1. Effective Inclusion Strategies for Students with Disabilities Beckie Rotondo, M.Ed. Itinerant Autistic Support Teacher

2. Gaskins Overview formal resolution between the Pennsylvania Department of Education (PDE) and a group of families and advocacy organizations who had filed a class-action lawsuit against PDE on behalf of a group of children with disabilities in 1994.

3. Gaskins… Goal is to ensure that the IEP team first considers the regular classroom with supplementary aids and services before considering a more restrictive environment Increase opportunities for students with disabilities to receive the supports and services needed to be educated with non-disabled peers in regular classrooms in their home schools

4. Supplemental Aids and Services Collaborative Adults working together to support students Instructional development and delivery of instruction that addresses diverse learning needs Physical adaptations and modifications to the physical environment Social-Behavioral supports and services to increase appropriate behavior and reduce disruptive or interfering behavior

5. What types of deficits can we look for? The neurodevelopment, resulting in distinct learning and behavioral styles Underlying biological/genetic causes that produce organic and/or physical changes during brain development-resulting in atypical cognitive and social development All disabilities affect individuals uniquely Sensory Integration & emotional disorders

6. Interventions and Strategies To maximize the effect of the intervention, consider the student’s following: Communication proficiency Preferred mode of communication Cognitive ability Learning style Behavior plan (reason- review FBA) Review of past data & family history

7. Interventions and Strategies Students with disabilities generally require direct instruction in all areas due to the difficulty with generalization This means teaching each new skill to mastery, providing prompts until the student is able to independently demonstrate the skill without error. Interventions/strategies must be connected to and generalized across settings, teachers, peers, materials, assignments & assessments.

8. Strategies to Facilitate Successful Inclusion Consistent classroom routines Provide visual schedules, rules, choice boards and instructions (either pictures or words) Social skills interventions/lessons considered Be aware of situations causing anxiety and/or behavior and develop prevention strategies to minimize or eliminate situations when appropriate Ex. Fire drills, change of routine, new assignment, partner activities, daylight savings, substitute teachers, early dismissals, assemblies, change in home environment or medication changes (if known)

9. Strategies… Plan for transition or changes in schedule- transition cue, schedule changes written in different color, discuss changes with student prior to event happening if possible Be cognizant of specially-designed instruction as per IEP-preferential seating, peer buddy, writing accommodations, etc. (Goals at a Glance or Meet ____) Highlight directions or tasks, number steps, provide an example Simplify directions

10. More strategies Make sure purpose of activity is clearly explained and task analyzed Use subjects or items of interest to increase motivation and participation Scripts for group work Color coding subject areas…folders and notebooks for organization Clearly identify where items should go

11. Goals at a Glance Goals at Glance: Elijah K. GOALS (based on IEP written 1/09) Elijah has no goals for this IEP. Elijah receives Speech 1x week, 30 minute session Motivators and Reinforcement Schedule: Reinformcents include the computer, edibles, stickers, praise, and toys. Strengths: oral reading fluency, spelling, word attack skills, word ID, following directions, willingness to learn and cooperate, sense of humor Specially Designed Instruction: preferential seating, allow wait time to organize thoughts and respond to question, extended time for test and assignments when determined appropriate by regular/special education teacher, advance notice of change in schedule or routine, social skills instruction, student’s teacher will use multi-modality teaching including modeling,explicit instruction, rephrasing, visual cues, graphic organizers, repetition, study guides, chunking of material, wait time, memory strategies. Behavior: In the past when Elijah gets upset it is best to quickly address the situation. Have him repeat key phrases to help him use his words to express what is wrong and how he feels. Strategies that work well with him also include social stories, specific rules and consequences, having him write how he feels, and a daily schedule.

12. Communication Concerns Difficulty with answering “wh” questions Difficulty with understanding figurative language, persuasive techniques, idioms, words with multiple meanings Difficulty finding most important details or information-stories and text

13. Strategies for Improving Communication Skills Pre-teach new concepts and content vocabulary prior to group instruction Model procedures, expectations, thinking strategies, or directions Post visual reminders for components of essential concepts or questions (posting subject goals, objectives, content vocabulary)

14. Communication Strategies Pair verbal instructions with visual cues Identify verbally and visually when transitions occur Use auditory signals to alert students of important information, repeat information Provide handouts for information being taught orally (key words, open notes)

15. Communication Strategies Provide communication supports to help with student independence in initiating conversations (choice cards for asking for help) Encourage conversations, pull more language, don’t except one word answers If you know about an event a student participated in ask the student about it, try to engage student in a conversation about it

16. Sensory Integration Issues Sensory integration refers to the manner in which the brain processes, organizes and interprets information coming from the sensory system Difficulty with gross and fine motor movements, locating their bodies in space, and regulating the level of sensory input

17. Sensory Difficulties sensory deficits present in the following areas: -Sensitivity/insensitivity to sensory information -Attention and focus -Regulation of activity level -Transitions to between activities -Control of impulses, behaviors, and/or fear in dangerous situations -Oral Motor (objects in mouth, etc) -Recognition of personal space

18. Sensory Accommodations to Promote Focus Locate student desk in an area that will allow the students to adjust to changes Clearly defined areas within the classroom (work, leisure, break, prohibited areas) Seat cushions Provide opportunities for movement (songs, exercises during transitions) Suggest a sensory break (walk, deliver note or books to other teacher)

19. Sensory Accommodations: Writing Allow student to type assignments (Alpha Smart) Use graph paper to organize math problems and lined paper for writing tasks Pencil grips Mechanical pencils (students who press too hard) Markers (students who press too lightly)

20. More Writing Accommodations Use slant board Remind students to hold paper with non dominant hand Shortened writing assignments, multiple choice options, fill in the blank, provide answers orally Peer note taker

21. Strategies to Facilitate Assessments: Informal Assessment- Make assessments authentic to learning styles that benefit students and make sure one deficit does not impede progress in other area (ex. Reading level should not effect science test) Formal Assessment- be knowledgeable of testing regulations and accommodations that are available to ALL students (there are many accommodations that can be given withOUT an IEP)

22. Accommodations for Sensory Sensitivities Menu or choice card for sensory breaks/stress release activities (leave noise environment, etc) Have “obsessive”/stress release items in a designated place. Provide clears instructions of when, where and how items can be used Approach student from front if possible Have student use headphones in loud/over stimulating situations Students with sensory difficulties should not be denied breaks, recess or P.E class

23. Socialization/Social Skills Social deficits could be in some or all of the following areas: Engaging in reciprocal interactions Maintaining eye contact Attention to gestures or facial expressions Conforming to rules of social behavior Engaging in conversations on non-preferred topics

24. Social Skill Deficits: Transitioning between conversation topics Feeling empathy Engaging others appropriately in social situations Initiating, terminating, and repairing conversations Understanding importance of small talk and other social speech

25. Strategies to Improve Social Skills Provide explicit instruction and reminders of conversation etiquette Teach students to recognize facial features/emotions in others Practice newly learned skills in various settings Practice a menu of relaxation strategies and/or establish code words to use when they are upset Card system for high stress time Stress thermometer

26. Strategies to Improve Social Skills, cont. Social stories Practice transitions Teach acceptance of student differences Increase student engagement with visual cues

27. Behavioral Issues Students with cognitive disabilities may exhibit immature or developmentally inappropriate behaviors Outbursts may result from frustration, anxiety, communication frustration, social interactions

28. Functional Behavior Analysis Functions of Behaviors Attention Peer b.Adult c.Gain a desired object Escape or avoidance Negative attention b.Frustration c.Work d.From a person Control/Power Peers b.Adults c.Activity Revenge

29. Strategies for Minimizing Inappropriate Behaviors Ritualistic and Compulsive Intervene early before behavior turns into a habit Teach when the behavior may occur Teach replacement behavior

30. Strategies for Minimizing Inappropriate Behaviors Impulsivity Manage the environment to minimize impulsive behaviors Social stories Rehearse appropriate behaviors

31. Strategies for Minimizing Inappropriate Behaviors Stereotypic Develop a sensory diet Develop a menu of appropriate sensory interventions to aid with sensory regulation Squeezing a koosh ball, swinging, asking for a break, computer time, weighted belt

32. Strategies for Minimizing Inappropriate Behaviors Aggression Remove or minimize environmental stressors that trigger behaviors Clearly define all components of a task Provide clear directions Be aware of any possible aggressive behaviors via individual behavior plans as designed by the classroom teacher-follow plans as directed If a behavior is escalating to a form of physical aggression, notify the teacher immediately Do not intervene or try to deal with behavior if child is in physical danger or others are in danger

33. Strategies for Minimizing Inappropriate Behaviors Inappropriate social interactions Rehearse appropriate social interactions Reward appropriate behaviors Use social stories

34. Restricted Interests These subjects dominate their concentration and contribute to their inability to transition and their inflexibility Stereotypical behaviors may include Repeated hand and body movements Atypical response pattern to stimuli Difficulties with attention Obsession with certain objects or parts of objects Watching environmental stimuli such as lights, sounds, etc.

35. Strategies for Accommodating Restrictive Interests Allow breaks to pursue their own interests-strict time limit Introduce new activities related to interest

36. References (2005).http://www.pde.state.pa.us/special_edu/lib/special_edu/Settlement_Agre ement-FINAL_%28no_draft%29.pdf. Retrieved October 21, 2007, from Pennsylvania Department of Education Web site: http://www.pde.state.pa.us/http://www.pde.state.pa.us/ View the entire Settlement Agreement at: www.pde.state.pa.us/special_edu/lib/special_edu/Settlement_Agreement.pdf. www.pde.state.pa.us/special_edu/lib/special_edu/Settlement_Agreement.pdf National Education Association, (2006).The Puzzle of Autism. 1, 1-33.