ED 564: Administration of Inclusive Schools

Faculty of Education ED 564: Administration of Inclusive Schools Tuesday, February 28, 2012 Assessment

Class Outline Terminology Assessment The NS Program Planning Process Final Thoughts Presentation – Susan C. & Kim Presentation – Amy & Adele

Terminology Inclusion is a philosophical perspective which seeks to change the educational system and classrooms to suit the needs of the child rather than trying to “fix the child” to suit the system or the classroom. Integration is the process of integrating exceptional students back into the regular classroom, if possible.

Mainstreaming is the selective placement of students with exceptionalities in regular classrooms on a part-time basis where possible. • Accommodation refers to minor changes that assist a child’s functioning in the classroom; offers alternate ways of handling a task.

Adaptation refers to moderate changes in teaching methods, or teacher or student materials, that allow a student to learn or do something they would not otherwise be able to easily accomplish. However, in most cases adaptation refers to changes made by the teacher in how they actually teach the regular curriculum.

Modification refers to major changes that involve learning outcomes that are different from the prescribed curriculum.

Assessment • The assessment and IEP/IPP process can involve six phases • Phase 1: Identification • Phase 2: Diagnostic Instruction • Phase 3: Referral • Phase 4: Assessment/IEP • *All services are feasible within your school

Phase 5: Educational Intervention *The success of an IEP is in its proper design, evaluation and re-implementation... Phase 6: Evaluation of Student Progress

The NS Program Planning Process Stage 1 – Screening & Identification This stage may be initiated by any number of people, at any given time based on student need Parents are to be involved If a student has been identified as needing an IPP before entry to school, the team may wish to start the process at Stage 3

Stage 2 – Exploration of Instructional Strategies by Classroom Teacher(s) Consultation with experts may be required to decide what adaptations might be needed (adaptations are not noted on the student’s report card or transcript, but are documented in the student’s cumulative file)

Adaptations do not result in changes to PSP outcomes Organizational, environmental, presentation/instructional, motivational and assessment strategies will be considered Also, additional resources might be required

Adaptations are monitored on an ongoing basis to determine their effectiveness Many students will not proceed beyond this stage, as their needs will be met; for those whose needs are not met, the process will continue

Stage 3 – Referral to Program Planning Team A referral to the program planning team may occur if: (i)there has been an assessment and identification of special needs prior to entering school for the first time; (ii)the information gathered at stage 1 recommends referral; or (iii)adaptations implemented in stage 2 have been insufficient in meeting the needs of the student

A referral to the program planning team may be initiated by the student, student’s parents, student’s teacher or guidance counsellor If the parents request a program planning team meeting, the first point of contact is the child’s teacher If the teacher and parents disagree on the need for referral, the matter should be directed to the principal

Stage 4 – Program Planning Team Meeting This is an open forum for all concerned to discuss the situation At this point, a decision is made whether to: (i)develop adaptations beyond those provided in stage 2; (ii)seek information or refer the student for further assessment; or (iii)develop an IPP

Stage 5 – Individual Program Plan Development An IPP may involve following the same curriculum but at a different outcome level than would be expected Deleting a specific curriculum outcome or outcomes

Providing programming for outcomes that are not part of the PSP Adding new outcomes where students require enrichment The IPP is indicated on the student’s report card or transcript, and a copy is placed in the student’s cumulative record file

An IPP includes a summary of student strengths and needs, annual individualized outcomes (what the student is expected to learn over a one-year period), specific individualized outcomes, recommended services, responsibility areas, review dates (the plan should be reviewed at least twice a year), and signatures

Stage 6 – Implementation of IPP Involves instruction and assessment of outcomes Stage 7 – Monitoring of IPP Changes that alter the student’s individualized outcomes require a referral back to the program planning team

Stage 8 – Review of IPP IPP should be reviewed at least twice a year If the school uses a semester system, the IPP should be reviewed at least once in each semester

*Keep in mind that the program planning process is designed to arrive at mutual consensus between parents and school board. If consensus is not possible, a School Board Appeal may be requested. If this is unsatisfactory, the Minister of Education, upon request, may establish a three-person Board of Appeal to reach a decision.

Final Thoughts According to Renihan and Noonan, the senior leadership of any school board must provide principals with opportunities to enhance their knowledge and skills in regards to inclusion. How might this be accomplished in an era of fiscal restraint?

ED 564: Administration of Inclusive Schools