Inclusive Practice

What makes it work?

Inclusion: General Education Reform Movement

Successful inclusion practices depend on restructured schools that allow for:

• flexible learning environments• flexible curricula and instruction• all students work toward the same overall educational

outcomes

What differs?• level at which these outcomes are achieved • additional support that is needed by some students • degree of emphasis placed on various outcomes • practices that focus on high expectations for all • rejects the prescriptive teaching, remedial approach that leads to lower achievement

Guess and Thompson, 1989, Heshusius, 1988

Inclusive practices involve the process of planning, designing and putting into practice an individual set of services and supports needed by some students with IEPs in order to learn along beside peers without IEPs.

Inclusion is a term which expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend. It involves bringing the support services to the child (rather than moving the child to the services) and requires only that the childwill benefit from being in the class (rather than havingto keep up with the other students).

Service not a Place

A continuum of placements, supports and services should be made available for all students, but always assume that every student's first placement is in regular education.

Barriers to Implementation

5 minutes:• Within your group, discuss barriers to

implementation you are currently facing

• Write the most pressing issue on a sticky note

• They will be picked up and organized into like concerns

• Any listed issues not addressed during the initial part of the presentation will be in a sharing session at the end of the presentation

Issues in Inclusive Practices

1. Scheduling for effective support

2. Staff needed to implement successfully

3. Attitudes – both general education and special education teachers

4. General education teachers lack preparation5. Special education teachers are not content specialists

6. Curriculum expectations are too high

7. Addressing the achievement gap

8. Students with IEPs are disruptive

9. Misunderstanding of IEP time

What Now? • Identify all staff – teachers, therapists(OTs, PTs, speech -

language), paras, teachers of low incidence exceptionalities• Utilize all staff (specialists in classroom while teachers monitor

others)• Place students in classes if support already there (paras for

specific students, volunteers , parents, low incidence teachers)• IEP holder doesn’t necessarily have to provide the support• Think outside the box – cross grade groupings, peer supports, teacher perks, smaller pupil- teacher ratio, share toys, change order of content taught in ELA blocks• Student profiles for GE teachers identifying goal for inclusive placement• Not all support is in terms of people• Change perceptions of instructional time on IEP

Supports Defined

…what a support person would have to “DO” for a student in order for that student to make progress and benefit from participation in the general curriculum/classroom

Support is not always people!!!

Level A

• “Fits” within an instructional group in general classroom

• Requires monitoring only

OR• May need up to 30 minutes of additional individual specialized instruction

Level B• Capable of working at grade level addressing same objectives and

skills as grade level peers – may “fit” within grouping in general education classroom

• Capable of make passing grades with same accommodations made for some general education students in class

• Often needs some accommodations in how he learns (process) the material

• Needs same accommodations in testing as in instruction – must address state assessments therefore needs most people support

• Usually no “big need” to change the activity — but level B students have a large range of abilities therefore large variation of accommodations for this level

• Needs close monitoring—can fall behind easily

• May need up to 30 - 60 minutes/day of additional individual specialized instruction

Level C• Students with more moderate disabilities although some with mild

disabilities need this level of support – address state assessments

• Capable of working within classroom addressing variation of grade level objectives in terms of skill level – subskills of general education lesson

• Usually will need an accommodation/modification in what is learned (content), how a skill is presented and learned

(process)

• May have some processing problems and learns very differently from peers—but can learn with different alternative methods (specially designed)

• Tests need adaptations or may need an alternative assessment technique

• Curriculum management is a must for this level

• May need up to 150 minutes of additional individual specialized instruction

Level D• Students with moderate to significant disabilities addressing

the foundation skills of the Standards and LA1 state assessment – although others may need this level of support for various reasons

• These students are not working on grade level objectives or skills

• Instructional activities and methods are different – reasons for inclusion are NOT usually academic

• Needs parallel activities when participating with peers (activity on same topic but different level) – doesn’t always need people support

• This student needs alternative assessments

• May need more than 150 minutes of individual specialized instruction

7th Grade 55-65%=Grade Level AB=Above basic B=Basic BB=Below basic

1 LD 7 Inclusion 2.5 42% 220 BB - BMP

+ (9) /2

2 LD 7 Inclusion 2.5 62% 283 B + + (1) /9

3 LD 7 Regular 1.0 13% 236 BB + + (14) /11

4 LD 7 Inclusion 1.5 34% 246 BB + + (5) 0/0

5 LD 7 LAA2 (RR) 2.5 28% 243 BB + + (11) 0/2

6 AUT 7 LAA2 (RR) 3.5 47% 283 B + + (3) /10

7 LD 7 LAA2 (RR) 2.0 3% 220 BB + + (13) /2

8 LD 7 Inclusion 1.5 9% 236 BB + + (12) 0/0

9 LD 7 Inclusion 1.0 10% 310 B - BMP

- (7) Hear/12

10 LD 7 Inclusion 1.5 35% 262 BB + + (4) /5

11 LD 7 Inclusion 0 50% 249 BB - + (8) /6

12 AUT 7 LAA2 (RR) 1.5 2% 223 BB - - (15) ?

13 LD 7 LAA2 (RR) 1.0 2% 217 BB + - (16) ?

14 OHI 7 Inclusion 2.0 33% 220 BB + + (10) Hear/11H Plan

15 LD 7 Inclusion 1.5 52% 301 B - + (2) /11

16 LD 7 LAA2 (RR) 3.5 34% 268 BB + + (6) /0

Teacher:_____________________Grade:________Date:__________

+ means equal to most of students in class - means needs intervention, interfering with student’s productivity in classRank students by readiness level for learning

7th Grade 55-65%=Grade Level AB=Above basic B=Basic BB=Below basic

1 LD 7 Inclusion 2.5 2 42% 5 220 BB 11 - BMP

+ (9) /2

2 LD 7 Inclusion 2.5 2 62% 1 283 B 3 + + (1) /9

3 LD 7 Regular 1.0 5 13% 10 236 BB 9 + + (14) /11

4 LD 7 Inclusion 1.5 4 34% 7 246 BB 7 + + (5) 0/0

5 LD 7 LAA2 (RR) 2.5 2 28% 9 243 BB 8 + + (11) 0/2

6 AUT 7 LAA2 (RR) 3.5 1 47% 4 283 B 3 + + (3) /10

7 LD 7 LAA2 (RR) 2.0 3 3% 13 220 BB 11 + + (13) /2

8 LD 7 Inclusion 1.5 4 9% 12 236 BB 7 + + (12) 0/0

9 LD 7 Inclusion 1.0 5 10% 11 310 B 1 - BMP

- (7) Hear/12

10 LD 7 Inclusion 1.5 4 35% 6 262 BB 5 + + (4) /5

11 LD 7 Inclusion 0 6 50% 3 249 BB 6 - + (8) /6

12 AUT 7 LAA2 (RR) 1.5 4 2% 14 223 BB 10 - - (15) ?

13 LD 7 LAA2 (RR) 1.0 5 2% 14 217 BB 12 + - (16) ?

14 OHI 7 Inclusion 2.0 3 33% 8 220 BB 11 + + (10) Hear/11H Plan

15 LD 7 Inclusion 1.5 4 52% 2 301 B 2 - + (2) /11

16 LD 7 LAA2 (RR) 3.5 1 34% 7 268 BB 4 + + (6) /0

7th Grade 55-65%=Grade Level AB=Above basic B=Basic BB=Below basic

1 LD 7 Inclusion 2.5 2 42% 5 220 BB 11 - BMP

+ (9) /2 8/B

2 LD 7 Inclusion 2.5 2 62% 1 283 B 3 + + (1) /9 2/A-B

3 LD 7 Regular 1.0 5 13% 10 236 BB 9 + + (14) /11 11/B-C

4 LD 7 Inclusion 1.5 4 34% 7 246 BB 7 + + (5) 0/0 7/B-C

5 LD 7 LAA2 (RR) 2.5 2 28% 9 243 BB 8 + + (11) 0/2 12/B-C

6 AUT 7 LAA2 (RR) 3.5 1 47% 4 283 B 3 + + (3) /10 3/B

7 LD 7 LAA2 (RR) 2.0 3 3% 13 220 BB 11 + + (13) /2 14/C 8 LD 7 Inclusion 1.5 4 9% 12 236 BB 7 + + (12) 0/0 13/C

9 LD 7 Inclusion 1.0 5 10% 11 310 B 1 - BMP

- (7) Hear/12 4/B

10 LD 7 Inclusion 1.5 4 35% 6 262 BB 5 + + (4) /5 5/B-C

11 LD 7 Inclusion 0 6 50% 3 249 BB 6 - + (8) /6 6/B

12 AUT 7 LAA2 (RR) 1.5 4 2% 14 223 BB 10 - - (15) ? 15

13 LD 7 LAA2 (RR) 1.0 5 2% 14 217 BB 12 + - (16) ? 15

14 OHI 7 Inclusion 2.0 3 33% 8 220 BB 11 + + (10) Hear/11H Plan

10/B-C

15 LD 7 Inclusion 1.5 4 52% 2 301 B 2 - + (2) /11 1/A

16 LD 7 LAA2 (RR) 3.5 1 34% 7 268 BB 4 + + (6) /0 9/B-C

Create Master Schedule for HS• Determine LOS• Create a matrix with student names and schedules• Use matrix to determine staffing needs• Determine number of sections in which to schedule students• Identify the general education teachers• Select special education personnel• Designate common planning time• Enter courses and planning periods into master schedule• Add other courses in which students with IEPs will be enrolled (don’t need inclusion services)• Enter the rest of next year’s courses/classes into

the schedule• Input students with IEPs schedules

Dale Pennell, C.A.S

Matrix for Determining # of Teachers and # of Course Sections NeededStudent Level LOS

Points*English I English II Social

StudiesScience Algebra Geometry

points/16 suggested inclusion pupil-teacher ratio = points/26 resource pupil-teacher ratio = 1# of collaboratively taught sections required – dependent upon # of monitoring students only and CMC use

Matrix for Determining # of Teachers and # of Course Sections NeededStudent Level LOS

Points*English I English II Social

StudiesScience Algebra Geometry

Tb A 1 XNb B 1.5 X XSs C 2 X X XBs A 1 XCs B 1.5 X XFs B 1.5 X XCb A 1 XCb B 1.5 X XAb C 2 X X XLb B 1.5 X XLb B 1.5 X XAb C 2 X X XZc A 1 XJs B 1.5 X X XEw B 1.5 X XHm B 1.5 X XMb C 2 X X XMl B 1.5 X X 26 points/16 suggested inclusion pupil-teacher ratio = 1.6 26 points/26 resource pupil-teacher ratio = 1# of collaboratively taught sections required – dependent upon # of monitoring students only and CMC use

1-2 Some Bs may use CMC

1 1-2Some Bs may use CMC

Use CMC 1-2Some Bs may use CMC

1

Co- Planning /Co-Teaching Schedule1 2 3 4 5 6 7

Teacher AEnglish I

English I 6

Planning

Teacher BEnglish II

English II5

Teacher CSocial

Studies

Social Studies

7

Teacher DScience

Science3

Teacher EAlgebra

Algebra6

Planning

Teacher FGeometry

Geometry5

Inclusion Teacher

Co-teaching with

Teacher A

Co-teaching with

Teacher B

Co-teaching with

Teacher E

Co-teaching with

Teacher C

Co-teaching with

Teacher F

Co-Planning with A/E

Ind. Plan and Case

Mangement

SCHEDULING ISSUES

• Work with a team in making the decisions

• Schedule special education students first

• Schedule students per period per teacher by the LOS needs of students

• Placement of the support personnel into the general education setting. how? for what ? and when?

• Collaborative planning time

• Select teachers to co-teach

• Utilize and implement different co-teaching approaches/CMC

• Flexibility in decision making

• Skill levels of staff to implement inclusive practices

• Materials/ resources needed by team members

• Behavioral issues (who should or should not be together)

Inclusive Practices Bottom Line:KNOWING

– Teaching Strategies– Knowledge of exceptionalities and needs– How children learn– What children need to learn– Classroom organization and management– Where to get help– Identify and assess difficulties

DOING– Turning knowledge into action– Moving beyond reflective practice– Using evidence to improve practice– Learning how to work with colleagues as well as children– Becoming an “activist” professional

But Most of All It’s About

BELIEVING– All children are worth educating– All children can learn– Teachers have the capacity to make a

difference in children’s lives– Such work is their responsibility