Tools and Strategies

1. Planning for Instruction and Participation in General Education Tools and Strategies

2. Outcomes for Today Understand the components of meaningful inclusive education Become familiar with tools for planning for Access Participation Instruction on individual goals in general education Try out some of the planning tools

3. Outcomes for All Students(Schwartz, 2000) Membership Relationships Inclusion Skills

4. Reflect . . . About your own school experience: What events, activities, people, etc., promoted MEMBERSHIP, RELATIONSHIPS, and SKILLS for you?

5. Same for Everyone?

6. Access

7. Access Being there Exposure and expectations Opportunities for Communication Materials Same when appropriate Modified as needed

8. Participation

9. Participation Value participation for its own sake Think “outside the box” Remember academic and non-academic activities

10. Instruction

11. Instruction Tailored to individual needs and goals Systematic, structured, and effective Embedded in meaningful context Related (when possible) to class activities Opportunities for practice and generalization

12. Interaction

13. Interaction Structured activities with classmates Ways to initiate and respond Receiving assistance from peers Giving assistance/contributing to the life of the group Support for peers to interact

14. Turn and Talk Turn to the person next to you and share a thought, observation, or question about: Access Participation Instruction Interaction

15. Q: What does it take to build membership, relationships, and skills for students with disabilities?

16. A: Skill, creativity, dedication, flexibility, a little luck, and PLANNING!

17. Planning For access to the school environment MAPS/person-centered planning Action Planning For participation in routines and lessons Support Planning Grids Participation Opportunities For instruction in the general education environment Curriculum Matrix Activity Analysis Lesson planning

18. Get to Know the Student Observations by “receiving” team IEP meetings and documents Evaluations Present levels Goals MAPS meeting

19. MAPS meeting Person-centered planning Share information Build relationships No evaluations or decisions

20. MAPS Meeting Participants: Family Current teachers Receiving teachers Student Friends Other significant people

21. MAPS meeting What would an ideal day look like? What is his history? What are our fears and nightmares? Who is she? What are our hopes and dreams for him? What are her gifts and talents? What are his support needs?

22. Jake’s MAPS • What are your hopes and dreams for Jake’s future? • Will be able to bathe / dress himself • Be independent on home routines without prompting • Stop wandering from home • Initiate conversation; ask questions; make needs known • Have some friends • Live normal life without family present 24 hours a day • Job • Socialize • Will use picture communication system • Improved eating habits • Deal with stress, change • Want him to be aware of safety • What are Jake’s support needs? • Needs help to stay at desk • Close supervision in all open areas • Communication devices and supports • Cafeteria monitor • Needs schedule, warning of changes • Planning time for teachers • Sensory materials • Orientation –Jake could visit • Flexible schedule with consistent routine and breaks • Quiet area • Transportation plan • Wait time; directions repeated • Home-school communication system • Special seating at assemblies to allow space • Thirty day review of IEP supports • Ability awareness – about Autism • Circle of friends – structured social group, maybe at lunch • Systematic instruction to reduce prompts • Training for teachers on strategies • What are your fears or concerns for Jake’s future? • Wander off • Left behind, needs one-on-one • Will bother other students • Decreased independence in larger group - will need more assistance • Material will be modified, adapted • Time – to plan and modify materials • Other students will be mean to him; he won’t be able to tell us • Teacher may not be aware of every interaction in classroom • Could move again • Low tolerance for change – may not adjust to new classroom • Will shut down • May not want to sit

23. Action Planning Translate the MAPS into specific steps Cover all areas: Scheduling Staff training/support Equipment/materials/AT Logistics Others Specify WHAT will be done by WHOM and by WHEN

24. Jake’s Action Plan

25. Action Plan, con’t

26. Planning for Routines Structures and procedures that happen repeatedly Instructional Functional Social Identify: What all students are doing Decide: What the student will do Determine: What adults will do to make that happen

27. Information about the class

28. Putting It All Together

29. Participation Options Start with what everyone else is doing Consider: Alternative means Alternative materials Alternative purpose Be creative! Ask the kids!

31. Your turn! Think of a student Think of a school (or community) activity Complete the participation options grid Work alone or with a neighbor – your choice!

32. Curriculum Matrix & Activity Analysis Identify opportunities for instruction and practice Consider academic and non-academic activities Think creatively! Identify gaps and plan accordingly

35. Brain Break! Write down a skill from one of your student’s IEPs. Jot down 5 opportunities to use that skill at school.

36. Lesson Plans Start with the standards and curriculum – identify essential content Select IEP skills to be targeted Create accommodated, modified, or alternative activities as appropriate Share plans with paras, etc.

37. Putting It All Together

38. Try It Think of a student you know Complete the lesson planning form for that student Consider: Access to general education content Participation Instruction and practice on individual goals

39. www.mcieinclusiveschools.org http://www.projectparticipate.org (check out the “curricular creations” and other resources) http://www.k8accesscenter.org/index.php www.cast.org

40. Questions/Comments?