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Intro to Inclusive Education

Published by Esther Harmon Modified over 9 years ago

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Presentation on theme: "Intro to Inclusive Education"— Presentation transcript:

Audience: Parents, families, local community members

Highlighting Parent Involvement in Education

Purpose of Instruction

Parents as Partners in Education

Least Restrictive Environment: A World of Options and Opportunities Training provided by the Connecticut State Department of Education in cooperation with:

Joshua W. Kestner. Mission Statement Effective schools require a sense of purpose and direction provided by well developed and clearly articulated vision.

Fall 2002Northeast Regional Education Cooperative A Look at Inclusion and the Least Restrictive Environment Best Practices For Collaboration and Co-Teaching.

Problem  Co-teachers often receive little to no professional development. Solution The Designing Quality Education Program offers intensive ongoing.

Understanding the IEP Process

The Role of the Educator in the IEP Process. A Little History… The 70’s 1. Public Law : Section 504 of the Rehabilitation Act of 1973.

Education for All Education for All A Human Rights Issue.

1 Family-Centred Practice. What is family-centred practice? Family-centred practice is characterised by: mutual respect and trust reciprocity shared power.

Illinois Educator Code of Ethics Training

WestEd.org Infant & Toddler Group Care Supporting Inclusion of Children with Disabilities and Other Special Needs.

Inclusion: Helping All Students Succeed “Children that learn together, learn to live together Irene Elliott Director, Pupil Personnel Services Encinitas.

Exceptionality and Special Education

INSTRUCTIONAL LEADERSHIP FOR DIVERSE LEARNERS Susan Brody Hasazi Katharine S. Furney National Institute of Leadership, Disability, and Students Placed.

Why Inclusive Education for Heritage High #425?

Understanding Inclusion Kristin McChesney. Review…  Based on the article, what is the definition – or concept – of inclusion?  The generally accepted.

Inclusion Parent Meeting Welcome!

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  asse ssment in special education.

Title: Initial Evaluation and Reevaluation Total Number of Slides: 30 PowerPoint Description: Initial Evaluation and Reevaluation is a PowerPoint presentation that looks at the specific requirements of IDEA regarding the initial evaluation of a child suspected of having a disability and how the results are applied to determining the child's eligibility for special education and related services. The reevaluation process is also described.

Title: Calculating the Age of a Student for Assessment Purposes Total Number of Slides : 28 PowerPoint Description: Step-by-step explanation of how to calculate a child’s age for special education assessment. Slides offer model examples and practice problems.

Title: Eligibility Evaluation Total Number of Slides: 12 PowerPoint Description: This PowerPoint presentation is a 12-silde review of the eligibility procedures and process for students going through the assessment process for a suspected disability.

Title: Identification of High Risk Students Total Number of Slides: 35 PowerPoint Description: This PowerPoint presentation focuses on the differences between symptoms versus problems, characteristics of high risk students, avoidance behavior patterns associated with high risk students, and “energy drain” and its effect on learning.

Title:  Introduction to Evaluation under IDEA Total Number of Slides: 17 PowerPoint Description: This PowerPoint presentation introduces basic principles and requirements that schools must follow for evaluation, including:

• the purposes of evaluation
• parent notification and consent
• use of the student's native language during evaluation
• the tenets of sound, valid, individualized evaluation

Title: Non-Discriminatory Evaluations under IDEA Total Number of Slides: 9 PowerPoint Description: This PowerPoint presentation addresses the 6 criteria necessary for an evaluation to be considered “nondiscriminatory” under the Individuals with Disabilities Education Act. 

Title: Overview of Assessment in Special Education Total Number of Slides: 49 PowerPoint Description: This PowerPoint presentation gives a comprehensive overview of the basic points of assessment in special education.  Topics covered include: definition of assessment, multidisciplinary teams, comprehensive assessment batteries, methods of assessment, observations, portfolios, and types of tests used in assessment (norm-referenced and criterion referenced).

Title: Scoring Terminology Used in Assessment Total Number of Slides: 18 PowerPoint Description: This PowerPoint presentation describes scoring terminology common to evaluations and reports in special education.  These include such terms as: basal, ceiling, raw scores, standard scores, percentiles, stanines, age equivalents, and grade equivalents.

Title: Statistics Used in the Assessment of Children for Special Education Total Number of Slides: 18 PowerPoint Description: This PowerPoint presentation explains statistics often used in the assessment of children for a suspected disability.  Topics covered include: definition of statistics, mean, median, mode, range, standard deviation, normal curve.  Practice problems and many examples are offered.

Title:   Step-by-Step Guide to Writing a Comprehensive Report in Special Education Total Number of Slides: 66 Description: This PowerPoint presentation provides a detailed description of how to write an educational report in special education.  Each section of a report is discussed, along with model examples given.  After all sections are covered, a model report is explained in a step-by-step fashion.

Title: Wechsler Individualized Achievement Test-2 (WIAT-2): An Overview Total Number of Slides: 43 PowerPoint Description: This PowerPoint presentation explains the various components of the WIAT-2.  The WIAT-2 is one of the most frequently used academic achievement tests used in schools today.  The 43 slides cover the format of the test, key points regarding administration, and all subtests.

  AUTIS M

Title:   Autism: An Overview Total Number of Slides:   50 PowerPoint Description:  This PowerPoint presentation covers a basic overview of autism.  Categories include: definition of autism, autism, as defined under DSM-IV, causes of autism, general characteristics of children with autism, and the various types of autism (Aspergers, Childhood Disintegrative Disorder, and Retts Syndrome).

Title: Teaching Students with Autism-Step-by-Step Total Number of Slides:  124 PowerPoint Description:  This 124 slide PowerPoint presentation gives an in-depth view of the various methods, styles, and effective teaching techniques when educating children with autism.  The presentation takes a step-by-step approach to help the reader with practical tools for the classroom.

  BEHAVIOR MANAGEMENT

Title: Overview of Disruptive Behavior Problems Description: This presentation addresses a variety of disruptive behavior disorders frequently observed special education programs. The presentation also discusses the management of behavior disorders in the classroom. Number of Slides: 44

  CLASSROOM MANAGEMENT

Title:  Effective Classroom Strategies Total Number of Slides:  20 PowerPoint Description:  This PowerPoint presentation was created by the State of Utah.  It covers effective classroom management strategies for social and academic behavior.

  CURRICULUM DEVELOPMENT

Title: 9 Ways to Adapt Curriculum Description: This presentation addresses a variety of methods used to adapt curriculum for students with special needs. This presentation is suitable for Resource Room, Inclusion, Self Contained and Regular Education teachers. It will provide you with the tools to increase a student’s ability to succeed and accomplish taks in school. Number of Slides: 18

Title: Factors Effecting Curriculum Performance Description: This presentation addresses the eight factors that may interfere in a student’s ability to succeed while performing in school. It touches on the various types of stress and experiences that may reduce a student’s capacity to concentrate and perform the various areas in the curriculum. Number of Slides: 79

  EARLY CHILDHOOD

Title:  Child Find Total Number of Slides:  10 PowerPoint Description:   This PowerPoint presentation was created by the State of Utah.  It is a brief overview of childfind, what “Find” means, how we find children at risk, and educational implications.

Title: IFSP—The Individualized Family Service Plan Total Number of Slides:  43 PowerPoint Description:  This PowerPoint presentation covers the basic principles of an IFSP.  Topics covered include: How the IFSP differs from the IEP, definition of IFSP, writing effective IFSPs, intervention strategies, and components of an IFSP as required by federal law.

  EMOTIONAL AND BEHAVIORAL DISORDERS

Title: Emotional Disturbance - An Overview Total Number of Slides:  62 PowerPoint Description:  This PowerPoint presentation focuses on students with emotional and behavioral disorders.  Topics covered include: IDEA definition of ED, incidence, characteristics, academic symptoms, classroom management, and types of behavioral disorders seen in students classified as students with an emotional disturbance.

Title:  Emotional Disturbance and the Least Restrictive Environment Total Number of Slides:  14 PowerPoint Description:   This PowerPoint presentation focuses on the various types of educational placements where students with emotional and behavioral disorders are educated.  These placements include the general education classroom, resource room, self-contained classroom, separate schools/alternative schools, residential facilities, and hospitals.  Each placement is explained along with the associated prevalence rates

Title: Emotional Disturbance and Prevalence Rates Total Number of Slides:  14 PowerPoint Description:   This PowerPoint presentation addresses just how common emotional and behavioral disorders are in students throughout the United States.  It discusses why ED is considered one of the “Big 4”, as well as gender discrepancies, the differemce between internalizing and externalizing behaviors, and age discrepancies.

Title: Emotional Disturbance - Understanding the Definition under IDEA Total Number of Slides:  23 PowerPoint Description:   This PowerPoint presentation focuses exclusively on the federal law’s definition of emotional disturbance.  Under IDEA, the definition of emotional disturbance is very detailed.  It is also highly controversial.  These slides will address each part of the definition, as well as address the controversy surrounding who is a child with an emotional disturbance and who is not.

  GIFTED AND TALENTED STUDENTS

Title: Teaching Gifted and Talented Students Total Number of Slides:  31 Powerpoint Description:   This PowerPoint presentation gives a broad overview of what constitutes the gifted child.  Topics covered include:  definition of giftedness, prevalence rates of gifted students, the difference between bright children and gifted children, characteristics of gifted children, and effective teaching strategies when educating gifted children in the classroom.  

Title: Understanding the Major Principles under IDEA Total Number of Slides: 32 PowerPoint Description: This PowerPoint presentation focuses on the 7 major principles of IDEA.  These principles are covered under the following topic categories: informed consent, zero reject, free appropriate public school education, nondiscriminatory evaluation, least restrictive environment, IEP development, and due process.

Title: Non-Discriminatory Evaluations under IDEA Total Number of Slides: 9 PowerPoint Description: This PowerPoint presentation addresses the 6 criteria necessary for an evaluation to be considered “nondiscriminatory” under the Individuals with Disabilities Education Act.

Title: Parent Involvement under IDEA Total Number of Slides: 23 PowerPoint Description: This PowerPoint presentation was created by the State of Utah.  It addresses the following areas: definition of a “parent”, local education agency’s responsibilities to parents, notice of meetings, parental consent, signatures, and parent roles and responsibilities.

  IEPs

Title:  Components of an IEP Total Number of Slides:   7 PowerPoint Description:  This PowerPoint presentation gives a brief overview of the requirements of an IEP under IDEA.  Each slide explains one or more of the components that must be in a student's IEP under IDEA.

Title: Understanding IEPs Total Number of Slides:  34 PowerPoint Description:  This PowerPoint presentation covers PowerPoint Description: This PowerPoint presentation covers an Overview of the IEP, Required Components of the IEP, Responsibility for IEP Development, Time Frame for Development IEP, Placement Decisions and the IEP, IEP Meetings, and Parent Participation.

Title: The IEP Process Total Number of Slides:  11 PowerPoint Description:  This PowerPoint presentation was created by the State of Utah.  It is a short synopsis of the IEP process.

Title: Recognizing Measurable Objectives Total Number of Slides:  8 PowerPoint Description:  This PowerPoint presentation was created by the State of Utah.  Upon completion, the reader should be able to identify the three parts of a measurable goal and label goals that are and are not measurable.

  INCLUSION

Title:  Effective Co-Teaching Communication Skills Total Number of Slides:  39 PowerPoint Description:  This PowerPoint presentation focuses on what it takes for teachers to collaborate effectively when co-teaching in the classroom.  It addresses: (1) Characteristics of Effective Interpersonal Feedback in Inclusion Classrooms (2) Co-Teaching Communication Conflicts; and (3) Personality Styles that Create Conflict between Co-Teachers.

Title: Step-by-Step to Understanding Inclusion Total Number of Slides:  28 PowerPoint Description:  This PowerPoint presentation takes a step-by-step approach to understanding the necessary components on setting up and teaching in an inclusion classroom.  It covers practical topics, especially regarding communication among various professionals and parents in order to make inclusion work.

Title:   Highly Qualified Teachers Total Number of Slides:  23 PowerPoint Description:   Highly Qualified Teachers is a powerpoint presentation that takes an indepth look at a new element in IDEA: its definition of "highly qualified teacher." State educational agencies (SEAs), local educational agencies (LEAs), parents, and community members have many questions and concerns about the requirements for highly qualified teachers. State and local agencies must develop ways to recruit and retain teachers with those qualifications, as well as encourage existing employees meet the requirements and become highly qualified. Parents and community members want the assurance that their children are receiving instruction from appropriately trained teachers. HQT is seen as integral in helping States to meet their requirements for adequate yearly progress (AYP) under the No Child Left Behind Act and, above all, to improve results for our children with and without disabilities.

INTELLECTUAL DISABILITY

Title: Learners with INTELLECTUAL DISABILITY Total Number of Slides: 45  PowerPoint Description: This PowerPoint presentation provides a general overview of individuals with INTELLECTUAL DISABILITY.  Topic areas covered include:

• Levels of Intensities and Supports
• Degrees of ID
• Causes of ID
• Classroom Management Strategies

  LEARNING DISABILITIES

Title: Early Intervening Services and Response to Intervention Total Number of Slides: 34 PowerPoint Description: Early Intervening Services and Response to Intervention is a great way to learn about and train others on these two new elements in IDEA. Early Intervening Services (EIS) are for K-12 students with academic or behavioral difficulties who are not yet identified as having a disability. Response to Intervention (RTI) is a new approach to identifying whether a student has a specific learning disability.

Title: Eligibility for Specific Learning Disabilities Total Number of Slides:  22 PowerPoint Description: This PowerPoint presentation was created by the State of Utah.  It focuses on the proposed regulations for the definition of a learning disability

Title: Identification of Children with Specific Learning Disabilities Total Number of Slides: 33 PowerPoint Description: Identification of Children with Specific Learning Disabilities looks closely at the process by which schools identify that a children has a specific learning disability (LD).  

Title: Specific Learning Disabilities - An Overview Total Number of Slides:  61 PowerPoint Description: This PowerPoint presentation provides a comprehensive overview of students with learning disabilities.  It addresses: the definition of LD, characteristics of students with learning disabilities, and educational implications of students with learning disabilities.

Title:  Teaching Children with Learning Disa bilities Total Number of Slides:  38 PowerPoint Description:  This PowerPoint presentation presents a detailed description of learning disabilities. Topics covered include: Introduction and Definition under IDEA, Prevalence, Characteristics of Students with LD, and Teaching Strategies for Students with LD.

  LEAST RESTRICTIVE ENVIRONMENT

Title: What is the Least Restrictive Environment Total Number of Slides:  10 PowerPoint Description: This brief PowerPoint presentation explains the concept of the least restrictive environment, as defined by federal law (IDEA).  The majority of slides focus on possible LRE educational placements.  These placements include the general education classroom, resource room, self-contained classroom, separate schools/alternative schools, residential facilities, and hospitals. 

Title: Emotional Disturbance and the Least Restrictive Environment Total Number of Slides:  14 PowerPoint Description: This PowerPoint presentation focuses on the various types of educational placements where students with emotional and behavioral disorders are educated.  These placements include the general education classroom, resource room, self-contained classroom, separate schools/alternative schools, residential facilities, and hospitals.  Each placement is explained along with the associated prevalence rates

Title:  Step-by-Step to Understanding Inclusion Total Number of Slides:  28 PowerPoint Description: This PowerPoint presentation takes a step-by-step approach to understanding the necessary components on setting up and teaching in an inclusion classroom.  It covers practical topics, especially regarding communication among various professionals and parents in order to make inclusion work.

Title: Resource Rooms Total Number of Slides:  38 PowerPoint Description:  This PowerPoint presentation takes a step-by-step approach to understanding the necessary steps to setting up and understanding basic principles of teaching in a resource room.  It covers practical topics including teaching, assessment, measuring objectives, and measuring progress.

PARENTING ISSUES

Title: How to Hold Successful Parent Conferences Total Number of Slides: 18 slides Power Point Description: This presentation will take you through the 3 stages necessary for a successful parent conference. These conferences play a pivotal role in a student’s success in school and allow the teacher and parents to comfortably work together.

Title: Parent Involvement in Special Education Total Number of Slides:  23 PowerPoint Description:  This PowerPoint presentation presents an overview of related services in special education.  When children are identified for special education, various related services are available to them to help meet their needs.  These slides focus on the different types of related services and who is eligible to receive them.

  RELATED SERVICES

Title: Overview of Related Services Total Number of Slides:  23 PowerPoint Description: This PowerPoint presentation presents an overview of related services in special education.  When children are identified for special education, various related services are available to them to help meet their needs.  These slides focus on the different types of related services and who is eligible to receive them.

SPECIAL EDUCATION—AN INTRODUCTION

Title:  Definition of Special Education Total Number of Slides:   11 PowerPoint Description:  This PowerPoint presentation starts with an explanation of the definition of special education under IDEA.  Then, the categories of IDEA are listed for the reader to get an overview of students with disabilities.

Title:  History of Special Education Total Number of Slides:  20 PowerPoint Description:  This PowerPoint presentation covers the history of special education from 1948 to the present.  It starts with a look at how schools denied children with disabilities many rights to an education.  Slides take the reader from Brown v. the Board of Education, the 1960s and civil rights cases, and into the 1970s for our first federal law for children in special education, The Education for All handicapped children’s Act, P.L. 94-142 (later reauthorized in 1990 to IDEA).

Title: Prevalence of Students in Special Education Total Number of Slides:  8 PowerPoint Description: This PowerPoint presentation provides a brief synopsis of the prevalence of students in special education.  It examines the “big 4” disabilities under IDEA, as well as looks at prevalence rates of all disability categories.

Title: Top 10 Basics of Special Education Total Number of Slides:  11 PowerPoint Description:   The Top 10 Basics of Special Education is a powerpoint presentation that welcomes everyone to IDEA. With these training materials, you can learn about and give trainings that include a quick overview to the 10 major steps in special education (three of which are evaluation, eligibility, and writing the IEP).

  SPECIAL EDUCATION PROCESS

Title: Annual Review Description: This slide presentation takes you through the steps required to be fully prepared when attending and presenting at an Annual Review meeting. The presentation will provide you with a list and explanation of the various materials that you will need to bring to this meeting. Number of Slides: 22

Title: Triennial Process Description: This presentation will prepare you for your role in the triennial process. It will inform you of the materials and responsibilities required for special educators and provide you with a practical list to follow so that you will be as prepared as possible. Number of Slides: 11

Title: Eligibility Evaluation Total Number of Slides:  12 PowerPoint Description: This PowerPoint presentation is a 12-silde review of the eligibility procedures and process for students going through the assessment process for a suspected disability

Title: The IEP Process Total Number of Slides:  11 PowerPoint Description: This PowerPoint presentation was created by the State of Utah.  It is a synopsis of the IEP process.

Title: Prior Written Notice for Meetings Total Number of Slides:  13 PowerPoint Description: This PowerPoint presentation was created by the State of Utah.  It is a synopsis of the two distinct types of notice, notice of meetings and prior written notice.  The contents of each and its significance is addressed.

Title: Roles and Responsibilities of the Special Education Teacher Total Number of Slides:   11 PowerPoint Description:   This PowerPoint presentation provides nine different examples of the various roles that a special education teacher can have both in and outside of the school.

Title: Special Education Process—Part I Total Number of Slides:  11 PowerPoint Description: This PowerPoint presentation provides an overview of the first part of the special education process.  It focuses on the identification of a suspected disability, with an emphasis on child study teams and pre-referral strategies.

Title: Special Education Process—Part II Total Number of Slides:  66 PowerPoint Description:  This PowerPoint presentation provides a very detailed description of the steps involved in the special education process.  Once a child is referred for assessment for a suspected disability, there are many steps that are required to take place, as defined by federal law (IDEA).  This presentation takes the reader through the steps of evaluation, diagnosis, committee meetings, and classification of a child for special education services.

  SPECIAL EDUCATION PROGRAMS

Title: Introduction to Resources Room Description: This presentation provides you with an overview of the resource room as a special education program. The presentation covers the roles and responsibilities of the special education teacher in the resource room. Number of Slides: 38

  TRANSITION SERVICES  

Title: Transition Services:  From School to Post-School Activities Total Number of Slides:  35 PowerPoint Description: This PowerPoint was created by the State of Utah.  It describes what constitutes transition services, the different options for students when transitioning from school to post-school activities, and the different types of diplomas students in special education can receive upon being graduated from high school.

Title: Overview of Transition Services Total Number of Slides:  27 PowerPoint Description:  This PowerPoint presentation provides an overview of transition services for students upon graduating high school.  Vocational skills, legal rights, recreational options, post secondary schooling, medical issues and other issues related to transition services are addressed.

  TRAUMATIC BRAIN INJURY

Title:  Traumatic Brain Injury in the United States Total Number of Slides:   19 Description:   This PowerPoint presentation was created by the Center for Disease Control (CDC) in 2005.  Topics covered include: emergency department visits, hospitalizations, and deaths from various types of traumatic brain injuries.

Title: Understanding Traumatic Brain Injury Total Number of Slides:  25 PowerPoint Description:  This PowerPoint presentation provides an overview of Traumatic Brain Injury (TBI).  Topics covered include:  definition of TBI under IDEA, areas affected by TBI, prevalence of TBI, signs and symptoms of TBI, characteristics of students with TBI, and educational implications of TBI.

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Inclusion - PowerPoint PPT Presentation

Short distances between the chair and the walker helped him maneuver independently. ... Other common equipment that provide support include small risers and cushions. ... – PowerPoint PPT presentation

• Aileen Cerezo, Brittney Bixby, and Caren Rhodes
• University of Denver
• A program where students, no matter how severe their disability, receive specialized, intensive, developmentally appropriate instruction and services within a general education classroom.
• These programs must be individualized and based upon the individual goals and objectives determined by the IEP teams.
• National Association of School Psychologists http//www.nasponline.org/about_nasp/pospaper_ipsd .aspx
• Typical peer models
• The development of natural friendships within the community
• Learning new academic and social skills within a natural environment may facilitate generalization of skills
• Students with disabilities become a natural part of the community
• The additional resources necessary for effective inclusion can benefit all students (i.e. instructional resources, additional staff development, a flexible curriculum, and adapted instruction).
• For Children with Disabilities
• For Typically Developing Children
• For the Community
• Peer Relationships
• An analysis by Baker, Wang and Walberg in 1994 concluded that "special-needs students educated in regular classes do better academically and socially than comparable students in non-inclusive settings.
• Research by Hollowood et al. (1995) found inclusion was not detrimental to students without disabilities. NCERI also reported positive  outcomes and high levels of professional fulfillment for teachers
• In May 2000, the Indiana Inclusion Study concluded that students without disabilities who were educated in inclusive settings made significantly greater progress in math than their peers.
• Requires adaptability, flexibility, and support.
• Inclusion consists of
• Environmental support
• Materials adaptation
• Activity simplification
• Child preferences
• Special equipment
• Adult support
• Peer support
• Invisible support
• Early Childhood Research Institute on Children, 1999
• Things to consider
• Are there step stools in front of sinks?
• Are there railings on all stairways?
• Are all areas of the classroom accessible to all children?
• Are flooring surfaces smooth, with few changes in surface levels?
• Is lighting evenly distributed throughout the classroom?
• Does the room have a quiet area with soothing materials for children who become overstimulated or fatigued?
• Does the classroom offer too much visual stimulation?
• Are all areas of outdoor play accessible to all children?
• Do wheeled toys allow for a variety of motor skill development?
• See environmental assessment forms for more things to consider.
• Are children given cues before transitions occur and describe the steps to follow for activities and routines?
• Does the daily schedule provide a predictable mix of active and quiet activities?
• Does the learning environment address all sensory modalities (i.e., visual, auditory, kinesthetic)?
• Are there frequent checks for understanding to make sure the children understand what was said?
• Is appropriate language modeled and are children encouraged to use their words?
• Are behavioral expectations explained and reinforced to children?
• Add velcro or tape to nonslip material to assist in preventing items from sliding on surfaces.
• Increase or decrease the size of materials.
• Arrange materials on lower shelves for easier access.
• Provide materials that have multi-sensory components (tactile, visual, olfactory, gustatory, and auditory).
• Use a vertical surface to place materials within a childs visual field, to reduce glare on materials, or to place materials within a childs movement pattern.
• Provide materials that have a strong contrast to surrounding materials or work surfaces.
• Add handles or attach strings to materials to help children retrieve or pick them up.
• Circle of Inclusion (2002)
• Inclusion Team
• Speech/Language Pathologist
• Occupational Therapist
• Physical Therapist
• Early Childhood Special Educator
• School Psychologist
• School Counselor
• Social Worker
• 3 year old boy
• Attends suburban childcare center 3 days a week (all day).
• In the classroom 12 children, 1 teacher, 1 assistant teacher, Kevins aide (Katie)
• No official diagnosis.
• Has gross motor difficulties relies on walker or adult to move around the classroom
• Researcher observed Kevin weekly in the mornings for 5 months
• Researcher observed specific influences on meaningful social interactions including
• Environment (i.e. positioning, access to materials)
• Curriculum (play-based)
• Adult interaction (between peers, teacher, and assistant)
• What are some inclusive strategies you can think of that might benefit Kevin? Think about
• Environment
• Adapted Materials/ Assistive Devices
• Modified Curriculum/Instruction
• Kevin sat hunched over at the snack table spreading peanut butter on crackers. He maintained this position for an hour before his assistant Katie took him for a walk.
• Kevin spent a long time at one tabletop activity, usually chosen by Katie.
• Katie moved him around the room by holding him under the armpits while his feet dragged, rather than him moving his feet independently (which he is able to do with the walker).
• Kevin played in the block area and at the water table without making eye contact with peers. He interacted mostly with Katie.
• Katie interacted with other children while Kevin remained silent.
• When no one was available to help him, Kevin spontaneously walked independently from his walker to a chair in the dramatic play area.
• Kevins teacher said, He really wanted to go there!
• Kevin initiated social play with other children with minimal adult help in the dramatic play area.
• Kevin asked the researcher for help when he dropped his pancake on the floor. The researcher asked another child to help Kevin.
• Kevin said to the child, I dropped my pancake while pointing and establishing eye contact.
• Once the child focused on Kevin, they maintained social interaction in the dramatic play area.
• Easily able to maneuver his walker between centers and within classroom.
• A special wooden chair with side supports was provided and always available to Kevin.
• Short distances between the chair and the walker helped him maneuver independently.
• Plastic, molded ankle supports helped Kevin stand at the water table.
• Kevins assistant laid down behind him to provide support while he sat on the floor in the block area.
• Other common equipment that provide support include small risers and cushions.
• Because Kevin cannot reach down to pick up dropped items, an assistive tool such as a pediatric reacher can be available in the classroom.
• Play-based curriculum offered Kevin the opportunity to engage in self-initiated pretend play.
• Social interactions were incorporated into many different parts of the day (including dramatic play and block play).
• Desire to participate in dramatic play with other children gave Kevin motivation to walk independently.
• Too much time spent at tabletop play in the mornings invited less social interactions for Kevin.
• Schedule allowed Kevin extra time for transitions.
• Teacher/Assistant Involvement
• Too much involvement may prevent the child from making independent choices and social connections.
• In the mornings, Kevin limited his interactions with other children, focusing mainly on his assistant.
• Kevin spontaneously walked on his own from his walker to the chair when no one was available to help him.
• Too little involvement may leave child isolated.
• Kevin sat at the snack table for an hour before Katie took him for a walk.
• Teacher/Assistant Roles
• Help children initiate or enter play with others.
• To help Kevin enter the dramatic play area, the teacher said to him, I gotta get to the market. What are you gonna buy?
• Help maintain and/or extend play
• Kevins pancake
• Facilitate conversations and social interactions between children when needed.
• The Adaptive Child (assistive technology and materials)
• http//www.especialneeds.com/home.php
• Child Care Plus
• http//www.ccplus.org
• Circle of Inclusion
• http//www.circleofinclusion.org
• Head Start Center for Inclusion
• www.headstartinclusion.org
• National Association for the Education of Young People
• http//www.naeyc.org/resources
• Tots n Tech Research Institute (ideas for equipment and materials)
• http//tnt.asu.edu
• Baker, E. T., Wang, M. C., Walberg, H. J. (1994). The effects of inclusion on learning. Educational Leadership, 52(4), 33-35.
• Circle of Inclusion. (2002). Instructional adaptations. Retrieved on April 19, 2009, from http//www.circleofinclusion.org/english/pim/five /adaptations.html
• Early Childhood Resource Institute on Inclusion. (1999). Me, too! Inside preschool inclusion. Retrieved on April 20, 2009, from http//www.fpg.unc.edu/ecrii.
• Hollowood, Salisbury, Rainforth, Palombaro (1995). Uses of instructional time in classrooms serving students with and without severe disabilities. Journal of Exceptional Children, 61, 242-253.
• Kim, S.G.(2005). Kevin I Gotta Get to the Market The development of peer relationships in inclusive early childhood settings. Early Childhood Education Journal, Vol. 33(3), 163-169. doi10.1007/s10643-005-0041-3.
• National Association of School Psychologists (2009). Last Retrieved April 19, 2009, from http//www.nasponline.org/about_nasp/pospaper_ipsd .aspx. Waldron, N.
• Waldron, N. Cole, S. (2000). The Indiana Inclusion Study Year One Report.

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Inclusion. Tracy Swenson EDC410 – May 2009. IDEA & Inclusion. IDEA (Individuals with Disabilities Education Act) specifies that services for students with disabilities be provided in a least restrictive environment (LRE). Inclusion is:.

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Inclusion Tracy Swenson EDC410 – May 2009

IDEA & Inclusion • IDEA (Individuals with Disabilities Education Act) specifies that services for students with disabilities be provided in a least restrictive environment (LRE). Source: Ryan, K. & Cooper J., (2007).

Inclusion is: • The commitment to educate each child, to the maximum extent appropriate, in the school and classroom. • Involves bringing the support services to the child rather than moving the child to services in another room. • Allows students with disabilities to have a sense of belonging. Sources: Ryan, K. & Cooper J., (2007). Turnbull, A., Turnbull R. & Wehmeyer M. L., (2007).

Four Phases of Inclusion • Mainstreaming • Regular Education Initiative • Inclusion through accommodations • Inclusion through restructuring Source: Turnbull, A., Turnbull R. & Wehmeyer M. L., (2007).

Characteristics of Inclusion • Home-school Placement • Principle of natural proportions • Restructuring teaching and learning • Age- and grade-appropriate placements • Eliminating the continuum of placements • Increasing the amount of time in general education classrooms Source: Turnbull, A., Turnbull R. & Wehmeyer M. L., (2007).

Educator’s Perspectives Positive Barriers Students with disabilities need specialized settings outside the general education classroom to receive the benefit of intensive and individualized instruction. A major obstacle to inclusion is class size. Smaller classes contribute to more positive outcomes. Special education resources have not been sufficiently infused into general education to ensure effective teaching. • Given adequate supplementary aids and services and specially designed instruction, students with disabilities can successfully be educated in the general education classroom. • Most general education teachers feel successful when given support. • Teachers will know how to practice inclusion and opt for it the better trained and experienced they are. Source: Turnbull, A., Turnbull R. & Wehmeyer M. L., (2007).

Parent’s Perspectives Positive Barriers Concerns of parents are the availability of qualified educators and individualized services, as well as frustrations in persuading schools to provide inclusion. • General education does a better job of improving self-concept, promoting friendships, teaching academics, and preparing students with disabilities for the real world. • Parents of children without disabilities identified benefits for their children. Benefits include: sensitivity to the needs of others, greater acceptance of diversity, as well as educational benefits. Source: Turnbull, A., Turnbull R. & Wehmeyer M. L., (2007).

Student’s Perspectives Positive Barriers Students with learning disabilities believe resource rooms: useful help quiet place to work less difficult more enjoyable instructional activities Students without disabilities concerned about students being teased • Students with learning disabilities • inclusive environments provide more opportunities for making friends • favor having special education teachers providing assistance to all students in the general education classrooms • Students without disabilities • favor inclusion for equal treatment reasons Source: Turnbull, A., Turnbull R. & Wehmeyer M. L., (2007).

Student Outcomes • Positive • High levels of social interaction with peers in inclusive environments • Social competence, communication skills, and other developmental skills improved in inclusive environments • Presence of students with disabilities does not compromise the performance of students without disabilities • Costs of inclusive services over time are less than those of segregated services although the initial cost of startup may at first increase Source: Turnbull, A., Turnbull R. & Wehmeyer M. L., (2007).

Student Outcomes • Concerns • Placement in special education classes resulted in lower achievement for students with mental retardation and students whose IQs are between 75 and 90 • Benefited students with learning disabilities or emotional and behavioral disorders Source: Turnbull, A., Turnbull R. & Wehmeyer M. L., (2007).

How Does Inclusion Facilitate Progress? • The general education classroom is where the general curriculum is most likely to be taught. • Students can receive individualized education in the general education classroom when universal design of learning (UDL) and the four characteristics of inclusion are met. • IDEA and No Child Left Behind (NCLB) have changed the focus on access to the general curriculum from “Where” to: • “What” and “How” Source: Turnbull, A., Turnbull R. & Wehmeyer M. L., (2007).

Strategies for Teaching in Inclusive Environments • Five co-teaching methods • One teach, one assist • Station teaching • Parallel teaching • Alternative teaching • Team teaching/Interactive teaching Sources: Cahill, S. & Mitra S. (2008). Scruggs, T.E., Mastropieri, M.A. & McDuffie, K.A. (2007).

Strategies for Teaching in Inclusive Environments • Alternative co-teaching framework • Focuses on the number of instructional groups Source: Kloo, A. & Zigmond N. (2008).

Strategies for Teaching in Inclusive Environments • TEACH • Special education co-teacher plays a central role in basic skills classes • Target the skills and strategies that a particular student needs to learn. • Express enthusiasm and optimism. • Adapt the instructional environment. • Create opportunities for small-group or individual, direct, intensive instruction • Help student apply skills learned to content classes Source: Kloo, A. & Zigmond N. (2008).

Strategies for Teaching in Inclusive Environments • SUPPORT • Special education co-teacher plays a role of support with all students and the general education co-teacher • Study the content • Understand the big ideas • Prioritize course objectives • Plan with the general education teacher • Rephrase, repeat, and redirect • Teach your co-teacher to do it all on his or her own Source: Kloo, A. & Zigmond N. (2008).

Strategies for Teaching in Inclusive Environments • Inclusion by design • “If teachers think like engineers, it is possible to design inclusive education.” • Step One: Identify the problem or need • Step Two: Identify the purpose or function of the system • Step Three: Develop the inclusive concepts and specifications of the system • Step Four: Implement the inclusive design into the classroom Source: Dukes, C. & Lamar-Dukes P. (2009).

Benefits of Co-teaching • Special education co-teachers • Increase in content knowledge • General education co-teachers • Improvement in classroom management & curricular adaptations • Students with disabilities • Increase in academic efforts and participation • Learn appropriate behavior modeled by their peers • Receive additional attention in a co-taught environment • Students without disabilities • Increase in cooperation with others Sources: Scruggs, T.E., Mastropieri, M.A. & McDuffie, K.A. (2007).

Obstacles of Co-teaching • Lack of training • More information on characteristics of specific disabilities and specific information about each child’s diagnosis to better understand and serve them in the classroom • Lack of planning time • Collaborate with staff, plan lessons and assess individual education plans (IEPs) • Lack of administrative support • Teachers required to work together • Think of co-teaching as a marriage Sources: Cahill, S. & Mitra S. (2008). Kamens, M.W., Loprete, S.J., & Slostad, F.A. (2003). Scruggs, T.E., Mastropieri, M.A. & McDuffie, K.A. (2007).

Collaboration • Essential to inclusive education

Sources • Cahill, S. & Mitra S. (2008). Forging collaborative relationships to meet the demands of inclusion. Kappa Delta Pi Record, 44(4), 149-151. • Dukes, C. & Lamar-Dukes P. (2009). Inclusion by design: Engineering inclusive practices in secondary schools. Teaching Exceptional Children, 41(3), 16-23. • Kamens, M.W., Loprete, S.J., & Slostad, F.A. (2003). Inclusive classrooms: What practicing teachers want to know. Action in Teacher Education, 25(1), 20-26. • Kloo, A. & Zigmond N. (2008). Co-teaching revisited: Redrawing the blueprint. Preventing School Failure, 52(2), 12-20.

Sources • Ryan, K. & Cooper, J.M. (2007). Those who can, teach (11th ed.). Boston: Houghton Mifflin Company. • Scruggs, T.E., Mastropieri, M.A. & McDuffie, K.A. (2007). Co-teaching in inclusive classrooms: A metasynthesis of qualitative research. Exceptional Children, 73(4), 392-416. • Turnbull, A., Turnbull R., & Wehmeyer M.L. (2007). Exceptional lives: Special education in today’s schools (5th ed.). Upper Saddle River, New Jersey: Pearson Education.

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