INCLUSIVE EDUCATION PLC ELEMENTARY STRAND NOVEMBER 19, 2013 Jennifer Gondek, Instructional Specialist TST BOCES

Purpose: To create a community of leaders that embraces student diversity and works collaboratively to provide rigorous and supportive inclusive learning environments for all students.

Objectives: Participants will collaborate to create a common definition of inclusion. Participants will understand the various service delivery models along the continuum of special education services in NYS. Participants will assess their own district/school’s status regarding inclusive education and determine a team goal for inclusive education. Participants will increase their capacity to provide access to the general education curriculum (CCLS) through appropriate scaffolding and instructional supports for struggling students. Participants will be able to explain the concepts of presuming competence and “least dangerous assumption”.

Agenda

Circles of Me

12 Characteristics of Inclusive Educators

What is inclusion?

Champions of Inclusion Champions of inclusion CONNECT with students who have disabilities as individuals who are contributors first. Champions of inclusion COMMUNICATE enthusiasm and act comfortably around students with disabilities. Champions of inclusion CHALLENGE students with disabilities to work their best toward high standards. Champions of inclusion CREATIVELY adapt and UTILIZE appropriate strategies and materials to help students with disabilities learn and succeed. Champions of inclusion COLLABORATE with others to maximize students’ development.

Champions of Inclusion “Most of the examples listed above to highlight the salient characteristics of champions of inclusion do not depend upon advanced degrees and training. Although in many instances, special skills are certainly required, in most cases it is the accompanying positive beliefs, attitudes, and behaviors which are most significant. Indeed it is common for those who have been identified as champions of inclusion to state that what they are being recognized for is really quite ordinary.” -Bill Henderson

Continuum of Services

Autism Angel CARLY FLEISCHMANN lives in Toronto, Canada, and attends a mainstream high school where she is enrolled in gifted classes. She corresponds with her thousands of friends and followers via Twitter and Facebook and is a passionate advocate for those living with autism. Visit her at

Paradigm Thomas Kuhn (1963) defined a paradigm as a shared world view. These shared views become so strong and institutionalized that only a sudden and dramatic break from these conventional perspectives can bring on a positive revolution in thinking. David Smith (2003)

The Prevailing Paradigm  Intelligence is something that can be reliably measured.  Mental retardation is defined as “low levels” of intelligence.  Students who experience mental retardation can’t learn general education content nor benefit much from being in general education classes.  When we aren’t sure that students know….understand….can learn….have something to say…we presume they CAN’T. Jorgensen & McSheehan Institute of Disability, UNH

What is intelligence? How do we measure it?

The New Paradigm  Intelligence is not a single characteristic.  All people have different skills and talents.  People learn best when they feel valued, when people hold high expectations for them, and when they are well supported.  The “absence of evidence is not evidence of absence” (Donnellan, 2000) Jorgensen & McSheehan Institute of Disability, UNH

The Least Dangerous Assumption Anne Donnellan, 1984 “The criterion of LDA holds that in the absence of conclusive data, educational decisions ought to be based on assumptions which, if incorrect, will have the least dangerous effect on the likelihood that students will be able to function independently as adults.” Jorgensen & McSheehan Institute of Disability, UNH

Meet Kim  16 years old  Intellectual Disability; IQ score of 40; Dev. Age 36 mo  Seizures  Sensory Impairments  Motor movements are jerky/uncoordinated  Sensitive to environmental stimuli (bright lights, noise, textures)  No conventional way of communicating (facial/vocal)  When frustrated runs away or hits self/others  Does not appear able to read Jorgensen & McSheehan Institute of Disability, UNH

What does research say about expectations, frustration, and self-esteem? Students do report feelings of frustration and low self- esteem when:  They are stigmatized  The classroom culture values competitive high achievement.  They do not have friends.  They think they are performing more poorly than their classmates.  They are left to flounder in the classroom.  They can’t read the material being taught.  The instruction doesn’t match their learning style. Jorgensen & McSheehan Institute of Disability, UNH

The Knowing-Doing Gap

Goal Setting:

Jigsaw

Description of the Strategy/Tool Positives: Negatives:Alternatives:

Inclusive Ed. Topics Survey

Reflection