MAKING INCLUSION WORK

1. MAKING INCLUSION WORK By: John M. Iannacone Supervisor of Special Education – middle schools

2. AGENDA • Welcome • Introductions • PowerPoint presentation • Summary / Wrap-up • Questions & Concerns

3. Outcomes • Brief understanding of Special Education Law & inclusion • Responsibility & Implementation • Specially Designed Instruction & Practical application of . . . • Framework for success • Paraprofessional support and responsibilities • Behavioral Support & Strategies • General knowledge of the Prompt Hierarchy • Tips on communication

4. Special Education Laws & Regulations

5. Inclusion & the Law FEDERAL • “Inclusion” does not appear in IDEA. • What the law does say: • Right for FAPE – Free Appropriate Public Education with appropriate supports and services regardless of disability in the Least Restrictive Environment (LRE -Means that to the maximum extent possible, each child with a disability must be educated with children who are not disabled unless the nature and severity of the disability is such that the education in the general environment with the use of supplementary aids and services can not be achieved satisfactorily). • Right of all children to a continuum of services to meet their individual needs. • All students must have access to the regular education curriculum – to the maximum extent possible.

6. Inclusion & the Law (cont.) Pennsylvania • Basic Education Circulars (PA Code) – see handout • Gaskin vs. Pennsylvania Department of Education • Highlights of settlement (settled June 24, 2005) • Class action lawsuit filed on behalf of 12 students and 11 disabilities organizations • PDE failed to assure students with disabilities are included to the maximum extent possible • Establishment of Advisory Panel on LRE Monitoring {Monitoring of inclusion by state appointed committee} • 9/15 Parents with Disabilities • 12/15 Selected by organizational plaintiffs • Changes to IEP and reporting • LRE Index score (public) • Corrective action

7. What is Inclusion? ”Inclusion is the word used to describe the right of all students to shared access to the general curriculum.” • A belief that all children . . . • are included for all or part of the day in the general education setting with their needs being met. • will be treated equally. • are in classrooms or environments designed for success. • will improve academic, behavior, and social skills with appropriate supports. Inclusion: How to Make It Work: Strategies for Success ati - Appelbaum Training Institute, 2000

8. What Does Inclusion Look Like? • Depending on the student, . . . • Depending on the IEP, . . . • Depending on the level of supports, . . . • Depending on the disability, . . . • Depending on the environment, . . . • Depending on the subject area, . . . • Depending on the grade level, . . . . . . inclusion will have many different looks.

9. Some Examples of Inclusion For Learning Support: • Modifications for S/SS • Materials, ability grouping, assessments, learn to learn For Autistic Support: • Everything listed above – plus • Social skills training, special grouping • Behavioral support plan/strategies, use of schedules, For Students with Down Syndrome: • Everything listed above – plus • Extensive curriculum modifications • Behavioral support plan/strategies • Peer modeling/buddy system • 1:1 Paraprofessional

10. WHO OWNS THE RESPONSIBILITY OF INCLUSION? EVERYONE

11. Professional Responsibility • “Know” the student • Diagnosis • Learning style • IEP Goals/Objectives • Related Data Collection • SDI appropriate to your setting • Behavior Plan

12. IEP Responsibilities • All regular education teachers and specialists (along with Special Education service providers) must READ and UNDERSTAND the IEP to implement. • Under IDEA, the regular educationteacher is listed as the second member of the team, second only to the parents. • The regular education teacher must attend IEP meetings, including meetings on transition planning, disciplinary, or behavioral matters. • The regular education teacher acts as the curriculum content “expert” for the grade level or subject.

13. IEP Implementation • All professionals deliver “special education” to students identified with disabilities. • SDI is the responsibility of all staff that come into contact with a student with an IEP. • Professionals CANNOT REFUSE to implement theIEP because the provisions do not fit the teacher’s instructional or classroom management style. Differentiation is critical. • Professionals CANNOT REFUSE to implement the IEP because of an opinion that content will be compromised.

14. IEP Implementation • Any modifications/adaptations noted in SDI must be implemented in all education settings, including minors. • Regular education teachers must be prepared to modify curriculum materials and expectations to implement IEP, under the guidance of the special education teacher. • Behavior plans are implemented in all settings (including regular education) and data must be collected to evaluate its success. • If charting is necessary as indicated in SDI, it most often must be done in all settings.

15. IEP Progress • Regular education teachers MUST document progress or lack of progress toward completion of IEP goals where appropriate. • Keep work samples, grade book, communication journal, correspondence, calendar of contacts or consultation w/parent & special ed teacher. • Where modifications of curriculum materials are made, keep samples. • Keep copies of student tests & other forms of assessment. • Keep copy of IEP • Keep copies of charts when required, even if sent home.

16. Tackling InclusionWhere Do We Begin? Attitude Providing for Successful Inclusion

17. Formula for Success Integration + Supports (knowledge) = Inclusion • Philosophy – acceptance of all students • Hope/positive attitude • Focus on the Child – not the disability Three “Cs” – for the TEAM • Commitment • Communication • Collaboration (with common goals)

18. Preparation (for the entire team) • BEGINS with knowledge about the student - *IEP • Present Educational Levels • Strengths, weaknesses, needs • *SDI - Specially Designed Instruction • Goals & Objectives (SHOULD IF they APPLY to your SUBJECT) • *Behavior Plan • *Prompt Hierarchy (VERY IMPORTANT-SHOULD KNOW) • Evaluation Reports / other reports • Know the disability (characteristics) • Initial Planning – prior to start of school year *Understanding is key! It is a must!

19. Planning & CollaborationTeamwork - The most important resource you can have to ensure success.YOU ARE VITAL . . .ALL TEACHERS, REGULAR & SPECIAL EDUCATION, WORKING TOGETHER TO SUPPORT STUDENTS IN ACHIEVING THEIR POTENTIAL in the general education environments • Team Planning • Time commitment necessary • Including: General Ed. Tch., Case Manager (Special Ed. Tch., Specialists, Therapists, Paraprofessionals, others? • Weekly communication • Team Collaboration - Use Your Resources! • Set time required • (20-30 min. max planning sessions if meeting weekly) • Open communication

20. Steps toward Success . . . • Include. . . • Adaptations • Accommodations • Modifications

21. ACCOMMODATIONS • Devices and techniques that assist a student in participating (accessing) in instruction and assessment. *Curriculum is not altered. • Used to minimize the impact of a disability or deficiencies in specific academic areas. • Large print books/text; Pencil grips; larger pencils; Communications devices; Preferential seating; FM or Sound system; Special chair/desk; Separate location of testing; Separate location to read/work; Slant Board; computer for writing; stamps

22. ADAPTATIONS • Options or adjustments made to instruction, materials, performance, and or tests to provide the student with the opportunity for success in the general education curriculum • Study guides; Manipulatives; Graphic/information organizers; Oral reading of test directions; Reading of assessment questions; Rewording of directions; Extended time; Word bank; Small group instruction; Reteaching

23. MODIFICATIONS • Changes made in curricular content, learning outcomes, goals and objectives, expectations in the general education curriculum • Used to remediate deficiencies in specific academic areas by bringing the curriculum in closer alignment with a student’s present levels of educational performance • Reduced number of objectives/expectations; Vocabulary reduced; Length of assignment; Replacement of traditional reading curriculum w/functional sight vocabulary; Different learning outcomes; Learn to learn behaviors; Self advocacy skills; Word bank (reduced/limited); Focus on key concepts; Focus on secure skills; Writing Lab; *SOAR

24. Framework Determining Curriculum Support Questions for the TEAM • What does the student’s IEP say? • Goals & objectives? • Present Educational Levels? (Reading, Writing, Math) • SDI? • What type of success does the team want the student to achieve? • What is the team’s focus for the student? • Process? • Task completion? • What does the team have to do for the student to achieve success?

25. Questions What is the outcome of the lesson/activity? What are the expectations of the other students? What is the connection to the student’s IEP? What other factors need to be considered? Time, space, environment, assistance Physical, cognitive (IEP) Task Analysis What are the steps of the activity? Which steps is the student able to do independently? Which steps will the student be able to do with supports? 4. What SDI and specific modifications are necessary for each step for the student to be successful in the activity (as determined by the team)? Framework cont.

26. Best Practices . . . Effective Programming for All Students • Best Practices provides the format, environment, & overall support that will promote success & independence for all students. • Best Practices address all students, including those who are not identified and do not have IEPs. • Best Practices meets the unique needs of all students.

27. Best Practices cont. - Not SDI • Supports provided by the teacher to the class no matter if all do not need the support – is not a modification – just good teaching. Examples: • Chunking of information; study guides; visual models/schedules on student desks or tables; breaking large tasks into separate smaller/shorter ones; provide prepared outlines or questions prior to reading a story; Discuss pictures in detail; Allow for previewing of books/stories • consistent with schedule; Transition warnings – or cues; timers; buddy checks; table captains/checkers; physical or verbal cues for attention; random calling of student names; provide for frequent movement • Have students repeat directions to you/another student • Creative teaching – games, multi-sensory activities, role playing • Use color coding to organize materials; keep location of materials, bins, etc. in consistent locations

28. When SDI is Needed. • Have the team look for ways to incorporate SDI with minimal interruptions • Non-beeping timers, seating location, • (Slow auditory processing) - limit calling student (or group) last – vary between first or second • Utilize other students – buddy system • Get creative with scheduling – implement SDI at less intrusive times • When other staff is available • Small group/one to one instruction • Students with more severe cognitive delays and/or behavioral needs • Parallel curriculums • Prompting and the prompt hierarchy, possibly the most important 2 items/issues when working with students with Autism.

29. Support Staff

30. “The Paraprofessional” • “The paraprofessional has become the backbone of inclusive education . . . and is frequently serving as a child’s primary support in the many different educational settings.” • Council For Exceptional Children, Sept/Oct 2001. • Paraeducator – someone who works “alongside” an educator

31. Professional Responsibilities of the Paraprofessional • Knowledge • Be familiar with student’s Individualized Education Program (IEP) • Placement (will include inclusion time) • Time spend in general education environment • Present Educational Levels • Strengths and weaknesses • Reading and math levels • Goals and Objectives • Including expected levels of achievements • Evaluation methods

32. Paraprofessional Responsibilities cont. • Knowledge cont. • Services (OT, PT, S&L) • Technology • Programs, computer access • Behavior plan • Successful strategies, techniques • Understand terminology • Understand disability • Ask questions?

33. Paraprofessional Responsibilities cont. • Additional duties may include: • Reinforcing learning experiences in the general educational environment • Participating in regularly scheduled meetings • Assisting directly or indirectly with therapists’ strategies • Administering certain assessments • *Advocating for the student • Assisting other students • Primary focus to student assigned to . . . However if the teacher is working with the student . . . Then assist with other students, clerical, etc.

34. Specific duties of a 1:1 Paraprofessional • More than 50% of your time is going to be spent on the following activities. • Providing 1:1 instruction • Creating, preparing and/or modifying materials • Implementing behavior management plans • Collecting data • Providing personal care assistance - including physical accommodations.

35. Don'ts for Paraprofessionals • Do not modify content of curriculum material unless specifically told to do • Do not provide a SDI unless specified in the IEP • Do not modify content of an assessment • Do not communicate with parents except in case of emergency unless specifically instructed to do so • Do not alter behavior plans

36. Paraprofessional - Summary • In Summary, what paraeducators do: • “Teaching kids to care for themselves.” • Exceptional Parent, July 2003, Vol. 33. • Job is a delicate situation • When do you push, when do you pull? Knowing when to step back . . . • Goal: Independence • 100% of the time they will be working at motivating your students

37. Behavior Supports and Strategies

38. A-B-C’s of Behavior • A=Antecedent • What happens before the behavior that sets the occasion for the behavior to occur or not occur. • B=Behavior • What an organism does (thinking, breathing, talking and behaving) • C=Consequence (also a reinforcement) • An event that follows a response and changes the future probability of a behavior's occurrence • Can be positive or negative

39. How Does This Help Us? • As teachers, it is your responsibility to SHAPE behavior…ALL BEHAVIOR. • Using your Antecedents • “Complete this worksheet” • Using your consequences • “Good Job completing your worksheet”

40. Positive Behavior Support Behavior Plan Focus & • Positive Behavior Support • An applied science that uses educational and behavioral methods to enhance quality of life and decrease problem behaviors. • PBS requires that services and programs are responsive to the preferences, strengths, and needs of individuals with challenging behavior • Replacement Skills: teach new skills to the individual with challenging behavior(s). Individuals frequently need to learn alternative, appropriate responses that serve the same purpose as the challenging behavior. • Frequent reinforcement of pro-social behaviors on a consistent basis.

41. Prompt Hierarchy “A systematic method of assisting a student when he or she is learning a new skill.” • Prompting procedures can involve verbal, physical, or gestural prompts that are systematically faded until the student is independently able to complete a task. • Use Decreasing Prompt Hierarchy to teach new skills • Use Increasing Prompt Hierarchy when fostering independence.

42. A-B-C’s of Prompting A *Teacher provides a direction **Teacher provides a direction, TA or teacher provides an individualized prompt directly after instruction B *Student does not follow direction **Student attempts to complete task. B *Teacher provides individual instruction (ATTENTION)….for what behavior? **Teacher/TA provides consequence for attempts C

43. Prompt Hierarchy • Increasing (independence) • INDEPENDENT (I) • INDIRECT VERBAL (IV) • GESTURE (G) • DIRECT VERBAL (DV) • MODELING (M) • PARTIAL PHYSICAL ASSIST (PPA) • FULL PHYSICAL ASSIST (FPA) Decreasing (new skills) • FULL PHYSICAL ASSIST (FPA) • PARTIAL PHYSICAL ASSIST (PPA) • MODELING (M) • DIRECT VERBAL (DV) • GESTURE (G) • INDIRECT VERBAL (IV) • INDEPENDENT (I)

44. FULL PHYSICAL ASSISTPrompt • Hand-over-hand assistance to complete the targeted response. This is usually used when the target response is motor in nature. For example, a full physical assist might entail putting your hand on the student's hand and moving the student's hand through the action of writing his or her name. If the student is learning to jump up and down, providing a full physical assist would mean physically lifting the student up and down in a jumping motion.

45. PARTIAL PHYSICAL ASSISTPrompt • Partial physical assist is less intense or intrusive than a full physical assist. If full physical assist is hand-over-hand, the partial physical assist can be visualized as providing minimal supportive guidance-touching the wrist to stabilize handwriting & encouraging the student to jump without actually lifting his or her body off the ground are two examples of providing PPA. If the student doesn't need hand-over-hand assistance, start here.

46. MODELINGPrompt • Modeling is simply showing the student what you want him or her to do. You do not physically touch the student. In order for modeling to work, the student must know how to imitate another person's actions. If a student has good imitation skills, start here.

47. DIRECT VERBALPrompt • This is a direct statement of what we expect the student to do or say usually broken down into more simplified terms than the initial instruction. Example: teacher says, "put your materials away." Individual prompt would be "Put each pencil in the box, good, now your eraser, good.” This level of prompt requires that the student be able to follow your direction.

48. GESTUREPrompt • Pointing, facial expression, mouthing words silently or otherwise indicating with a motion what you want the student to do.

49. INDIRECT VERBALPrompt • An indirect verbal prompt tells the student that something is expected but not exactly what. • Example: "What next?" "Now what?" • Example: “I like what Joey is doing.” This actually pairs the indirect verbal with modeling.

50. INDEPENDENT • The student is able to perform the task on his or her own with no prompts or assistance from you. So what about a prompt hierarchy…Why bother? INDEPENDENCE