Embed Size (px)
Citation preview
INTENTIONAL PLANNING THAT MOVES BEYOND APPENDED
SPECIAL EDUCATION CONTENT AND PRACTICES
OFFICE OF SPECIAL EDUCATION PROGRAMS PROJECT DIRECTOR’S CONFERENCE
JULY 15-17, 2013WASHINGTON, DC
D O N N A S O B E L , L O R I E L L I O T T, & A N T WA N J E F F E R S O N
U N I V E R S I T Y O F C O L O R A D O D E N V E R
OUR AIM
I N T E N T I O N A L A N D S T R AT E G I C P L A N N I N G F O R M OV I N G B E YO N D A P P E N D E D S P E C I A L E D U C AT I O N C O N T E N T A N D
P R A C T I C E S .
EXTENDING THE WORK OF THE 325T GRANT: ACHIEVING SPECIAL EDUCATION EQUITY THROUGH DIVERSITY (ASEED) PROJECT
Through a process of collaborative program development, faculty are integrating and supporting curricular components from general and special education programs to ensure vertical alignment as demonstrated by a comprehensive progression of inclusive practices content across the core program.
THE NEED IS VAST
Nationally
76,600,000 school-aged children
6,535,838 school-aged students aged 3-21 receiving special education services
Colorado Snapshot
School-aged students with an identified special education disability = 72,913
Graduation rate for students w/ an identified disability = 64.3%
Graduation rate for students w/out a disability = 74.6%
72.4% of students with a disability spend 80% or more of their school day in general education classrooms
OUR CONTEXT
• Research Intensive Urban University• Graduate (85%) & Undergraduate (15%)
teacher education• Elementary (K-6)• Secondary (7-12)• SPED (K-12)• 350-400 teacher candidates
• Integrated/Merged approach to preparing general & special educators• Professional Development School model with
co-teaching as a foundational approach
THE ROLE OF INCLUSIVE PRACTICE IN A TIME OF DYNAMIC CHANGE, INNOVATION, &
ACCOUNTABILITY
Contributions of multiple voices from leaders in
SPED
Large scale teacher
effectiveness initiatives
Inclusive education content learning
progression
A multi-phased collaborative effort to gather feedback
then implement essential special
education knowledge and skill sets into a merged general and
special education teacher preparation
program.
INCLUSIVE PRACTICES LEARNING PROGRESSION
MATRIX DESIGN 4 overarching categories address 36 topics across 5 core courses and internships:
① Special education in context: Perspectives, concepts and people = 14 topics
② A study of individuals with special needs: Learning characteristics and issues of diversity = 10 topics
③ Promising practices that foster inclusive education = 10 topics
④ Response to intervention = 7 topics
See handout #1
CORE COURSES
• UEDU 4010/5010: Social foundations and cultural diversity in urban education
• UEDU 4020/5020: A partnership transforming schools & connecting communities
• SPED 4030/5030: Understanding students in urban contexts
• UEDU 4040/5040 & 4050/5050: Exploring diversity in content and pedagogy
• SPED 5931, 5932 & 5933: Internships and collaborative learning community
COURSE: SOCIAL FOUNDATIONS AND CULTURAL DIVERSITY IN URBAN EDUCATIONEXEMPLAR 1: TAKE A STANCE: CONCERNING PRACTICES (ACTIVITY)
A collection of articles and videos examining the inhumane treatment some individuals with disabilities currently receive in present day society.
Discussion Prompts: • Discuss what the video segment means to you? • Talk about what the messages conveyed in the videos means in
regard to the way persons with disabilities are perceived and how their needs are addressed today.
• Consider how the actions and message conveyed in the clip(s) reinforce specifics beliefs you hold about your role as a teacher and a citizen.
• Articulate a position you might take based on what you saw and heard (what message will you convey, to whom).
Handout #2
COURSE: A PARTNERSHIP TRANSFORMING SCHOOLS & CONNECTING COMMUNITIESEXEMPLAR 2: COLLABORATION WITH PARENTS AND FAMILIES [READING AND ACTIVITY]
Kim, E.J., & Vail, C. (2011). Improving preservice teachers’ perspectives on family involvement in teaching. Teacher Education & Special Education, 320-338.
See handout #3
Website review:
PEAK Parent Center is Colorado's Parent Training and Information Center. PEAK is a statewide organization of parents of children with disabilities reaching out to assist other parents and professionals.
COURSE: UNDERSTANDING STUDENTS IN URBAN CONTEXTS
EXEMPLAR 3: DEEPENING UNDERSTANDING OF VALID AND APPROPRIATE TESTING (READING AND ACTIVITY)
Salend, S. J. (2011). Determining and implementing valid and appropriate testing accommodations. In T. J. Karten, Inclusive Practices (pp. 145-164), Thousand Oaks: Corwin.
See handouts #4 and #5
Prompts Teacher Candidates to evaluate and reflect on their own abilities in implementing valid and appropriate testing accommodations
COURSE: EXPLORING DIVERSITY IN CONTENT AND PEDAGOGY
EXEMPLAR 4: MAPPING A ROUTE TOWARDS DIFFERENTIATED INSTRUCTION (READING AND ACTIVITY)
The element of differentiated “content” is one of the most challenging planning process of the differentiated instruction model describe by Tomlinson. Teacher candidates will complete an advance organizer to support their understanding of readings.
See handout #6
COURSE: INTERNSHIPS & COLLABORATIVE LEARNING COMMUNITY FOR LICENSURE PROGRAM OPTIONS
EXEMPLAR 5: ESSENTIAL EXPERIENCES (DUAL LICENSURE)
To support PDS faculty in understanding the multiple pathways to special education licensure, a description of the varied program options and matching sets of documents that outlines the Essential Experiences to be completed during all internships was created. Four different Essential Experiences documents articulate the expectations across the progression of each internship.
See handout #7
BUILDING ACCESSIBILITY AND SUSTAINABILITY
A social networking
website
• Educational community connecting peers to share information, spread innovative ideas, and provide professional development.
• Schools and districts can create professional learning communities and practice groups, improve teacher and principal quality.
• View the entire list of resources at www.edweb.net/inclusivepractices
FACULTY FEEDBACK……..Thank you, thank you. This is information I’ve always wished I
had.
I'm worried about rushing to put content into the course that I'm not yet prepared to support.
I wonder if we might be able to meet and go over these resources and engage in professional learning that would help me feel more confident about this work?
Do you think we could set up a handful of times to meet over the rest of the course of this semester to push our thinking forward around this?
PROFESSIONAL DEVELOPMENT: IT’S AN ONGOING JOURNEY
It is continuous, experiential, collaborative, and connected to and derived from working with students.
THE REALITIES OF TENSION-FILLED, COMPLEX, EMOTIONAL WORK
Long-held perspectives of what we’ve always taught
Supporting colleagues (on-campus and in public schools) on their personal paths of inclusive practices
Attending to issues of sustainability (e.g. edWeb)
Time, time, time
COMMENTS, CLARIFICATION, QUESTIONS
CONTACT INFORMATION
Lori Elliott, Ph.D.Clinical Associate ProfessorUrban, Community Teacher Education Program303.315.6304 [email protected]
Antwan Jefferson, Ph.D. Senior InstructorUrban, Community Teacher Education [email protected]
Donna Sobel, Ph.D. Associate ProfessorActing Director of the Center for Faculty DevelopmentUniversity of Colorado [email protected]
