IEP (p.23) Direct content vocabulary instruction Reduced objectives or outcomes Prioritized standards/objectives Differentiated instruction (structured choices) Parallel instruction, materials, topic/subject Shortened assignments Partial participation Alternative instructional activities, assignments, projects, or materials Modified/Alternative grading Replacement activities I suggest writing these into student IEPs – the more specific you can be I get upset when I review an IEP of a student with mild MD and don’t see any modifications in his/her instruction – OF COURSE they need modifications! Differentiated instruction Providing choices based on student ability and interest, known as differentiated instruction, has already really been infused into a great deal of what we have talked about. Options for delivery of instruction and product/activity outcomes runs through all of this. I have also come to believe that flexible grouping and instruction other than whole group is key to successful co-teaching. Bloom’s Taxonomy. Choices. If you do nothing but mainly whole/large group instruction, don’t’ waste you time with co-teaching! RHSD3 Student Engagement Conf. 2010 57 57

Inclusion Option #12 Planning time
Acknowledge and continually address the “barrier” issues and concerns (p.24) Planning time Scheduling Grading Convencing others to do curricular modifications won’t be the only tough sell you will have. There are other tough issues – I call them Barrier Issues Barrier handout-Small groups review and report on 1 area Scheduling tips

A Scheduling Question. Should I…
“Load Up” SpEd has fewer teachers/teams to support Requires more direct in-class support Need to add variety & flexibility by using direct support creatively Training and support concentrated to a smaller group Easier to administrate “Spread Out” SpEd has more teachers/ teams to support More resource intensive Planning & communication more difficult or complex creativity & flexibility a must from the start Requires more initial responsibility by GenEd teachers More equitably More complicated to administrate – multifaceted Some Have Said… Count on “move ins”, so plan proactively. Create options for immediate needs Make changes only at natural breaks (if you simply MUST!) Days and time of support can be flexible Article SpEd teachers can’t co-teach with every teacherDon’t try to add something without taking something off Schedule supported/co-teaching first, consultation time second, and fill in with pull-out Regularly review student needs and teacher comfort levels (they change) Consider other supports Spread out the students with the more intensive needs 59

What Questions Do You Have?

Remember, It’s All About ACCESS!
MultiCat Workshop 4/19/2017 Remember, It’s All About ACCESS! You are not doing mainstreaming or integration; you’re doing inclusion IDEA-2004 specifies ACCESS TO THE GENERAL CURRICULUM! Right of entry Admission Right to use Introduction Contact Way in Entrance Entry Approach Gateway Opening First of all, it’s about ACCESS. IDEA does not and never has used the word “inclusion”. Inclusion is the term that we’ve used to interpret the intent of LRE and continuum of services. The law does specify ACCESS to the general curriculum. So, if you want to “do inclusion”, you need to “provide access” to each student in the general classroom. Let’s now run through some tips and strategies that will help you and those you collaborate with provide access and, thus, do inclusion. Some are big, some or small. Some will require more research and planning. My goal today is to overwhelm you with ideas and options. We only have an hour! Making Curricular Modifications 61

Now, What is Your Plan of Action?
Benefits of inclusion Inclusion’s impact Keeping the principal informed Clarify models and roles/responsibilities Review available resources Set expectations for working with other adults Develop systems of information sharing Get the GenEd teacher to the IEP meetings Sort students for push-in and pull-out services Implement inclusive strategies Co-teach Co-plan Use assistants Make curricular modifications Address barrier issues Define what inclusion is/is not Complete an action form or define 3 items you plan to implement

So, You Want To Do Inclusion!

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So, You Want To Do Inclusion!

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