Presentation on theme: "Conversations about Inclusion Robert Abel, School Psychologist Marguerite Brown, Special Education Teacher Joan Kern, Compliance Facilitator Mesa Public."— Presentation transcript:
Conversations about Inclusion Robert Abel, School Psychologist Marguerite Brown, Special Education Teacher Joan Kern, Compliance Facilitator Mesa Public Schools July, 2010 MESA P U B L I C S C H O O L S
Objectives Deliver information on history and rationale of inclusive education Supply real world methods and techniques for the practice of inclusion Provide venue for discussion and problem solving re: inclusion in MPS
Let me get this straight: Im behind … and Im going to catch up by going slower ?"
Legal basis for inclusion… 1964 -- Civil Rights Act 1968 -- Architectural Barriers Act 1973 -- Rehabilitation Act (Section 504) 1975 -- Education for All Handicapped Children Act (PL 94-142) 1988 – Civil Rights Restoration Act. 1990 -- Americans with Disabilities Act (ADA) 1990 -- Individuals with Disabilities Education Act (IDEA) 1994 -- Technology-Related Assistance for Individuals with Disabilities Act 1997 -- Amendments to IDEA 2004 -- Individuals with Disabilities Education Act of 2004
Special Education is a not a Place set of services
We may have all come on different ships, but we're in the same boat now. ~ Martin Luther King, Jr.
How can diverse learners possibly be educated effectively in one classroom? 1. Authority 2. Motivation 3. Ability
Authority and Motivation…
Authority and motivation…
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
Collaborative partnership A partnership between two or more people that gives structure and organization for planning, thinking, and working together to accomplish a common goal
Role of school principal in school- wide inclusion implementation… Vision and agenda Structure and organization Staff training Allocation of resources Ongoing support
Role of special education teacher in school-wide inclusion implementation An Expert In….. Learning Styles Behavior Modifications Learning Strategies Diagnostic/Prescriptive Teaching Accommodation/modification Home/school communication and the IEP process
Activities of special education teacher in school-wide inclusion implementation An Expert In….. InterpretingHighlighting SummarizingIdentifying SimplifyingEmphasizing CondensingEnlarging ParaphrasingClarifying
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
4 Approaches to Team Teaching* Supportive Teaching Parallel Teaching Complementary Teaching Team Teaching * From Deer Valley School District materials
Supportive Teaching One teacher takes the lead instructional role 2nd teacher rotates among the students providing support to all students
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)
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)
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)
For example… 1st co-teacher is…2 nd co-teacher is… LecturingModeling Note taking on board Passing out papersReviewing directions Taking rollCollecting/reviewing homework Checking understanding with whole group Checking understanding with subgroup(s) Concluding a lectureAsking clarifying or summarizing questions
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
The special education teacher as an Inclusion Facilitator ….
Modified grading A fair grading system… -provides an opportunity for high grades to be earned - provides meaningful grades that reflect a student's experience in the classroom - includes flexibility as needed to meet individual needs of students
Quantity TimeLevel of support Input Participation Output Difficulty Alternate Goals Alternative Curriculum The Nine Grid (Problem solving process)
Language makes a difference… The difference between the right word and the almost-right word is the difference between lightning and a lightning bug ~ Mark Twain
IEP issues: Accommodations/modifications: Adjust evaluation criteria for assignments Adjust evaluation criteria for grades on report card Adjust quantity and/or difficulty of homework assignments Allow extra time for deadlines Allow extra credit and/or alternative projects for credit Allow re-taking of tests Use visual aids (pictures, transparencies, charts, maps) Provide frequent feedback Emphasize major points/main ideas Allow others to take notes when extensive notes are required (NCR paper). Extra set of books for home
IEP issues: G. STATEMENT OF SPECIAL EDUCATION/RELATED SERVICES Reading Comprehension General Education 2.00 hours per week Special Education.5 hours per week Math Calculation and Math Problem Solving General Education 2.00 hours per week Special Education.5 hours per week
LRE Inside Regular Class 80% or more of the day
Inclusion Myths Inclusion (or resource or self-contained) is the best model of service delivery for all students Inclusion requires fewer special education teachers/instructional aides Students always increase academic skills when taught in inclusion classrooms Successful inclusion takes little time and effort from school staff and can be implemented quickly and with few mistakes on the first trial.
Comfort Zone Growth Zone Panic Zone
What barriers to inclusion do you see in your school?
Where to start?
In the end, we considered inclusion successful if the student no longer stood out because of his disability. - Mrs. Hughes Teacher
Websources1… http://www.inclusiveschools.org/ http://www.kidstogether.org/ http://www.uni.edu/coe/inclusion/ http://www.ucp.org/uploads/Inclusive% 20Education.pdfhttp://www.ucp.org/uploads/Inclusive% 20Education.pdf http://www.peakparent.org/conferences.asphttp://www.peakparent.org/conferences.asp …and many, many more to Google.
Websources2… Resources from Deer Valley District: https://www.dvusd.org/docs/StuSupportSv cs/Shared_Teaching.pdfhttps://www.dvusd.org/docs/StuSupportSv cs/Shared_Teaching.pdf https://www.dvusd.org/docs/StuSupportSv cs/Inclusive_Education.pdfhttps://www.dvusd.org/docs/StuSupportSv cs/Inclusive_Education.pdf https://www.dvusd.org/assets/pdfs/depart ment_education/Disability_Awareness.pdfhttps://www.dvusd.org/assets/pdfs/depart ment_education/Disability_Awareness.pdf
Books… The Inclusion Facilitators Guide by Cheryl Jorgenson, Mary C. Schuh, and Jan Nisbet A Guide to Co-Teaching by Richard Villa, Jacqueline Thousand, and Ann Nevin Collaborative Teaching in the Secondary Schools by Wendy Murawski Inclusion Strategies That Work! Research- Based Methods for the Classroom,Second Edition by Toby J Karten Collaborative Teaching in the Elementary Schools by Wendy Murawski
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