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

2. 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.
Each student should participate in the general curriculum, of high standards for all students, and make progress toward proficiency.

3. 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

4. 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.
LandingPage.aspx
ECISD number:

5. 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.

6. 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.

7. 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.

9. 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

10. 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

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

14. 3 Ways to Differentiate Learning Stations:
2OQ

15. 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

16. 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

17. Accommodations Finder: Online App
-to-intervention

18. 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

19. 3.2 Response to Intervention (RTI): A Tiered Approach to Instructing All Students:0M

20. 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

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

22. Response to Intervention and Differentiated Instruction :
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23. RTI Data In Action:

24. 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

25. 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.”

26. 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

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

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

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

30. Videos:
Co Teaching examples: QhBE 
Co-Teaching Part 1: Zys 
Team Teaching Full Inclusion MjpI&spfreload=1 

31. “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.

33. Thank you very much!