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Inclusive Services: An Overview

Inclusive Services: An Overview. Presented by the Department of Exceptional Education. Is inclusion the law?. Defining LRE. Sec.612(a)(5) In general.—

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Inclusive Services: An Overview

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  1. Inclusive Services:An Overview Presented by the Department of Exceptional Education

  2. Is inclusion the law?

  3. Defining LRE Sec.612(a)(5)In general.— To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in general education classes with the use of supplementary aids and services cannot be achieved satisfactorily.

  4. Is MNPS going to be a fully inclusive district?

  5. NO! MNPS will always provide a continuum of services.

  6. We have adopted an Integrated Comprehensive Service Delivery Model • Organizes professional staff by the needs of each learner instead of clustering learners by label. • Does not assign staff members to a program or place them in separate classrooms. • School and community environment is collaborative (general education and exceptional education work collaboratively)

  7. Inclusive Model Most restrictive environment Least restrictive environment West Tennessee RISE Project, 2007

  8. Implementation is a 3-5 year process • MNPS will offer a continuum of services based on LRE • 2009-2010 all middles schools will provide all services • Middle school students will return to their school of zone • Elementary will be the next focus • High Schools currently have all services • Will focus on how we can provide services and support to SWD in general education classes vs. “pulling out” and servicing in segregated programs

  9. How do I include SWD?

  10. Ways to Include “Community of Care and Belonging” Physical Inclusion Social Inclusion Academic Inclusion

  11. Physical • Assigned to grade level hallway • Lockers assigned with grade level peers • SWD transition with peers • Assign peer buddies to assist with transition • Classrooms and teachers are not labeled by “programs”

  12. Social • Field trips • Extra-curricular activities • Inclusive awards and ceremonies • Lunch and related arts with grade level peers • Peer buddies • Offer social skills curriculum to all students who will benefit

  13. Academic • Ensure that all students have access to grade level textbooks and materials • Schedule SWD first, not last • Provide accommodations and modifications • View paraprofessionals as educators who support all teachers and all students • Require collaboration between general and exceptional educators and service providers (i.e. SLP, OT, Therapists)

  14. Year 1 Targets for SchoolsGoal: June 1, 2010 • Collapse separated lunches and related arts-integrate students at grade level. • The IEP teams will determine that each student with a disability will spend at least part of each day with students without disabilities. • Classrooms serving students with disabilities are located within the buildings on grade-level hallways. • Explore ways to utilize both general and special education staff including itinerants, psychologists, custodians, food service etc. to maximize services for every student. • Weekly lesson plans should be required of all teachers serving students with disabilities

  15. Year 1 Targets, continued • All staff including administrators, school counselors, campus supervisors etc. should be trained in Integrated/Inclusive Service Delivery • Administrative walk through/critiques of all classes servicing students with disabilities (co-taught and pull out– all services) one time per nine week grading period (the department will provide a guide). • Lockers etc. for students with disabilities are located amongst grade levels with typical peers. • Development of the school level teams for sustainability • Conduct at least one parent/community meeting per semester to inform parents of the changes in service delivery and include them in the decision making for the changes.

  16. How can I get more information about inclusive services?

  17. District-Wide Professional Development • Check ERO regularly for course offerings • Attend PD designed for Related Arts teachers

  18. School-based Professional Development • Contact the Department of Exceptional Education in order to schedule school-based trainings • Some recommended PD’s include: • Accommodation & Modifications • Inclusive Services • Co-Teaching • Differentiated Instruction • Inclusion Strategies for low incidence disabilities • FBA/BIP implementation

  19. What Questions Do You Have?

  20. Kristi Coggin kristi.coggin@mnps.org Instructional Facilitator Krista McAtee krista.mcatee@mnps.org Instructional Facilitator For more information…

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