So, You Want To Do Inclusion!

Taking the first step!

Remember,It’s All About ACCESS! Even IDEA-2004

doesn’t specify INCLUSION…

IDEA-2004 specifies ACCESS TO THE GENERAL CURRICULUM! Right of entry Admission

Right to use Introduction Contact Way in Entrance Entry Approach Gateway Opening

Some Inclusion Options to Consider

1. Revisit the Benefits of Inclusion

2. Acknowledge Inclusion’s Impact

3. Define what Inclusion IS and IS NOT

4. Keep Your Principal Informed

5. Clarify Models and Define Roles & Responsibilities

6. Review Available Resources

7. Set the Expectations of Working with Other Adults

8. Develop Systems of Information Sharing

9. Get GenEd teachers to IEP meetings and Use Them

10. Sort Students for Push-in and Pull-out services

11. Some Key Inclusive Strategies

1. Co-teaching

2. Co-planning

3. Using assistants

4. Differentiate Instruction

5. Curricular modifications

12. Address the barrier issues

Inclusion

The benefits of Inclusion The difference between

mainstreaming, integration, inclusion, full inclusion

Inclusion intends The benefits for students, teachers, schools,

and communities

Inclusion has always intended…

A broader perspective Collaboration and involvement from ALL the

adults (“full school” program) A connection for all students to the general

curriculum The belief that all students can benefit Effective communication and information

sharing

Inclusion Intends… (continued)

Starting on the “inside” rather than the “outside”

The use of research-based strategies, practices, models

The best use of resources A real effort to meet a child’s needs Accommodations and modifications that

facilitate appropriate learning

The Benefits of Inclusion

Access to the general curriculum Greater opportunity to interact Higher expectations Peer role models Greater acceptance of differences Respect and understanding Shared resources

There is no research that shows negative effects when it’s done right!

Inclusion

Acknowledge inclusion has an impact It’s change! Good or bad, change packs a punch!

Stages of Educational Change

Change (Biklen, 1992) Takes time to occur It’s never a gentle experience!

It’s like the stages of GRIEF! Denial Bargaining Anger Sadness Resignation Acceptance Renewal

Includes loss of identity, certainty, meaning, clear direction

Who Feels the Impact?

The impact of inclusion is CHANGE for:

General Education Teachers Special Education Teachers Administrators Students Parents Community

What are your thoughts? Pair/Share

Driving the Point Home!

Inclusion is not a place we put kids Inclusion is not one model Inclusion happens when teachers collaborate

and work together All students are tied to the general education

curriculum (some more loosely than others!) Inclusion is about more than academic

achievement! (But that’s what scares teachers the most!)

Take the “mystery” out of special education delivery – Define it! – Organize it! - Share it! Clarify inclusive roles and responsibilities Operationalize” indirect services”

Wizard of OZ?

Special Education Service Delivery General Classroom Services

Pull-out Services and Support

Separate Classroom Services

Alternative Setting

Homebound

Special Education Services

Indirect Consultation Problem Solving Sharing student

information Planning Collaboration (providing

ideas for modifications, accommodations, strategies)

Coaching Behavior interventions Itinerant support to

students

Direct Co-teaching and

Supported instruction Pull-out Resource Special Classroom or

Setting

ConsultationSupported Instruction

Co-TeachingResource/Pull-out

LESS Support Intensive

MORE Support Intensive

Continuum of Inclusive Models

Models of Inclusive Services

Consultation Model

Student support services personnel provide indirect, out-of-class support to general classroom staff or students.

Consultation ModelPlanning

Strategies

Problem-solving

Shared student information

Shared program information

Observations

Coaching

Resources and materials

Models of Inclusive Services

Collaborative/ Classroom Support Model

Student support services personnel provide direct in-class support to students as they participate in the general education classroom

Classroom Support Model

“Inclusive” Classroom- Co-teaching- Supported InstructionModifications- Instructional

accommodations- Curricular modifications

Difference Between Co-Teaching and Supported Instruction

Co-Teaching GenEd teacher and SpEd teacher

plan together Regular and scheduled

planning Both teachers come prepared Format for planning

Shared Instruction

Active engagement throughout instructional time

Use of a definable instructional arrangement

More of an equal partnership

Supported Instruction Less planning or ongoing

communication may be evident

Special Ed. personnel obviously in assisting role

General education has primary responsible for instruction and direction

Teach and Support/Assist is prevailing instructional arrangement

Less of an equal partnership

Models of Inclusive Services

Pull-out Model

Student support services personnel provide direct instruction, support or modifications to student with special needs outside the general classroom.- smaller groups

- more intense or specialized

instruction

Pull-out ModelResource Class- Academic support- Academic enrichment

and acceleration - IEP skill development

Self-contained Class- Academic support- Functional curriculum- Curricular modifications

GO NEXT

Special Education Service Delivery General Classroom Services

Consultation: Information Sharing Problem Solving CoachingCollaboration: Co-Teaching Assistant Supported Instruction

Pull-out Services and SupportFROM A LITTLE TO A LOT!

Direct Instruction Academic Support Social Skills Support/Study Strategies Transition Skills

Separate Classroom Services Direct Instruction Behavior Instruction Social Skill Instruction Content Instruction

Access to the General Curriculum

Alternative Setting

Homebound

Take a Minute…

You have to know what you are starting with! How are special education services delivered in your building? What services do you have with

each level of the continuum? How can you help your staff

understand the picture of current special education services?

Special Education Service Delivery General Classroom Services

Pull-out Services and Support

Separate Classroom Services

Alternative Setting

Homebound

Job Titles May Help

General Education Teacher

Classroom Teacher Content Specialist Instructional Leader “Chief Cook” Collaborator Co-Teacher

Special Education Teacher

Consultant Strategist Resource Specialist Case Manager Collaborator Co-Teacher

Inclusive Roles and Responsibilities:It’s Best to Make it Clear

Take the time to customize a list of “inclusion” guidelines for your program, school, or district that clearly defines overall roles and responsibilities of General Education Teachers and Special Education Teachers. For each list…

Circle the number of the items you want to keep Mark out the number of the items you want to delete Write in any changes Add items you want to include

Inclusion Option

Look at available resources, how they are/could be used (Apollo 13 theory) People Materials Equipment Technology Schedule/time

Inclusion Teaming.

Make “working with other adults” a part of SpEd teacher job description Set expectation Skills: communication, collaboration, problem-

solving, facilitating, empowering, coaching, listening, “our kids” not “my kids”

Sharing Information – It’s VERY, VERY Important!

SPED Teacher has…

Specific, individual student information Present Levels Functional Performance

Specific IEP information Goals/objectives Modifications and

accommodations Present level of

performance

Student Profile

GenEd Teacher has…

Instructional information Class expectations Classroom measures Learning and

behavioral expectations Grade/age comparison

Curriculum knowledge and understanding

Classroom Profile

How is Information Shared in Your Building? Is information being shared? What specific information does special

education provide general education teachers?

Is the process formal or informal? Can you describe the format or the

communication tool used? How quickly is the information

disseminated at the beginning of the year?

GE Role

Get the general education teachers to the IEP meetings, keep and use them The responsibilities of the General Ed. teacher

in IEP meetings include:

Inclusion Driven by Data

Sort students for pull-out and push-in using real data

Use online Data Forms to collect and review data for placement options

Inclusion & Instruction

Implement Inclusive Instructional Strategies Co-teaching Co-planning Instructional Assistants/Paraeducators Curricular Modifications

Co-Teaching is Not the Only Strategy for Inclusion! Co-teaching Co-planning Instructional Assistants Curricular Modifications Other Strategies Differentiated Instruction Problem-solving Active Learning Graphic Organizers Study Guides Direct Instruction Other Research-based Strategies

Co-Planning

Key to Co-Teaching (Without it, you’ll never gets past supported instruction)

Co-exist Communicate Coordinate Collaborate (problem-solve)

Have to make time for it The time for planning actually decreases if…

Co-Planning IS Different!

3 Stages of Co-Planning

Stage 1GenEd Teacher plans prior to co-planning

meeting Outline curricular content

and related instructional activities

Co-Planning IS Different!

Stage 2Both GenEd and SpEd teacher review curricular

content and develop instructional activities How do we arrange the teachers? How do we arrange the students? Make judgments about the topics, content,

and activities in relation to students Define changes to content, activities,

student groupings, adult responsibilities

Co-Planning IS Different!

Stage 3Both teachers prepare

Materials and resources for students that require significant changes

Collects alternative materials Plans for implementation

In a co-taught classroom In a consultative setting

On-Going Planning

Inclusion requires planning – can’t be done “on the fly”. Prepare and show up! Gen. Ed. – instructional plans and materials Special Ed. – target student names and

special needs information Include requirements (standards, goals, etc.)

Need a (visual) planning format Create Co-Planning Document

Instructional Assistants

Best Practice – can’t “co-teach” Federal laws required assistants be trained.

Specific areas of disability and support Behavior management Confidentiality Instructional strategies (“bag of tricks”}

A written list of tasks/responsibilities Day to Day Tasks and “The Short List” My Task List

Broader than Support More than accommodations in the classroom PROCESS decisions

Changes to content expectations Changes to student participation

Can be addressed through differentiation

Curricular Modifications Are….

Where’s the Line?

…do what everyone else is doing

 

…do what everyone else is doing WITH SUPPORT

 

…do what everyone else is doing WITH CHANGES/MODIFICATION

 

…do something SORT OF LIKE what everyone else is doing (parallel)

 

…do SOME of what everyone else is doing (partial participation) 

…do SOMETHING DIFFERENT (alternative)

Something Like, Part of, or Something DifferentOnce the appropriate level of accommodation

moves beyond “what everyone else is doing”, modifications get “trickier” understand, to agree on, and “make happen” inside the

general classroom.

For Curricular Modifications,

…MORE is needed!…more collaboration, more lead time, time to

plan, time to prepare, more resources, more implementation, more practice and reinforcement, and more ways to assess and grade

Some Realizations are…

Not all students will or should… Learn all of the content Do all of the assignments or instructional

activities Be graded the same wayAll student should… Be exposed to basic concepts Have meaningful instruction Progress, to the extent possible and

appropriate

The Only Way to Make Appropriate Curricular Modifications

…is to plan and define exactly what part of the curriculum or what content should be achieved by the student or students for a subject area or class, unit of study, an individual lesson, or an individual instructional activity.

Don’t wait and just modify the test! Students don’t have to go somewhere else

Curricular Modifications Should Be Written into the IEP

Direct content vocabulary instruction Reduced objectives or outcomes Prioritized standards/objectives Differentiated instruction (structured choices) Parallel instruction, materials, topic/subject Shortened assignments Partial participation Alternative instructional activities, assignments, projects, or

materials Modified/Alternative grading Replacement activities

Speed Bumps

Acknowledge and continually address the “barrier” issues and concerns. Planning time Scheduling Grading

A Scheduling Question. Should I…

“Load Up” SpEd has fewer

teachers/teams to support

Requires more direct in-class support

Need to add variety & flexibility by using direct support creatively

Training and support concentrated to a smaller group

Easier to administrate

“Spread Out” SpEd has more teachers/

teams to support More resource intensive Planning & communication

more difficult or complex creativity & flexibility a must

from the start Requires more initial

responsibility by GenEd teachers

More equitably More complicated to

administrate – multifaceted

Remember,It’s All About ACCESS! You are not doing

mainstreaming or integration; you’re doing inclusion

IDEA-2004 specifies ACCESS TO THE GENERAL CURRICULUM! Right of entry Admission

Right to use Introduction Contact Way in Entrance Entry Approach Gateway Opening

Now, What is Your Plan of Action?

1. Benefits of inclusion

2. Inclusion’s impact

3. Keeping the principal informed

4. Clarify models and roles/responsibilities

5. Review available resources

6. Set expectations for working with other adults

7. Develop systems of information sharing

8. Get the GenEd teacher to the IEP meetings

9. Sort students for push-in and pull-out services

10. Implement inclusive strategies

1. Co-teach

2. Co-plan

3. Use assistants

4. Make curricular modifications

11. Address barrier issues

12. Define what inclusion is/is not