Successful Inclusive Practices Special Ed. General Ed. Successful Inclusive Practices Andrea Valero-Aguilar Special Education Teacher. ECISD

Stetson & Associates. http://stetsonassociates.com/ Legal Framework No child left behind (NCLB) supported standards-based education reform based on the premise that setting high standards and establishing measurable goals could improve individual outcomes in education. Special Education ECISD Mission Statement: To provide support services that will enable students with disabilities to gain college, career readiness, and independent living skills while accessing the general education curriculum. The IDEA 2004 (Individuals with Disabilities Education Act) is the federal law that ensures students with disabilities receive free appropriate public education in the least restrictive environment. Stetson & Associates. http://stetsonassociates.com/ Each student should participate in the general curriculum, of high standards for all students, and make progress toward proficiency.

General Education with monitoring Least Restrictive General Education with monitoring Most Restrictive General Education with special education supports and accommodations Least Restrictive Environment Continuum General Education with some services in resource or special ed classroom Self-contained special education classroom Moving along the continuum Not necessarily putting all kids in general ed at once Mainstream (no support) vs. full inclusion (support to tchr and students) Mention difference between modifications and accommodations. Mention definition of scaffolding. Where does co-teaching fall on the continuum? Special Day school (outside of campus) Residential Treatment Facility Hospital Detention Facility Homebound

The Legal Framework The Legal Framework for the Child-Centered Special Education Process. It is a statewide leadership project partnering the Texas Education Agency and Region 18 Education Service Center. It is a compilation of state and federal requirements for special education organized by topic in a user-friendly format. https://framework.esc18.net/display/Webforms/ LandingPage.aspx ECISD number: 068901

1. Introduction. Education’s history show us how generally most of the time teachers have worked in isolation. When students with special needs entered to the public schools, (in the 70’s). They were taught in specific classrooms and completely separated of general classrooms. So, for many years General teachers and Special ed. teachers have been sharing a building but have not shared their skills, knowledge, experience, strategies, etc. In spite of Inclusion is a word that each time is more used in our daily routines. Still there are some misunderstandings. Each school is unique, with a specific culture, staff, values, etc. So, the challenge of Inclusion is different and unique too. However, there are some general barriers that affect any inclusion process. And there are some general practices, which step by step, help to build more inclusive schools too. Inclusion is a challenge; it means it is not always easy but worth it.

2. What is Inclusion? The theme of inclusion in education has been a focus of considerable activity in recent years. Inclusive education is still largely viewed as being an approach to serving children with disabilities in general education settings. However, it is increasingly being seen as a reform that responds to diversity amongst all learners.

What does Inclusion means at ECISD? According to Stetson and Associates (2014): Every student is a general education student. Inclusive education is about all students, not just those with a label. Schools can no longer meet accountability standards without inclusive practices.

3. How to create more inclusive classroom practices? 3.1 Responses to Diversity ↔ Differentiated Instruction 3.2 Response to Intervention / Response to Instruction (RTI) 3.3 Co-Teaching. *Important Special Education Procedures: Referral to Special Education. Accommodation vs. Modification

3.1 Responses to Diversity ↔ Differentiated Instruction Meeting diverse needs of diverse student population Differentiating based on content and student strengths and needs Choosing curriculum components to differentiate Within the core curriculum Consistent with state learning standards

Tips & Strategies for Effective Differentiation & Instruction: https://www.youtube .com/watch?v=mVR YSC8YyYA

3 Ways to Differentiate Learning Stations: https://www.youtube.com/watch?v=E3LljMkI 2OQ

Accommodation vs. Modification Accommodation = HOW A change made to the teaching or testing procedures in order to provide a student with access to information and to create an equal opportunity to demonstrate knowledge and skills. Modification = WHAT   A change in what the student is expected to learn and/or demonstrate. While a student may be working on modified course content, the subject area remains the same as the rest of the class. Stetson and Associates. 2014

Determining: Accommodations Vs. Modifications Student Support: Accommodation (the HOW…) Modification (the WHAT…) 1. Student orally responds to the test questions; an adult will write down the responses as a record. 2. While student is working on grade level materials, the number of curriculum standards has been reduced for the course, content or subject area. 3. The student is given support by reviewing vocabulary ahead of time, using graphic organizers, and partially completed outlines. 4. IEP objectives designate the use of goals, objectives and materials three grade levels below the student’s actual assigned grade. 5. The student is given the use of a calculator, an electronic reading pen, or software with speech features to support the learning process. x x x x x Stetson and Associates, 2013

Accommodations Finder: Online App http://www.interventioncentral.org/response -to-intervention

3. How to create more inclusive classroom practices? 3.1 Responses to Diversity ↔ Differentiated Instruction 3.2 Response to Intervention / Response to Instruction (RTI) 3.3 Co-Teaching. *Important Special Education Procedures: Referral to Special Education. Accommodation vs. Modification

3.2 Response to Intervention (RTI): A Tiered Approach to Instructing All Students: https://www.youtube.com/watch?v=nkK1bT8ls 0M

3.2 Response to Intervention / Response to Instruction (RTI) Instructional approach that enables schools to provide support for all students in general education. integrates assessment and intervention in a multi-level prevention system to maximize student achievement… and… to reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions … and… adjust the intensity and nature of those interventions depending on a student’s responsiveness, identify students with learning disabilities or other disabilities

ECISD. Response to Intervention Program Operating Guidelines 2015- 2016. Go to: Departments / Curriculum & Instruction / Response to Intervention (RTI) www.ectorcountyisd .org/cms/lib011/tx 01000975/centricit y/domain/20/_files /RtI%20Handbook% 20ECISD%202015- 16.pdf

Response to Intervention and Differentiated Instruction : www.youtube.com/watch? v=HWxsI2g5yp8

RTI Data In Action: www.youtube.com/watch?v=04-fDELnReE

3. How to create more inclusive classroom practices? 3.1 Responses to Diversity ↔ Differentiated Instruction 3.2 Response to Intervention / Response to Instruction (RTI) 3.3 Co-Teaching. *Important Special Education Procedures: Referral to Special Education. Accommodation vs. Modification

3.3 Co-Teaching. According to Stetson and Associates (2012): “Co-Teaching is an instructional delivery approach in which a classroom teacher and a special education teacher share responsibility for planning, delivering, and evaluating instruction for a group of students, some of whom have exceptional needs.”

Expert General Educator Expert Special Educator Knowledge of content Large group instruction Large group management Group assessment Group record keeping Instructional accommodations/ modifications Detailed individual assessment Behavior plans and contracts Development of individual educational programs

Co-Teaching Approaches: Collecting Data. Small groups to response individual needs.

Co-Teaching Approaches: Maximize participation and minimize behaviour problems. Using data to create an alternative lesson for instructional purposes.

Co-Teaching Approaches: Both teachers fully engaged in the delivery of the instruction. Support in the classroom, monitor, address behaviour problems, assist students, etc.

Videos: Co Teaching examples: https://www.youtube.com/watch?v=6llQCG8 QhBE  Co-Teaching Part 1: https://www.youtube.com/watch?v=uLvvLc_k Zys  Team Teaching Full Inclusion https://www.youtube.com/watch?v=vShPt32 MjpI&spfreload=1 

“If you are willing to do only what’s easy, life will be hard “If you are willing to do only what’s easy, life will be hard. But, if you are willing to do what’s hard, life will be easy” T. Harv Eker.

Thank you very much!