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Making Inclusion Meaningful

Making Inclusion Meaningful. Meredith Penner Program & Training Specialist BCIU #22. Why is there such a push for inclusion?. Legal Reasons . Other Reasons. Gaskin v. Pennsylvania Least Restrictive Environment Supplemental Aids and Services Chapter 14 regulations FAPE & IDEA.

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Making Inclusion Meaningful

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  1. Making Inclusion Meaningful Meredith Penner Program & Training Specialist BCIU #22

  2. Why is there such a push for inclusion? Legal Reasons Other Reasons • Gaskin v. Pennsylvania • Least Restrictive Environment • Supplemental Aids and Services • Chapter 14 regulations • FAPE & IDEA • Fair doesn’t mean equal • Social gains • Generalization • Access to same opportunities • Special Education is a service NOT a place

  3. Least Restrictive Environment • Child must be educated in the general education setting to the greatest extent possible considering all of the possible supplemental aids and services • Inclusion does not mean that the student’s progress must be measured by mastery of general education curriculum, but could be measured by progress made toward IEP goals and objectives • The levels of supports and accommodations needed are to provide students the opportunity to participate with their non-disabled peers in a general education setting NOT to be used as a basis for placing them in an alternate (more restrictive) setting • Burns,Edward. (2003) A Handbook for Supplementary Aids and Services. Springfield Ill: Charles C. Thomas

  4. Approximate State Targets (2010) • % of special education students placed in: • General Ed >80% 65% • General Ed 40-79% 24% • General Ed < 40 8.7% • Alternate Placements 3.3% • 100 schools were identified over the last 5 years in PA for improvement plans in these various categories as a result of the Gaskins Settlement

  5. Diana Browning Wright, Teaching & Learning 2003

  6. http://imtyler.org/

  7. Read,Reflect, &Take a Break! http://effectiveinclusionstrategies.wikispaces.com/file/view/Article+on+Inclusion+Support+and+UDL.pdf

  8. We’re all in this together! • Share responsibility • Collaborate & Plan • Notice the strengths & needs • Be positive • Accept responsibility • Monitor progress diligently

  9. How to effectively communicate important components of an IEP • Present Education levels (strengths and needs) • Specially Designed Instruction • Supplemental Aids and Services • Testing Accommodations (state and local) • Goals and Objectives • Related Services • Behavior plans/protocols • Medical Information • Maintain Confidentiality

  10. Sample Planning Template:

  11. Sample Inclusion Meeting Template: • INCLUSION / TEAM MEETING NOTES • Student: ___________________________ • Grade: ________________________ • Date/Time of Meeting: _____________________________________________ • Attendance: name/role • Accomplishments / Positive Comments • Areas of Concern: • Plan / Strategies to Address Concerns: •  Materials Needed / Training to be Scheduled: • Important Dates / Upcoming Events (training, meetings): • Goals / Concerns to be addressed at next meeting: • Next Inclusion Meeting (location/time):

  12. Teaching and PromotingDisability Awareness • Model it yourself • Use person first language • Give age appropriate examples of ways we are all the same and different • If necessary to talk about a specific student, do so ONLY with parent permission • Allow students to talk about their own challenges (with parent permission) • Use nationally recognized months to springboard activities (March- Disability awareness, April- Autism Awareness,

  13. http://www.ctserc.org/library/bibfiles/childlit-disab.pdf

  14. How can we help you?

  15. http://www.kidstube.com/play.php?vid=10094 Good Luck! mpenner@bucksiu.org

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