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Setting up a District/School to Support
Inclusive Practices
Presented by Kathy Kilgore
www.laspdg.org
PEOPLE FIRST LANGUAGE
Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf
Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf
“People First Language puts the person before the disability and describes what a person has, not who a person is.”
Inclusion....
“The understanding that schooling occurs in a unified system in which:
a)Diversity is supported, expected, and valued;
b)High standards can be reached by all; and
c)Life goals become a reality through collaboration.
Marilyn Friend (2005)
For inclusive practices to be effective, schools...
Must have a leader who leads by example
Must have a leader that motivates and empowers staff to be the best
Must embrace the belief that “all students can learn”
Must practice ‘teachers without borders’ support systems
Districts/schools that are the most effective in implementing inclusive practices are those that......
Celebrate the differences in learners
Think ‘outside the box’Routinely provide individual accommodations
Routinely utilize differentiated instructional strategies
Districts/schools that are the most effective in implementing inclusive practices are those that......(continued)
Maintain a focus on student engagement
Foster collaboration and joint decision making
Require all staff (including clerical, custodial, cafeteria, security) to focus on a common mission
Three aspects....
PlanningImplementationResults
Planning
Establish an Inclusive Practices Leadership Team
Outline an action plan for implementation
Use a ‘Student Needs First’ Model to identify and provide support
Schedule SWD based on support needs and assign staff based on student support needs
Planning (continued)
Consider logistical issues: IEPs, lesson plans, planning time, grading, communication, substitute teachers, behavior plans
Inform parents of models and approaches of inclusive practices
Provide professional learning opportunities
Develop implementation and effectiveness monitoring instruments
Implementation
Determine lesson delivery parameters
Pre-establish student grouping procedures
Teach, re-teach basic class routinesCollect student outcome performance data
Results
Identify measures of effectiveness
Use effectiveness data to make future decisions
Make revisions to plan as needed
What to do next?
Between now and end of the school year.... Inventory current practices and staff willingness
to co-teach, consult or support in other ways Identify student support needs and the type of
support needed (i.e., co-teacher, consultant, paraeducator, pull out instruction, general education teacher using differentiated instructional strategies)
Establish Inclusive Practices Leadership Team (or designate this as a function of an existing team)
Develop an action plan for next school year
At the very least.... As an individual teacher....
Maintain current and thorough assessment data on each student on caseload
Identify class expectations for each general education class
Design instruction to target gaps/discrepancies
‘Buddy up’ to teachers willing to work in collaboration
Chart progress and share with others
The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.
www.laspdg.org
