Serving students with disabilities
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Serving Students with Disabilities. Current Placement Practices Systems Change. Membership. 7. Role Name Participant. People with strong social interaction skills typically experience … More meaningful relationships Greater happiness Greater self-esteem Greater acceptance

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Serving Students with Disabilities

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Serving students with disabilities

Serving Studentswith Disabilities

Current Placement Practices

Systems Change


Membership

Membership

7

Role

Name

Participant


Social relationships

People with strong social interaction skills typically experience …

More meaningful relationships

Greater happiness

Greater self-esteem

Greater acceptance

Less anxiety, stress, depression

Social Relationships


Inclusion is not

Inclusion is not…

“Inclusion teachers”

“Inclusion classes”

Too many kids with disabilities in one class


Preschool children with disabilities

Preschool Children with Disabilities

NATIONAL

AND

STATE

DATA


Serving students with disabilities

% Preschool Children with intellectual disabilities, age 3 - 5 Included in regular early childhood programs2008-2009 school year


Serving students with disabilities

MARYLANDPreschool children with disabilities, age 3 - 5 Included in Regular Early Childho0d Programs 2009-2010 school year


School age children with disabilities

School-age Children with Disabilities

NATIONAL

AND

STATE

DATA


Serving students with disabilities

Maryland School System Teams: Planning with MCIE for Increased Inclusive Education!


What makes the difference in district planning

What makes the difference inDistrict planning?

Associate Superintendent involvement

Steering Committee

Participation of General Ed. Supervisors & Curriculum Coordinators in district team

Action Plan

Planning system-wide professional development

Focus on communicating a “vision” system-wide about the value of students receiving special education services in general education classes


What makes the difference in schools

What makes the difference in schools?

  • Administrative support

  • Needs Assessments (survey and group process)

  • School based teams to plan inclusive practices

  • Action Plans and focused planning team

  • Technical Assistance/Job-embedded staff development

  • Collaborative planning

  • 15% guideline to maintain natural proportions of students with IEPs in general education classes


Serving students with disabilities

FACTORS IN MANAGING

COMPLEX CHANGE

= CHANGE

Vision

+

Skills

+ Incentives

+ Resources

+ Action

Plan

Skills

Incentives

Resources

Action

Plan

Vision

Incentives

Resources

Action

Plan

Vision

Skills

Resources

Action

Plan

Vision

Skills

Incentives

Action

Plan

Vision

Skills

Incentives

Resources

= Confusion

= Anxiety

= Resistance

= Frustration

= Treadmill


Lessons learned

Lessons Learned

  • System level change is different from individual student change

  • Parental and teacher opposition is often based on misconceptions

  • Parental opposition can be strong; Parents need information and attention

  • Building-level change can only occur if there is system-level change

  • $ Change is not less expensive


Teacher preparation needs

Teacher Preparation Needs

11

GENERAL EDUCATORS

Instructional Technology

Cooperative Learning

Content skills

SPECIAL EDUCATORS

Assistive Technology

Autism

IEP development

  • Universal Design for Learning

  • Differentiation

  • Interventions

  • Accommodations

  • Collaboration

  • Positive Behavior Supports

  • Classroom Management


Vision

Vision

A society where neighborhood schools welcome all students, engage them in learning, and form the foundation for inclusive communities.

Neighborhood schools where students with disabilities benefit from meaningful instruction, have friends, and be full members of their school communities.


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