Inclusion Best Practice

1. Inclusion Best Practice • What is the NISD model of inclusion? • What are the communication channels between GenEd and SpEd? • What is the role of the SpEd assistant in the classroom? • What should inclusion support look like? • What are some other best practices we use at CTMS?

2. What is the NISDModel of Inclusion? Most Restrictive Support Applied Self-Contained removal from instructional environment Co-teach Least Restrictive Support

3. What Is The Difference Between Co-teaching and Targeted/Supported Instruction? • Co-Teaching • Certified GenEd and SpEd Teachers • GenEd and SpEd teachers regularly plan together • Shared instruction • Use of varied instructional arrangements • More of an equal partnership • Targeted/Supported Instruction • Certified GenEd teacher with certified SpEd teacher OR para-educator • Consultative communication, rarely regularly scheduled planning • SpEd personnel obviously in an assisting role • Teach & Support/Assist is the prevailing instructional arrangement • Less of an equal partnership

4. What are the communication channels between GenEd and SpEd? SpEd Teacher Math/Sci GenEd Classroom Teacher SpEd Instructional Assistant SpEd Teacher ELA/SS

5. What is the role of the instructional assistant?

6. What is the role of the instructional assistant? behavior management

7. What should inclusion support look like? • Consider for a moment that the school system paid someone to be with you. Now imagine that you had no say over who that support person was or how she or he supported you. Imagine that someone regularly stopped into your place of employment to provide you with one-on-one support. This person is present for all your interactions and at times supported you by touching your back or shoulder. This support person might also give you oral directions for upcoming tasks. On my website; Laura Osborne

8. What should inclusion support look like? When adult support is consistently present, is overbearing, and does not fade appropriately, the student learns to expect adult support. Students quickly perceive their own lack of control and learn to wait for cues, direction, or prompting from an adult before engaging with the material. Seligman, 1975; Giangreco et al. (2005)

9. What should inclusion support look like? • I increasingly witness adults who are furnishing support to students with • disabilities but who unnecessarily draw attention to that support or to the need • for support that the adult perceives. Their actions are frequently too intensive • and invasive. • Adults are often unnecessarily close to students during lectures, or they give • oral prompts at an overwhelming rate. This invasive support invariably • draws undue attention to the student who is receiving support and at the • same time interferes with the natural flow of the classroom, student • interaction, and community membership. When support becomes invasive, • it undermines the purposes of inclusion. The golden rule for adult • support in inclusive classrooms is to support others as you would wish to • be supported.” • Julie N. Causton-Theoharis, • Council for Exceptional Children • (Broer, Doyle, & Giangreco, 2005; Giangreco, Yuan, McKenzie, Cameron, & Fialka, 2005)

10. What should inclusion support look like? Chapter 6: “Simplifying the Verbal Modality” Praise, Prompt, and Leave NEXT STEP

11. What should inclusion support look like? ACCESS is the key • IDEA does not and never has used the word “inclusion”. • Inclusion is the term that we’ve used to interpret the intent of LRE and continuum of services. • The law does specify ACCESS to the general curriculum. If we are “doing inclusion”, we need to “provide access”

12. What should inclusion support look like? Not all students will… • Learn all of the content • Do all of the assignments or instructional activities • Be graded the same way All student should… • Be exposed to basic concepts • Have meaningful instruction • Progress, to the extent possible and appropriate

13. What should inclusion support look like?

14. What are some other best practices we use at CTMS? Oral Administration Least Restrictive Environment with SOLO or Audacity • Students remain in the regular classroom • Students access contentindependently • Students experience less stigma We have earbuds!

15. What are some other best practices we use at CTMS? SMALL GROUP? • Can (and often should) occur within theinstructional environment. • Not just for testing; use for instruction too!

16. What are some other best practices we use at CTMS?

17. What are some other best practices we use at CTMS? Questions to Consider: Is my main objective to teach ALL students in my classroom? 2. Do I want ALL students to learn some content from this class? 3. If a child has limited memory, what is MOST important for him/her to know? 4. Are my special needs students participating in state or federal assessment tests? **This answer is YES, for most special education students. On my website; Laura Osborne

18. What are some other best practices we use at CTMS?

19. What are some other best practices we use at CTMS? “Sliding Scale”

20. What are some other best practices we use at CTMS? BEFORE

21. What are some other best practices we use at CTMS? AFTER

22. Inclusion Best Practice