1 / 71

Inclusive Practices: Making it Work!

Inclusive Practices: Making it Work!. Katy Independent School District. Students with Disabilities. Basic Facts…. Approximately 10% of the general population would be eligible for special education services

barid
Download Presentation

Inclusive Practices: Making it Work!

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Inclusive Practices: Making it Work! Katy Independent School District

  2. Students with Disabilities Basic Facts… • Approximately 10% of the general population would be eligible for special education services • School of 1000 students - approximately 100 students would be identified for special education services • Of this 10%, approximately 70-80% would be individuals with mild to moderate learning disabilities and/or speech impairments requiring “accommodations” to make adequate yearly progress (AYP) • With 100 students identified for special education services - approximately 80 students would need accommodations

  3. Students with Disabilities Basic Facts… • The remaining students would require modifications and/or alternate curriculum • With 100 students identified for special education services - approximately 20 students would need modifications or an alternate curriculum

  4. Individual with Disabilities Education Act (IDEA) 2004 Least Restrictive Environment …the presumption that children with disabilities are most appropriately educated with their peers without disabilities and that special class, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily (34 CFR §300.550)

  5. Least Restrictive Environment (LRE) IDEA also requires for students with disabilities: • • Participation in State and district-wide • assessments • • with accommodations, as necessary • • through alternative assessments, if necessary • • Performance goals and indicators • • Goals must be consistent to the maximum extent appropriate “with other goals and standards established by the State”

  6. Assessments of Students with Disabilities (2007-2008)

  7. TAKS-Modified (TAKS-M) Same content as TAKS but increased accessibility for students with disabilities: • Reading guidance • Simplified vocabulary • Simplified sentences • Fewer steps Different Format: • Larger font size • More white space • Fewer questions per page • Fewer answer choices

  8. Inclusion is… A continuum of services and supports to meet the needs of ALL students Possible only with COLLABORATION A way of thinking -- a philosophy A PROCESS -- not a person, place or event

  9. Inclusion is not… Simply putting students with special needs back into the general education classroom A means to cut costs Just beneficial for students receiving special education services and supports Mandated by law (however LRE is)

  10. Types of Inclusion • Physical • Social • Academic

  11. Physical Learn from and function in different physical environments Types of Inclusion Occasionally , a student may have difficulty functioning in new environments (i.e., larger spaces, smaller spaces, with a large number of people present, with a particular kind of lighting, with a particular volume or type of noise). The IEP goals/objectives for that student may focus on working toward just physically including him/her in different environments. Example: Given visual cues and a schedule of reinforcers, Juan will remain in the classroom for thirty minutes with no more than two reminders of appropriate behaviors for four out five days.

  12. Social Learn from and function in different social environments Types of Inclusion Sometimes the student’s needs require goals/objectives that focus on teaching the student how to interact with different people or in different social situation (i.e., play, group work, lunch, on-the-job). In this case, the IEP goals/objectives may require services and supports to ensure social inclusion. Example: Given a specific task(s), Juan will assist other students, under the supervision of a paraeducator/teacher, to complete small group activities three out of five times.

  13. Academic Access and learn general education curriculum for the grade in which the student is enrolled. Types of Inclusion Sometimes the student may require assessment based on modified achievement standards. • The ARD committee determines that the student meets the following criteria: • There is objective evidence demonstrating that the student’s disability has precluded the student from achieving grade-level proficiency in the content area assessed.

  14. The ARD committee determines that the student meets the following criteria: • The student’s progress to datein response to appropriate instruction, including special education and related services designed to address the student’s individual needs, is such that, even if significant growth occurs, the ARD committee is reasonably sure that the student will not achieve grade-level proficiency within the year covered by the student’s IEP. • If the student’s IEP includes goals for subject assessed under §200.2, those goals must be based on the academic content standards for the grade in which the student is enrolled.

  15. Types of Inclusion Sometimes a student requires a combination of inclusion such as: physical and social; physical and academic; social and academic; physical, social and academic.

  16. In-Class Support To assist in the inclusion of students in the general education classroom, in-class support may be proposed by the ARD Committee. In-class support may be through either a co-teacher and/or paraeducator. A co-teacher is a certifiedspecial education teacher A paraeducator is a non-certified staffmember, who is under the direct supervision of a special education teacher.

  17. Examples: • Provide extra time for oral responses • Reduce length of assignments • Allow use of math facts charts, calculator • Allow student to respond orally • Check with student to be sure s/he understands directions • Sit closer to the teacher • Use scratch paper during math testing • Divide worksheet into smaller segments • Do not penalize for spelling Accommodations Changes made to the sequence, timeline and/or instruction without making changes to the content (TEKS), performance expectations and/or outcomes - these students would be taking the TAKS, with allowable accommodations, or the TAKS-A

  18. Levels of Support Transitional The amount of support (low, medium or high) is provided temporarily to assist a student in gaining independence in new environments, activities and/or acquisition of new concepts Low This support is always available but not needed on a regular basis by the student. The student would be able to function in the environment without the support, just not as successfully.

  19. Any level of physical or social support. • Transitional or low levels of “academic” support Paraeducator Support A paraeducator is typically used to provide the following kinds and levels of support: Although the roles and responsibilities of a paraeducator may be very similar to that of a co-teacher, a paraeducator must always be under the direct supervision of a certified teacher. It is important for the general education teacher to know if a student is being supported by a paraeducator or certified special education teacher.

  20. These students would have IEP objectives to guide instruction in the general education environment. • In English, Math and/or Reading, these IEP objectives would target specific gaps. • In Science or Social Studies IEP objectives would be written such that instructional activities and assessment can be modified for each instructional unit. Modified Academic Achievement Standards • Are based on the TEKS for the grade in which the student is enrolled. • It is not the academic content standard (TEKS) that is modified. The expectations for whether a student has mastered those standards may be less difficultthan grade-level academic achievement standards.

  21. Levels of Support Medium This level of support is necessary on a regular basis in order for the student to be successful or to learn in the environment. High High levels of support are generally intrusive in nature. The support is absolutely necessary for the student to learn and must be provided consistently. The student could not function in the environment without the support.

  22. A co-teacher is typically used to provide the following levels of support: Medium to high levels of “academic” support where modifications to the curriculum are required Co-Teacher Support In some instances, a paraeducator could provide medium to high levels of support under the direct supervision of a certified special education teacher. However, the teacher is always responsible for designing and evaluating instruction.

  23. Co-Teaching Defined A team-teaching model with side-by-side teaching by a general educator and special education teacher. Students with disabilities are included in the general education classroom 100% of the instructional period/class. Both teachers instruct students with disabilities and students without disabilities. Planning, direct instruction, monitoring student progress, modifications and grading are collaborative responsibilities.

  24. Special Education & General Education Teacher Roles/ Responsibilities in Co-Teaching Environments • Special Education Teacher • Share information about strengths/ weaknesses of the individual students • Suggest and demonstrate alternative instructional and behavioral techniques, strategies, materials • Review information regarding IEPs, modifications, and BIPs • Share individual criterion-referenced tests • Develop modified instructional objectives, materials, strategies, techniques and evaluation procedures

  25. Special Education & General Education Teacher Roles/ Responsibilities in Co-Teaching Environments • General Education Teacher • Share “on-level” materials • Work with special education teacher to ensure that all students are included and make progress in the general education curriculum • Model “general” strategies (i.e., group management, introduction of content)

  26. Special Education & General Education Teacher Roles/ Responsibilities in Co-Teaching Environments • Both Teachers • Implement discipline procedures • Establish and conduct assessment, grading, etc. • Communicate with parents • Plan, implement and deliver instruction including re-teaching and extension activities • Give input to the ARD committee • Collect and share student data with the ARD committee • Implement IEP goals/objectives, accommodations and modifications • Create a classroom environment that honors all student learning styles

  27. Teaming Formats – General & Special Education Teachers & Paraeducators Teaming One Teach - One Assist One Teach - One Observe Alternative Teaching Parallel Teaching Station Teaching

  28. Writing IEP Objectives for Academic Inclusion • If the student is included in an environment, there must be some objectives that the teacher is responsible for implementing in that environment. • The IEP must include some objectives that can be taught in the “natural rhythm” of the classroom throughout the school year. • If there are no objectives that the general education teacher can take responsibility for teaching the student, then the IEP is not well written and/or the placement is not appropriate for the student.

  29. Sample IEP Objectives for Academic Inclusion in Science and/or Social Studies • Following a unit of study with related instruction and activities, James will read five vocabulary words with 70% accuracy. • Given a unit of study with related instruction and activities, James will match five vocabulary words with their definitions with 80% accuracy. • Given a unit of study with related instruction and activities, James will point to pictures of key people when given their name and/or their contribution with 70% accuracy. • Given a unit of study with related instruction and activities, James will demonstrate comprehension of key concepts (e.g., filling in a timeline, putting steps in the correct order, completing a graphic organizer, demonstrating the procedure) with 70% accuracy.

  30. Alternate Curriculum • Students with developmental disabilities (cognitively significantly delayed) need curriculum and instruction that is very concrete and allows for repetition. • These students need peers to model appropriate language and behavior. • To academically include these students in general education classrooms, joint planning between special and general education teachers is critical. • This planning ensures a link between the IEP objectives, instruction and documentation of Adequate Yearly Progress (AYP).

  31. Modified or Alternate Curriculum: Making it a Reality Responsibility of the general education teacher: Review IEP objectives and identify which objectives will be addressed in the general education classroom. Identify the topic(s), chapter and/or unit along with state and/or district mandated standards and/or benchmarks. Identify the materials that will be used (e.g., chapter, unit, labs, activities, worksheets). Read or skim the materials Identify the key vocabulary, concepts, people, events and/or steps that will be taught. (What is it that the students should remember?)

  32. Responsibility of the special education teacher with input from the general education teacher: • Identify the key vocabulary, events/steps and or people that: reflect the student’s instructional level, have a life-long application, go across subjects and will be the focus of instruction in the classroom. • Identify the modified/alternate instructional objectives for the unit of study based on the student’s needs and IEP objectives. As units are developed by teachers and submitted to KMAC, these will become available to all teachers. • Determine and develop evaluation methods. • Find and/or create activities. • Find and/or create independent activities to reinforce new or previous materials.

  33. Challenge: The social studies teacher has asked for assistance in determining what James should be expected to master in the next chapter. She will be covering Chapter 8 - The Thirteen Colonies Rebel. Her strategies for teaching typically include independent reading, lecture, worksheets and some small group activities. James is a student reading at approximately a 3.5 grade level. His conceptual reasoning is at approximately the same level. His behavior is excellent and he enjoys being a part of the general education classroom. He is very attentive during the class lecture and discussion. He occasionally answers questions. He does, however, become frustrated when given work he feels he will be unable to complete. Examples

  34. Given a list of words, James will read the following words with 70% accuracy: tax freedom colonist Red Coats city state country England English liberty Given the definitions in writing and orally, James will match the following words to their definitions with 70% accuracy: tax freedom colonist liberty England English Declaration of Independence When given a description of a person and/or his accomplishments, James will identify the following key people with 70% accuracy: Paul Revere George Washington Thomas Jefferson John Hancock Modified/Alternate Activities: Chapter 8 -The Thirteen Colonies Rebel Solution:

  35. James will respond to the following questions describing what life for the colonists was like giving at least one correct answer for the question: What did most of them do for a living? What did they eat? What problems did they have? Given a timeline, James will put the following events in order with 70% accuracy: • the colonists formed thirteen colonies in the United States. • the king of England put new tax laws on the colonists. • the colonist threw all the tea in the water (Boston Tea Party. • the colonists started a war for freedom from England (American Revolution) • the Declaration of Independence was written Modified/Alternate Activities: Chapter 8 -The Thirteen Colonies Rebel

  36. Modified/Alternate Activities: Chapter 8 -The Thirteen Colonies Rebel Concepts

  37. money added onto the price of something tax can make your own decisions freedom people who first came from England and settled in the United States colonist people who are from England English a paper written by leaders of the colonists listing our freedoms Declaration of Independence Modified/Alternate Activities: Chapter 8 -The Thirteen Colonies Rebel Concepts Flash Cards

  38. Modified/Alternate Activities: Chapter 8 -The Thirteen Colonies Rebel Key People

  39. Paul Revere Rode a horse and shouted a warning about the red coats coming First commander of the colonists’ army and first president of the United States George Washington Did the most writing on the Declaration of Independence Thomas Jefferson Key People Flash Cards

  40. John Adams One of the leaders who signed the Declaration of Independence John Hancock First person to sign the Declaration of Independence

  41. Colonists started war for freedom from England (American Revolution) Colonists threw all of the tea in the water (Boston Tea Party) The Declaration of Independence was written Colonists formed 13 colonies King of England put new taxes on the colonists Timeline of Key Events

  42. Challenge: The social studies and special education teachers have identified objectives, activities and evaluation methods for Laticia. Laticia is reading at the fourth grade level. The teacher is concerned, however, that there are times when Laticia is finished with her work and needs some appropriate activities to work on when the other students are working independently. The paraeducator is in the room and can assist Laticia with these activities. Modified/Alternate Activities: The Branches of Government

  43. Modified/Alternate Activities: The Branches of Government Solution: Have Laticia go on-line and find the Senators from Texas. (She can print out this information or write it down.) Have Laticia go on-line and count the number of Representatives from Texas. (She can print out this information or write it down.) Have Laticia go on-line and find the names of Representatives for their district. (She can print out this information or write it down.) Using a newspaper(s), have Laticia find pictures of the Senators/Representatives. Have Laticia go on-line and count the number of Supreme Court Justices. (She can print out this information or write it down.) Have Laticia find a symbol that will help her remember what each branch of the government does - makes, enforces, interprets & punishes. She could add this to her mind map of the branches of government.

  44. Challenge: Clarice is a student reading at approximately 1st-2nd grade level with conceptual reasoning at approximately the 1st grade level. Her social studies teacher has found that Clarice does best when engaged in small group activities. Her peers have done an excellent job of supporting Clarice and allowing er to contribute to small group activities. They will be starting a new chapter - Regions of Texas. The social studies teacher has asked for assistance in identifying appropriate expectation for Clarice for this unit. Modified/Alternate Activities: Chapter on Regions of Texas

  45. Given a list of words, Clarice will read the following words with 70% accuracy: region allies customs adobe teepee Given the definitions in writing and orally, Clarice will match the following words to their definitions with 70% accuracy: region - an area that is seen as belonging together because it has has something that the other areas around it do not have custom - ways of doing things allies - friends adobe - bricks made by drying clay in the sun teepee - movable homes made from animal skins stretched over poles Modified/Alternate Activities: Chapter on Regions of Texas Solution:

  46. region An area that is seen as belonging together because of something it has that other areas around it do not have custom Ways of doing things allies friends Modified/Alternate Activities: Chapter on Regions of Texas Flash Cards

  47. Movable homes made from animal skins stretched over poles teepee adobe Bricks made by drying clay in the sun Modified/Alternate Activities: Chapter on Regions of Texas Flash Cards

  48. Given pictures representing each of the four cultural regions, Clarice will place the pictures on the correct cultural region. Plains - open fields, buffalo hunters Southeastern - forests, farmers, corn Western Gulf - water, fishing Pueblo - desert, plants Modified/Alternate Activities: Chapter on Regions of Texas Given a map of Texas showing four cultural regions (Plains, Southeastern, Western Gulf and Pueblo), when given the label both verbally and in writing, Clarice will place the label for each region on the map with 80% accuracy.

  49. Modified/Alternate Activity: Regions of Texas Challenge: Anthony and Justin both read at the second grade level. In the Texas History class, the teacher has the class identify the four regions of Texas, and the relative location, elevation, agribusiness, and four major cities in each of the regions. Together with the special education teacher, a modified version of the region map was created to help Anthony and Justin learn the regions and a major city in each. Given a list of the names of the four regions and a foldable map of Texas with the areas indicated, Justin/Anthony will correctly identify each region with 100% accuracy. Given a list of at least four cities and a foldable map of Texas with the areas indicated, Justin/Anthony will correctly identify a major city in each region with 100% accuracy.

  50. Modified/Alternate Activity: Regions of Texas Original map

More Related