Practical Strategies for Inclusion

Practical Strategies for Inclusion There’s More Than One Way To Do Inclusion!

On Your Note Card….. Write the questions you have or what information you most hope to hear in this in workshop.

Practical Strategies for Inclusion

Inclusion Confusion! • We don’t always view or see “inclusion” the same way (or use the same terms!) • It’s not just about putting kids in general education classrooms • It’s not another name for special services • It’s not a term in the IDEA

Inclusion:It’s Really About ACCESS! • Even IDEA-2004 doesn’t specify INCLUSION… • IDEA-2004 specifies ACCESS TO THE GENERAL CURRICULUM! • Right of entry • Admission • Right to use • Introduction • Contact • Way in • Entrance • Entry • Approach • Gateway • Opening

Not the Same Old Inclusion • Higher levels of accountability for student performance at grade and school level • Resource models of pull-out for content instruction less workable or justifiable • Off-grade level students in on-grade level classes need more curricular modifications • Limited accommodations and modifications for testing has confused the role of special ed.

Not the Same Old Inclusion • Response to Intervention (RTI) has put interventions and strategies in the pre-identification stage • Special Educators are being spread thin • General Educators unsure of roles and responsibilities

Inclusion intends… • A problem-solving environment • Collaboration and involvement from ALL the adults (“full school” program) • A connection for all students to the general curriculum • The belief that all students can benefit • Effective communication and information sharing

Inclusion Intends…(continued) • Starting on the “inside” rather than the “outside” • The awareness and use of research-based strategies, practices, models • The best use of existing resources • A real effort to meet a child’s needs • Accommodations and curricular modifications that facilitate appropriate learning and benefit

Don’t Kid Yourself –Inclusion Packs a Punch! • The impact of inclusion is CHANGE! • Change is hard, exciting, scary, tiring, rewarding, scary…

Stages of Educational Change Change (Biklen, 1992) • Takes time to occur • It’s never a gentle experience! It’s like the stages of GRIEF! • Denial • Bargaining • Anger • Sadness • Resignation • Acceptance • Renewal • Includes loss of identity, certainty, meaning, clear direction

Who Feels the Impact? The impact of inclusion is CHANGE for: • General Education Teachers • Special Education Teachers • Administrators

The Benefits of Inclusion • Access to the general curriculum • Greater opportunity to interact • Higher expectations • Peer role models • Greater acceptance of differences • Respect and understanding • Shared resources There is no research that shows negative effects when it’s done right!

Driving the Point Home! • Inclusion is not a place we put kids • Inclusion is not one model • Inclusion happens when teachers collaborate and work together • All students are tied to the general education curriculum (some more loosely than others!) • Inclusion is about more than academic achievement! (But that’s what scares teachers the most!) • Remind everyone of the benefits of inclusion

Take a Moment… To define “inclusion” for your staff, it’s helpful to have a list of “What Inclusion IS and IS NOT. • Think of 2 for each column. • Now, “Get one/Give one” until you have at least 5 for each column.

Classroom Teacher’s Role: To plan, coordinate, schedule, and evaluate curriculum and instructional outcomes within a secure, positive, and enriched inclusive classroom environment. Special Educator’s Role: To provide instruction and support which facilitate the participation of students with disabilities in regular education classroom Roles & Responsibilities for Inclusion

Job Titles May Help General Education Teacher Classroom Teacher Content Specialist Instructional Leader “Chief Cook” Collaborator Co-Teacher Special Education Teacher Consultant Strategist Resource Specialist Case Manager Collaborator Co-Teacher

Inclusive Roles and Responsibilities:It’s Best to Make it Clear Take the time to customize a list of “inclusion” guidelines for your program, school, or district that clearly defines overall roles and responsibilities of General Education Teachers and Special Education Teachers. For each list… Circle the number of the items you want to keep Mark out the number of the items you want to delete Write in any changes Add items you want to include

These Lists are Useful ---- HOW?

Make Indirect A Viable Model! Indirect services involve support and consultation to general education teachers (and paraprofessionals) who work directly with special needs students students.

Take A Minute… • Do I want to develop a written list of inclusive roles and responsibilities for my school? • How will I do that?

SPED Teacher has… Specific, individual student information Learning styles Specific IEP information Goals/objectives Modifications and accommodations Present level of performance Student Profile GenEd Teacher has… Classroom Profile Classroom info and expectations Instructional styles Learning and behavioral expectations Curriculum knowledge and understanding Sharing Information – It’s VERY, VERY Important!

How is Information Shared in Your Building? • Is information being shared? • What specific information does special education provide general education teachers? • Is the process formal or informal? • Can you describe the format or the communication tool used? • How quickly is the information disseminated at the beginning of the year?

Take A Minute… • How can we increase the exchange of information between general education and special education in my school?

Special Education Service Delivery General Classroom Services Pull-out Services and Support Separate Classroom Services Alternative Setting Homebound

Indirect The Special Education teacher does not work with the students, but with the teachers and staff who provide the direct instruction. Direct The Special Education teacher DOES work directly with students in a general or special setting. Delivering Special Ed. Services

Indirect Consultation Problem Solving Sharing student information Planning Collaboration (providing ideas for modifications, accommodations, strategies) Coaching Behavior interventions Itinerant support to students Direct Co-teaching and Supported instruction Pull-out Resource Special Classroom or Setting Special Education Services

Continuum of Inclusive Models LESS Support Intensive Consultation Supported Instruction Co-Teaching Resource/Pull-out MORE Support Intensive

Consultation Model Student support services personnel provide indirect, out-of-class support to general classroom staff or students. Consultation Model Planning Strategies Problem-solving Shared student information Shared program information Observations Coaching Resources and materials Models of Inclusive Services

Collaborative/ Classroom Support Model Student support services personnel provide direct in-class support to students as they participate in the general education classroom Classroom Support Model “Inclusive” Classroom Co-teaching Supported Instruction Modifications Instructional accommodations Curricular modifications Models of Inclusive Services

Difference Between Co-Teaching and Supported Instruction Co-Teaching • GenEd teacher and SpEd teacher plan together • Regular and scheduled planning • Both teachers come prepared • Format for planning • Shared Instruction • Active engagement throughout instructional time • Use of a definable instructional arrangement • More of an equal partnership Supported Instruction Less planning or ongoing communication may be evident Special Ed. personnel obviously in assisting role General education has primary responsible for instruction and direction Teach and Support/Assist is prevailing instructional arrangement Less of an equal partnership

Pull-out Model Student support services personnel provide direct instruction, support or modifications to student with special needs outside the general classroom. - smaller groups - more intense or specialized instruction Pull-out Model Resource Class Academic support Academic enrichment and acceleration IEP skill development Self-contained Class Academic support Functional curriculum Curricular modifications GO NEXT Models of Inclusive Services

Special Education Service Delivery General Classroom Services Consultation: Information Sharing Problem Solving Coaching Collaboration: Co-Teaching Assistant Supported Instruction Pull-out Services and Support FROM A LITTLE TO A LOT! Direct Instruction Academic Support Social Skills Support/Study Strategies Transition Skills Separate Classroom Services Direct Instruction Behavior Instruction Social Skill Instruction Content Instruction Access to the General Curriculum Alternative Setting Homebound

Special Education Service Delivery General Classroom Services Pull-out Services and Support Separate Classroom Services Alternative Setting Homebound

Take a Minute… • You have to know what you are starting with! How are special education services delivered in your building? • What services do you have with each level of the continuum? • How can you help your staff understand the picture of current special education services?

Some Inclusive Strategies Co-teaching Co-planning Instructional Assistants Other Strategies Problem-solving Differentiated Instruction Active Learning Study Guides Direct Instruction Research-based Strategies

Co-Teaching • It’s not the ONLY way to do inclusion! • If you are going to use it, use it right! • PROVIDE TRAINING • Co-teaching or Supported Instruction? • Co-Teaching Approaches • Power of 2 DVD clip • Co-Teaching Considerations • If you only do whole group instruction, co-teaching is a waste of time!

Co-Planning • Without co-planning, it never gets past supported instruction • Co-exist • Communicate • Coordinate • Collaborate (problem-solve) • Have to make time for it • Must have procedures and a format • The time for planning actually decreases if…

Co-Planning IS Different! 3 Stages of Co-Planning Stage 1 GenEd Teacher plans prior to co-planning meeting • Outline curricular content and related instructional activities

Co-Planning IS Different! Stage 2 Both GenEd and SpEd teacher review curricular content and develop instructional activities • How do we arrange the teachers? • How do we arrange the students? • Make judgments about the topics, content, and activities in relation to students • Define changes to content, activities, student groupings, adult responsibilities

Co-Planning IS Different! Stage 3 Both teachers prepare • Materials and resources for students that require significant changes • Collects alternative materials • Plans for implementation • In a co-taught classroom • In a consultative setting

On-Going Planning Inclusion requires planning – can’t be done “on the fly”. Prepare and show up! Gen. Ed. – instructional plans and materials Special Ed. – target student names and special needs information Include requirements (standards, goals, etc.) Need a (visual) planning format Co-planning book Collaborative plan

Instructional Assistants • Best Practice – can’t “co-teach” • Federal laws required assistants be trained. • Specific areas of disability and support • Behavior management • Confidentiality • Instructional strategies • Day to Day Tasks and “The Short List” • My Task List • Assistant Responsibilities Example Sheet

Instructional Assistants • Federal laws required assistants be supervised • Executive and Instructional Supervision • Assistant Duty Feedback Form • In inclusive settings, the general classroom teacher becomes an instructional supervisor • Paraeducator’s Brief User’s Guide

Other Inclusive Strategies • Problem-solving • Differentiated Instruction • Active Learning • Study Guides • Graphic Organizers • Peer Assisted Learning • Direct Instruction • Other Research-based Strategies

Use What Works!

Practical Strategies for Inclusion