1. Building Inclusive Schools Boston Public Schools Department of Special Education and Student Services

2. What is Inclusion? Inclusion is the process by which educators provide appropriate supports and services to students with disabilities in the least restrictive environment, namely the general education classroom (Idol, 2006). “Inclusive education, according to its basic definition, means that students with disabilities are supported in chronologically age-appropriate general education classes in their school district and receive the specialized instruction delineated by their individualized education programs (IEP’s) within the context of the core curriculum and general class activities.”

3. What is Inclusion? “It’s not a setting but a service.” “It’s a practice not a place.” It is a philosophy that children with disabilities should be educated with their non-disabled peers.

4. What is the purpose of IDEA? The purpose of IDEA is “to ensure that all children with disabilities have available to them a free and appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living…” 20USC 1400(d)(1)(A)

5. What is the MA Law? “least restrictive environment” 603CMR 28.02(11) “Once eligibility has been determined…the type of disability shall not define the needs of the student and shall in no way limit the services, programs, or inclusion opportunities provided to the student.” 603CMR 28.5 (2)(a)(1)(ii). “ Inclusionary programs for young children shall be located in a setting that includes children with and without disabilities.” 603 CMR 28.06 (7)(e). State law provides that school facilities must be designed in a way that promotes inclusion, “The school district shall provide facilities and classrooms for eligible students to maximize the inclusion of such students into the life of the school.” 603 CMR 28.03 (1)(b).

6. Why have Inclusive Schools? “Today, Boston Public Schools offers the best education possible for some of our students. We have the capacity to offer the best education possible for all of our students.” -Superintendent Carol R. Johnson

7. Why Inclusive Schools? Why? Good for all students! Why? All students deserve a world-class education that prepares them for success after high school. Why? Students need to be proficient in knowledge and skills required to navigate the workplace and function as contributing citizens.

8. Why Inclusive Schools? Why? The Massachusetts Frameworks are the standards in which we know if our students are learning at levels of proficiency. Why? It is the responsibility of the school community to enable students to learn by providing access to the curriculum. Why? Within inclusive schools, all students are given access to the grade level curriculum that they are expected to master.

9. How will we get there? Change Expectations: Changing Understanding Strengths-based Focus on environment/context, not fixing individual Emphasizes supports, not programs

10. What is the new paradigm in Special Education? Access to the General Education Curriculum and Universal Design for Learning Positive Behavior Interventions and Supports Multi-tiered Systems of Supports Supported and Customized Employment Boston’s Academic Achievement Framework (AAF)

11. What supports will be needed? Resources and strategies that: Promote the interests and causes of individuals with or without disabilities Enable children to access opportunities, information, and relationships inherent within integrated work and living environments Array of supports: Specialized Services Generic Services Nonpaid Supports Family and Friends

12. What is AAF? AAF is a multi-tier system of supports based on the braiding of two main research-based models which provide a Multi-tier System of Support (MTSS): Response to Intervention (RtI) and Positive Behavioral Interventions and Supports (PBIS) AAF Implementation Guidebook

13. What are the Characteristics of Effective Inclusive Schools? Strong visionary leader Buy-in from staff Buy-in from parents and families- both special education and general education families Inclusive school culture where all students are learning Atmosphere of collaboration, problem-solving, and risk-taking among all staff

14. What are the Characteristics of Effective Inclusive Schools? Inclusive school culture where all students are learning Atmosphere of collaboration, problem-solving and risk- taking among all staff Specialized and differentiated instruction Increased capacity of teachers through professional development opportunities Universal Design-create supports that are necessary for some and beneficial to all Access to the general curriculum while meeting individual needs

15. What are the Characteristics of Effective Inclusive Schools? Consistency for students from year to year Resources available to meet the needs of students Accessible and appropriate physical space Pathways providing students with a place to go after they leave elementary and middle school

16. What are some inclusive practices? Flexible curricula Adaptive technology Early childhood interventions Prevention strategies Differentiated Instruction Data-driven problem solving approach Collaborative Approach across disciplines and services Tiered Instruction: Tier 1, 2, and 3

17. What are some inclusive practices? 1.Curriculum should include alternatives to make it accessible and applicable to students, teachers and parents with different backgrounds, learning styles, abilities and disabilities in widely varied learning contexts. 2. Content assignments and activities should be flexible and customized.

18. What are some inclusive practices? Teachers use interventions to re-teach the lesson. Teachers take into account the various learning styles and abilities. Teachers use technology to provide access and to increase student motivation. Visual and performing arts and science are entry points to learning standards, content and strategies. To provide opportunities for learning, collaboration of all staff is essential.

19. What are some best practices? Cooperative learning Peer supports Strategy instruction/Generalization Explicit instruction Differentiation and Universal Design for Learning Self-determination Curriculum-based assessment Collaboration Proactive behavior management Assistive Technology

20. Why? Student outcomes: Improved academic and social competence Increase academic proficiency on statewide assessments Increase graduation rates Improve post school outcomes Increase attendance rates

21. The Assignment Use a case study to complete the assignment. Is the school inclusive? Describe present inclusive practices (covert/overt)? If no overt inclusive practices, what would be your plan to begin the work of inclusive practices? Describe your role as principal in the process. Write an action plan to frame the work.