So, You Want To Do Inclusion! Dr. Wendy Dover Balough Rock Hill Schools Research to Practice, 2012.
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Transcript of So, You Want To Do Inclusion! Dr. Wendy Dover Balough Rock Hill Schools Research to Practice, 2012.
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So, You Want To Do Inclusion!
Dr. Wendy Dover BaloughRock Hill Schools
Research to Practice, 2012
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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
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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
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PowerPoint and Handouts
Available at:
http://www.rock-hill.k12.sc.us/exceptionalstudenteducation/eselinks.aspx
Or, Departments (across the top)
Exceptional Student Education (page or right)
ESE Links (right side)
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Inclusion Option #1
The benefits of Inclusion The difference between
mainstreaming, integration, inclusion, full inclusion
Inclusion intends The benefits for students, teachers, schools,
and communities
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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
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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
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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!
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Inclusion Option #2
Acknowledge inclusion has an impact It’s change! Good or bad, change packs a punch!
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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
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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
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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!)
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Inclusion Option #3
Define what Inclusion IS and IS NOT
Inclusion IS Inclusion IS NOT
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Inclusion Option #4
Involve and inform principals Key to Successful Inclusion Tips for Fostering Administrative Support
(page 2)
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Inclusion Option #5
Take the “mystery” out of special education delivery – Define it! – Organize it! - Share it! Models of inclusive service delivery
(p. 3) Clarify inclusive roles and responsibilities Operationalize” indirect services”
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Special Education Service Delivery General Classroom Services
Pull-out Services and Support
Separate Classroom Services
Alternative Setting
Homebound
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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
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ConsultationSupported Instruction
Co-TeachingResource/Pull-out
LESS Support Intensive
MORE Support Intensive
Continuum of Inclusive Models
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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
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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
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Difference Between Co-Teaching and Supported Instruction (p. 3)
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
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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
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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
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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?
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Special Education Service Delivery General Classroom Services
Pull-out Services and Support
Separate Classroom Services
Alternative Setting
Homebound
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Inclusion Option #5 (cont.)
Take the “mystery” out of special education delivery – Define it! – Organize it! - Share it! Models of inclusive service delivery Clarify inclusive roles and
responsibilities (p. 4) Operationalize” indirect services”
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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
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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
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These Lists are Useful ---- HOW?
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Inclusion Option #5 (cont.)
Take the “mystery” out of special education delivery – Define it! – Organize it! - Share it! Models of inclusive service delivery Clarify inclusive roles and responsibilities Operationalize” indirect services” (p. 5)
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Inclusion Option #6
Look at available resources, how they are/could be used (Apollo 13 theory) People Materials Equipment Technology Schedule/time
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Inclusion Option #7
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”
Communication Activity (page 6)
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Inclusion Option #8
Develop systems and supports for communication and information-sharing
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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
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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?
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Inclusion Option #9
Get the general education teachers to the IEP meetings, keep and use them The responsibilities of the General Ed. teacher
in IEP meetings include:
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Inclusion Option #10
Sort students for pull-out and push-in using real data Inclusion Planner Form (page 11-12)
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Inclusion Option #11
Implement Inclusive Instructional Strategies Co-teaching Co-planning Instructional Assistants/Paraeducators Curricular Modifications
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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
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Co-Teaching
If you are going to use it, use it right! Get Training – Everyone! Co-teaching or Supported Instruction? 6 Co-Teaching Approaches, not just 1 (p. 13)
Power of 2 DVD clip Tag Team Teaching (p. 14)
Plan before - Co-Teaching Considerations (p. 15-16)
Plan during – Co-Planning (next topic) Oh, if you only do whole group instruction,
co-teaching is a waste of time and talent!
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Inclusion Option #11
Implement Inclusive Instructional Strategies Co-teaching Co-planning Instructional Assistants/Paraeducators Curricular Modifications Differentiated Instruction
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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…
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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
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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
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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
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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 Co-planning book Co-Planning Form (p. 17)
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Inclusion Option #11
Implement Inclusive Instruction Strategies Co-teaching Co-planning Instructional Assistants/Paraeducators Curricular Modifications
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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
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Instructional Assistants
Federal laws required assistants be supervised Executive and Instructional Supervision (p.19) Assistant Duty Feedback Form (p. 20)
In inclusive settings, the general classroom teacher becomes an instructional supervisor Paraeducator’s Brief User’s Guide (p. 21)
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Inclusion Option #11
Implement Inclusive Instruction Strategies Co-teaching Co-planning Instructional Assistants/Paraeducators Curricular Modifications
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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….
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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)
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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.
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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
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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
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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
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Curricular Modifications Should Be Written into the IEP (p.23)
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
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Inclusion Option #12
Acknowledge and continually address the “barrier” issues and concerns (p.24) Planning time Scheduling Grading
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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
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What Questions Do You Have?
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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
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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