by Dr. Frances Stetson

The Imperative for Reinvention in Special Education

5 EASY WAYS TO FAIL IN EDUCATION

1 Lose the

Vision

2 Admire

the Problem

3 Avoid Fear

4 Isolate

Yourself

5 Stop

Learning

1964 Christmas in Purgatory Burton Blatt Institutional Model Limited to No Access – No Equity – No Rights

1975 IDEA, FAPE, LRE, IEP What are these? Limited models in public schools Pull-out the norm Compliance Orientation

1997 Access & Opportunity to succeed in the general curriculum! Accountability Inclusive practices.

2014 Shifts in student population Impact of RTI Inclusion Confusion

What, if anything, is special about special education?

We can almost be excused!

2% 3%

5%

8%

10%

45%

22%

5%

2000 -2001

Autism

Developmental Delay

Other Health Impairment

Emotional Disturbance

Intellectual Disability

Specific Learning Disability

Speech or Language Impairment

Other Disabilities

• Creates re-conceptualization of “what special education is all about”

• Increases student diversity under the general education umbrella

• Forces new attention to research re: effective practices

• A shift in teacher comfort zone – more PD/Coaching

Why is this important?

Special Education Population by Disability

2009-2010

ü Learning disabilities from 6.1% to 4.9% of all students nationwide

ü  Intellectual disabilities from 1.3% to 0.9%

ü Emotional Disturbance from 1.0% to 0.8%

ü Autism and OHI quadrupled from 1.5% to 5.8%

INCREASING SHRINKING

Trend! A Changing Student Population

Re-Imagine Services

LOSE THE VISION

What is the role of general education for increasingly diverse students?

What is so special about special education today?

How to Fail #1

Actions Required

Costs? Resources Needed? Ways to Reduce Costs?

TimeframeStart/End

AssignedStaff

Special Education Departmental Planning

Priority #1 Significantly Enhance Campus Ownership and Responsibility for ALL Learners

(move from a parallel to a seamless system)

Planning

Planning

6

7

8

9

10

Eliminate checklists of accommodations. Include discussion box linked to FIE.

Use FIE to effectively determine functional impact of student disability/needs.

Determine need for continuing existing accommodations and for reversing or deleting them.

Include the student in discussions and decisions re: preference for accommodations.

Design an Initial Assessment process.

System Level Solutions

Promote the message big “A” vs. little”a” for accommodations.

Use IEP meetings as coaching opportunities re: effective selection & use of accommodations.

Use a Documentation Log to track use of accommodations.

Expand knowledge base of the range of accommodations through coaching, online newsletters, etc.

Build meta-cognitive strategies into the curriculum at every grade level.

1

2

3

4

5

ADMIRE THE PROBLEMHow to Fail #2

Framework for Cultural ProficiencyLindsey, Roberts, & Campbell-Jones, 2005, The Culturally Proficient School: An Implementation Guide for School Leaders, p. 74

KNOW CRI

KNOW STUDENTS

KNOW SELF

Competence

Pre-Competence

Incapacity

Blindness

Destructiveness

White Privilege:Unpacking the

Invisible Backpackby Peggy McIntosh

RECOMENDED READ

AVOID FEARHow to Fail #3

Impact of Cultural Bias

ü  Developing feelings of worthlessness

ü  Achieving less in school

ü  Lowering aspirations for the future

ü  Increasing likelihood of school drop-out

What are the on-going, cumulative effects of white privilege for students?

How can we counteract these effects in the classroom?

Cultural Proficiency

White Privilege

Impact of Cultural Bias

Culturally Responsive

Schools

ü  Avoid collaborative planning opportunities

ü  Invoke higher value or knowledge

ü  Focus on adult issues and Personal Preferences

ü  Reduces effectiveness and impact of services

ü  Reinforces a dual system

ü  Losses for Students

SIGNALS IMPACT

Isolate Collaborate

ISOLATE YOURSELFHow to Fail #4

States of Growth of Individuals

Ruin My Curve!

Joyce, B. & Calhoun, E. (2010). Models of professional development: A celebration of educators. Corwin Press.

Gourmet Omnivores (10-15%)

Active Consumers

(20%)

Passive Consumers

(50%)

Reticent Consumers (10-15%)

ü  Subscribe to two or more professional journals

ü  Read professional journals

ü  Subscribe to one or more education research sites

ü  Follow five or more authors of education texts

ü  Research your topics before a speech before the board or parents

ü  Recognize that there are millions of practical experts with valid concepts and conclusions

ü  Purchase a minimum of 10 professional books each year

ü  Recognize that personal opinions are not as valid or compelling as juried research studies

STOP LEARNINGHow to Fail #5

Downloadshttp://plearn.co/stetson-downloads

Accommodations Rubric

Special Education Department Planning Options

Collaborative Planning for External Supports

Sample Documentation Log from Dayton ISD

Sample Strategic Planning Format

Instructional Design Tool

Culturally Responsive Instruction Suggested Reading

Culturally Responsive Instruction Frequently Asked

Questions

Checklist for Building Authentic Relationships

Student Learning Inventory (Elementary)

Student Learning Inventory (Secondary)

Teacher Working Style Guide

Collaborative Teaching Observation Tool