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Educating students with mild disabilities in the general education classroom at Mesa Junior High School 2010-2011 year.

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Presentation on theme: "Educating students with mild disabilities in the general education classroom at Mesa Junior High School 2010-2011 year."— Presentation transcript:

1 Educating students with mild disabilities in the general education classroom at Mesa Junior High School year

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3 Question: As measured by AIMS, how much progress do students make after one year of instruction in a Resource (segregated) format in comparison to one year of instruction in an Inclusion (integrated) format?

4 Method: Compare individual students AIMS scores after one instructional year in the Resource format (5 th grade AIMS to 6 th grade AIMS) to the same students scores after one instructional year in the Inclusion format (6 th grade AIMS to 7 th grade AIMS). Calculate the percent of students that increased one or more AIMS performance categories (FFB, APPR, MEETS, EXCD) in each instructional format. The number in each class in this sample was approximately 20 students.

5 For example… Henrys AIMS history in Reading: 5 th grade: FFB 6 th grade: FFBno improvement in Resource 6 th grade: FFB 7 th grade: Apprimprovement in Inclusion

6 Percent of students making one category of improvement on AIMS from one year to the next (5th to 6th) (6th to 7th)

7 Percent of students making one category of improvement on AIMS from one year to the next (5th to 6th) (6th to 7th)

8 Percent of students making one category of improvement on AIMS from one year to the next (5 th to 6 th ) (6 th to 7 th ) * * change in Math test for

9 Comfort Zone Growth Zone Panic Zone

10 Comfort Zone Growth Zone Panic Zone Inclusion Resource Self-Contained …err on the side of action

11 Special Education is a not a Place set of services

12 Never underestimate that a small group of thoughtful, committed people can change the world; indeed it's the only thing that ever has. ~ Margaret Mead

13 …a culture of collaboration… A partnership between two or more people that gives structure and organization for planning, thinking, and working together to accomplish a common goal

14 Role of school principal in school- wide inclusion implementation… Vision and agenda Vision and agenda Structure and organization Structure and organization Staff training Staff training Allocation of resources Allocation of resources Ongoing support Ongoing support

15 Role of special education teacher in school-wide inclusion implementation An Expert In….. Learning Styles Learning Styles Behavior Modifications Behavior Modifications Learning Strategies Diagnostic/Prescriptive Teaching Accommodation/modification Home/school communication and the IEP process

16 Activities of special education teacher in school-wide inclusion implementation An Expert In….. InterpretingHighlighting SummarizingIdentifying SimplifyingEmphasizing CondensingEnlarging ParaphrasingFacilitating ClarifyingMediating

17 Role of general education teacher in school-wide inclusion implementation… An Expert In… Content Areas Scope & Sequence of Curriculum Knowledge of Curriculum Standards Management Strategies of Large Groups Academic & Social Development Pacing, delivery, inspiration and motivation Organization of massive amounts of materials

18 4 Approaches to Team Teaching* Supportive Teaching Supportive Teaching Parallel Teaching Parallel Teaching Complementary Teaching Complementary Teaching Team Teaching Team Teaching * From Deer Valley School District materials

19 Supportive Teaching One teacher takes the lead instructional role 2nd teacher rotates among the students providing support to all students

20 For example… 1st co-teacher is… 2 nd co-teacher is… Lecturing Modeling Note taking on board Passing out papers Reviewing directions Taking roll Collecting/reviewing homework Checking understanding with whole group Checking understanding with subgroup(s) Concluding a lecture Asking clarifying or summarizing questions

21 Parallel Teaching 2 or more teachers work with different groups of students in different section of the classroom Co-teachers may rotate groups Co-teachers teach area of strength (If new to team teaching – this is the most comfortable place to start)

22 Complementary Teaching All teachers are lead teachers, contributing to the lesson or lecture 1 teacher may paraphrase what other teacher is saying or ask clarifying or summarizing questions Each teacher focuses on his/her area of expertise 1 teacher may pre-teach a skill to a small group (As comfort levels increase, the complementary and team teaching models are more effective)

23 True Team Teaching 2 or more teachers do what one traditional teacher has always done All Plan the lesson All Teach the lesson All Assess student progress All Assume responsibility for ALL students (This is the ideal model for co-teaching and sustained inclusive education)

24 Many hands make light work… Modify tests/quizzes Create alternative projects Generate curriculum modifications Communicate w/ related services Facilitate peer support & friendships Recruit and train peer tutors Train and assign IAs Schedule/Facilitate team meetings Assign grades Create advanced organizers Develop units, projects, lessons Conduct IEP related meetings other – specify other - specify Ms. AMr. BMs. C

25 The special education teacher as an Inclusion Facilitator ….

26 Modified grading A fair grading system… -provides an opportunity for high grades to be earned for each student - provides meaningful grades that reflect a student's experience in the classroom - includes flexibility as needed to meet individual needs of students

27 IEP issues: Accommodations/modifications: Adjust evaluation criteria for assignments Adjust evaluation criteria for assignments Adjust evaluation criteria for grades on report card Adjust evaluation criteria for grades on report card Adjust quantity and/or difficulty of homework assignments Adjust quantity and/or difficulty of homework assignments Allow extra time for deadlines Allow extra time for deadlines Allow extra credit and/or alternative projects for credit Allow extra credit and/or alternative projects for credit Allow re-taking of tests Allow re-taking of tests Use visual aids (pictures, transparencies, charts, maps) Use visual aids (pictures, transparencies, charts, maps) Provide frequent feedback Provide frequent feedback Emphasize major points/main ideas Emphasize major points/main ideas Allow others to take notes when extensive notes are required (NCR paper). Allow others to take notes when extensive notes are required (NCR paper). Extra set of books for home Extra set of books for home

28 In the end, we considered inclusion successful if the student no longer stood out because of his disability. In the end, we considered inclusion successful if the student no longer stood out because of his disability. - Mrs. Hughes Teacher


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