Fundamentals of Inclusive Practice

1. Fundamentals of Inclusive Practice Ed Orszulak, Ph. D.

2. Common Sense Kids only get what they need!

3. Scope… Continuum of Service…

4. Comprehensive Instruction… How can I be all things to all children??? How do I cover everything??? “He’s going to take French!?!” (Is that different from Art, Gym, Tech, ???)

5. Standards… Standards are differentiated…not lower.

6. Jump through a few hoops… “We need to ease them into the general education setting! (???).” Consider this… do we - Ease them into the Mall??? - Ease them into the Movies??? - Ease them into the Restaurants??? - Ease them into School Programs???

7. Balance… Social, Organizational, and Academic Performance

8. Needs… Supplemental Aids and Services… “…aids, services, and other supports that are provided in regular education environments or other/similar education related settings…”

9. Change is good… Supplementary aids and services may include modifications in: - Instructional techniques and strategies. - Social or behavioral supports and planning - Staff supports - Alternative assessment processes - Educational environment

10. Support… Environment: Seating location Study area, distraction free zone Design for movement and space Organized processes for space and material

11. Modifications… Instructional… Sensitivity to individual style One-to-one instruction Action oriented activity (hands-on) Supportive visual and/or verbal cues, prompts and instructions

12. Behavior… Teach Social Skills! Respect Connections Relationships

13. Supports… Staff: Training Change Seminars On-going opportunity for collaboration between regular and special education staff.

14. Assessments… Accommodations… Allow for conversation, explanation, and dictation Time modifications and adaptations Readers Modify/shorten required responses Highlight critical directions and instructions

15. The “Big” Idea… All students should be exposed to the “Big Idea” Conversation Discussion Application Anticipation Prediction Synthesis

16. Meaningful Instructional Activity Collaboration Parental Involvement Cooperative Groups Peer Mentors Flexible Groups Multiple Alternative Methods of Assessment Opportunities to lead

17. Inclusive settings… It’s not a place (where?), it’s a setting/experience (how?). Successful challenge Person-centered Doable (Modify Content, Process, and Product based on meaningful and purposive work.)

18. Universal Design for Learning… Curriculum, Method of Instruction, and Assessment… …designed to reach as many different learners as possible. (note: Remember that instruction is in the three domains…social, organizational, and academic.)

19. Universal Design for Learning… Multiple, flexible methods of presenting instruction. Oral, Visual, Multi-media, Hands – on, Individual, and Group (and there are many more!)

20. Universal Design for Learning… Multiple differentiated methods of expression, articulation, and illustration of thought and idea. Construction Drawing Multiple choice Writing (skit, song, poem, story, letter) Public speaking Video production Guest speaker

21. Universal Design for Learning… Options for engagement and re-engagement… Exploration Wonder Investigation Novelty Familiarity Repetition/memory

22. Inclusive settings…critical attributes Reflection Innovation Risk/Challenge Individualization/Independence Fairness/Equality/Access to Opportunity Natural Supports Recognition, Endorsement of Strength Attention

23. Person-centeredness… Fairness??? Equality??? - Why???- Equal Access to Opportunity!!!

24. Supports… Natural: “…what are the supports that are “naturally” available to the individual???? - peers - family - community - school

25. Summary… No Pity (J. Shapiro) - Person-centered - Access to Opportunity - Multiple/Alternative Assessments - Challenge - Success and Achievement

26. - Thomas Jefferson “There is nothing as unequal as the equal treatment of un-equals.”