Prepared and presented by: Theresa Cantu, M. Ed.

1. Inclusion:Instructional and Behavioral StrategiesEFFECTIVE MAINSTREAMINGSpecial Education is a service NOT A PLACE Prepared and presented by: Theresa Cantu, M. Ed.

2. AGENDA • Welcome and Introductions • Housekeeping Issues • Requirement of the Law • Special Education Eligibility • Inclusive Setting • Modes of Instruction • Accommodations and Modifications • Program of Instruction for Student with Disabilities • Special Education Eligibility • Building a Community of Learners • Benefits of the Inclusive Setting

3. “IF A CHILD CAN’T LEARN THE WAY WE TEACH WE WILL TEACH THE WAY HE LEARNS.”

4. Educators have a legal responsibility to implement different modes of instruction in order to tap into each students’ individual style of learning.

5. (IDEA) P. L. 105-17“Individuals with Disabilities Education Act” • What does the law require? • Students with disabilities be involved and progress in the general curriculum (NCLB, AYP) • The law defines the “general curriculum” as that curriculum which each state has designed for its students in general. • IDEA’s requirement is that students with disabilities have beneficial access to the general curriculum.

6. The most important legal change for students with disabilities occurred in 1975 with passage of the Education for ALL Handicap Children Act, which required the educational system To face the challenge of including all students with disabilities in the general education setting. The law guaranteed a “free appropriate public education”, for every student and mandated that all children with disabilities be educated with their peers to the “maximum extent appropriate” in the “least restrictive environment”. In 1997 this law was amended as the Individuals with Disabilities Education Act (IDEA – 97), commonly referred to as IDEA

7. No Child Left Behind • Increases the standards of accountability for states, school districts and enacts the theories of standards-based education reform • Mandates that states develop assessments, progress monitoring • Requires the use of scientific, research-based strategies to monitor student achievement

8. …”The only person who loves a change is a wet baby.” Ray Blitzer • Differentiation of the typical inclusive classroom of today from the traditional mainstream classroom from the past… • Previously… • Only when they were able to participate fully • Students with special needs participated in nonacademic activities such as music, physical education, free time, and lunch. • Most instruction occurred in segregated rooms, and all students with special needs received the same classroom placement, no matter what the handicapping condition. • They were usually classifies as “yours” or “mine” but rarely as “OURS”. • The GAP widened, which resulted in special classes for their entire academic career.

9. Todays… • Inclusive environments today, it is common to see students with and without disabilities play together, working on projects collaboratively, and supporting one another.

10. How do we as educators achieve this goal? • IEP • Personnel (IEP Team Members) • Resources

11. The Special Education System • Student Placement • Handicapping condition DOES NOT determine placement • Child Find… • What are Handicapping Conditions? • There are currently 13 areas of exceptionality in the federal law. Mental Retardation…no longer an acceptable term. Rosa’s Law…correct terminology “Intellectual Disability”

12. Eligibility • Auditory Impairment • Autism • Deaf-Blind • Emotional Disturbance • Orthopedic Impairment • Intellectual Disability • Multiple disability • Non-Categorical • Other Health Impairment • Speech Language Impairment • Traumatic Brain Injury • Visual Impairment • Learning Disability

13. Related Services • Transportation • Adaptive Physical Education • Occupational Therapy • Physical Therapy • Counseling • Orientation and Mobility • Audiological Services • Assistive Technology • Speech (not in the state of Texas)

14. Rosa’s Law • October 5, 2010 • Obama signs “Rosa’s Law”; “Mental Retardation” OUT, “Intellectual Disability” IN…

15. The IEP is the primary tool • Describe the present level of performance • How the students disability effects her/his involvement in the general curriculum • Specify measurable goals • Students progress in the general curriculum must be measured, at least annually, against a set of clearly defined, measurable goals • Identify services • Students special education and related services, and supplementary aids and services needed to support involvement and progress in the general curriculum, are to be identified • Specify supports for school personnel • Students program must specify the supports which enable school personnel to promote student progress in the general curriculum and participation in extracurricular and nonacademic activities

16. The presumption of an inclusive environment • P.L. 94-142’s, “ Education for ALL Handicapped Children Act”, in 1975, the Least Restrictive Environment (LRE) concept has been a part of the federal law. • “Inclusion Education” nor the word “Inclusion” appear in the law; however, education of a student with a disability with her/his nondisabled peers is the presumption, unless specifically rebutted. • Special Education is considered a service, not a physical place. • IDEA requires that in development of a student’s IEP there must be specific justification of a decision for a student not to participate with nondisabled peers in academic, extracurricular, and nonacademic activities.

17. Provision of supplementary aids and services (SAS) • “Supplementary aids and services” for a student and her/his teacher(s) are the tools or help that is needed to enable students with disabilities to benefit from their involvement with the general curriculum. • The law requires the provision of such aids and services to support a student’s participation in nonacademic and extracurricular activities.

18. Inclusive Practices: Myth and Reality • Reality • Adapted and modified to meet the specific needs of individual students. • As school populations become more diverse, curriculum and materials are adapted, modified, or changed for students with special needs. • In inclusive settings, a continuum of services is available and ranges from full-time classroom placements to full-time placement in a segregated setting, with many option in between

19. “Good teaching, is good teaching, is good teaching.” • Most effective strategies reported by teachers are as follows: • Collaborative teaching • Team teaching • Curriculum adaptations • Environmental accommodation • Building friendships • Cooperative learning • Classwide peer support activities • Inclusion facilitators • Heterogeneous grouping for instruction • Study skill training • Use of technology • Alternative instructional strategies • Teachers will want to consider the extent to which the support can: • Maximize student participation and interaction • Enhance the respect and dignity of the student • Promote independence • Build on the learners strength • Increase the student’s self-esteem • Be generalized across school and community settings • Benefit all students

20. Regular education teacher participation in IEP development • Professional development for general education personnel • “Placement neutral” funding • Participation in state – and district-wide assessments

21. “That students differ may be inconvenient, but it is inescapable. Adapting to that diversity is the inevitable price of productivity, high standards, and fairness to students.”-Theodore Sizer-Horace’s Compromise: The Dilemma of the American High School. 1984

22. Where can I find additional information on IDEA? • Public Law 105-17 • Office of Special Education Programs (OSEP) • U. S. Department of Education • Parent Training and Information Center (PTIC) • Council for Exceptional Children (CEC)

23. Developing a Student’s Program:The Work of the IEP Team • What are the roles of the IEP team members? • In developing the IEP federal law requires a multi-disciplinary team; actual membership is determined by state law and regulation. • The following must be involved on the IEP team: • Parent / Guardian • Person who can interpret evaluation • Special education teacher or provider • Representative of the school district of the student’s residence • Transition service agency representative

24. Confidentiality and Special Education • Confidentiality Training… • Confidentiality Related to Students

25. Collaboration • What is collaboration? • What are the benefits of collaboration for teachers and students? • What are the models of collaboration? • Advantages and disadvantages of the various co-teaching approaches? • How does collaboration fit into IDEA? • What are the stages of collaboration? • What are the roles of other school personnel regarding collaboration?

26. Supplementary Aids and Services in a Differentiated Classroom • What are supplementary aids and services? • Accommodations and Modifications? • How do accommodations and modifications relate to the law? • The differentiated classroom…

27. Tools in the classroom… • Accommodations and modifications are important tools for a child to successfully accomplish Individual Educational Plan goals and objectives and participate actively with other students in the classroom and school activities.

28. Supplementary Aids & Services: Teacher Developed Examples • Modify the environment • Modify the pace • Modify the materials used in the classroom • Structure study skills • Modify instructional methods • Modify presentation • Testing

29. Every child with a disability has a right to attend regular education classes and to have accommodations and/or modifications so they can be successful in those classes. • Changes in the method of instruction, the curriculum, and the environment. These might include:

30. Modifying the Curriculum • All students are able to learn together with their typical peers when they are provided the appropriate supports and modifications to the curriculum. • The starting point for curriculum modifications is the regular classroom. • There are many times throughout the school day when a student with a disability can be doing the same thing as other students without a disability.

31. Modifications vsAccommodations • Modifications - Modifications are changes in what a student is expected to learn. • Modifications change the field your playing on. • Modification = WHAT • Accommodations - Accommodations are changes in how a student accesses information and demonstrates learning. • Accommodations level the playing field. • Accommodation = HOW

32. Accommodations • An accommodation is generally thought of as a change in the course, standard, test preparation, location, timing, scheduling, expectations, student response and/or other attribute which provides access for a student with a disability to participate in a course, standard or test. It does not fundamentally alter or lower the standard or expectation of the course/test. • Accommodations are basically physical or environmental changes, generally referred to as good teaching strategies and include: • Extended time, frequent breaks, varying of activities • Change in classroom preferential seating, physical arrangement of the room, reducing/minimizing distractions, cooling off period, sign language interpreter • Emphasizing teaching approach, individual/small group, taping demonstrating/modeling, visual cues, manipulative, preteaching organizers • Taping texts, highlighting material, note taking assistance, notes provided by teacher, calculator, computer, word processor, Braille, large print • Directions in small sequential steps, copying from book, length/format of paper • Positive reinforcement, check for understanding, study guides • Reading test verbatim, shortening length of test, format changed

33. Modification • A modification is a change in the course, standard, test preparation, location, timing, scheduling, expectations, student response and/or other attribute which provide access for a student with a disability to participate in a course, standard or test, which does fundamentally alter or lower the standard or expectation of the course, standard or test. • Modifications involve deliberate intellectual lowering in the level of materials presented. • Presentation of curriculum is modified using a specialized curriculum which is written at a lower level of understanding. • Materials are adapted, texts are simplified by modifying the content areas-simplifying vocabulary, concepts and principals. • Grading is subject to different standards than general education, such as basing on IEP goals. • Assignments are changed using lower level reading levels, worksheets and simplifies vocabulary. • Testing Adaptations are used, such as lowering the reading level of the test.

34. Accommodations are changes in how a student accesses information and demonstrates learning. • Accommodations do not substantially change the instructional level, content, or performance criteria. • The changes are made in order to provide a student with equal access to learning and equal opportunity to show what he or she knows and can do.

35. Accommodations can include changes in the following: • Presentation and/or response format and procedures • Instructional strategies • Time / scheduling • Environment • Equipment • Architecture

36. Modifications are changes in what a student is expected to learn. • The changes are made to provide a student opportunities to participate meaningfully and productively along with other students in classroom and school learning experiences.

37. Accommodations are changes in how a student accesses information and demonstrates learning. • Accommodations do not substantially change the instructional level, content, or performance criteria. • The changes are made in order to provide a student with equal access to learning and equal opportunity to show what he or she knows and can do.

38. Modifications might include changes in the following: • Instructional level • Content • Performance criteria

39. Instructional Strategies; Teaching Styles • There are many teaching styles. Which one you use will depend upon the size of your class, the content you are teaching, and the learning objectives for the students. • It is important that you feel comfortable when you are teaching so don’t try to adopt a style that makes you feel otherwise.

40. On the other hand… • Introducing a variety of appropriate teaching styles into you classes, will be more likely to engage students and address their different learning styles. • Each style contains a different amount of student participation and active involvement; every style requires the same two essential things from the instructor- • PREPARATION AND ENTHUSIAM

41. Teaching Techniques • Lectures • Labs and Demos • Discussion Groups • Cooperative Learning • Helping Students to think • Other Instructional Strategies

42. What is cooperative learning? • Cooperative learning allows students to make progress toward annual goals, make progress in the general curriculum, and be educated and participate with non-disabled students. • Cooperative learning, inclusion, and broader school reform are part of an integral whole.

43. Cooperative Learning Strategies • Round Robin: each student shares something with classmates. • Corners: teacher presents four alternatives; students divide into four groups and move to corners of the room. Students discuss and then listen to and paraphrase ideas from other groups. • Pairs check: students work in pairs within groups of four. In pairs, students alternate as one solves a problem while the other coaches. After every two problems, one pair checks to see if they have the same answer as the other pair.

44. Think-pair share: Students think to themselves about a teacher provided topic; they then pair up with another student to discuss it, and then share their thoughts with the whole class. • Team word-webbing: Students write simultaneously on a piece of char paper; drawing main concepts and supporting elements and bridges. • Co-op: Students work in groups to produce a group product to share with the whole class; each student makes a contribution to the group. • Jigsaw: Each student becomes an expert on one topic by working with members from other teams that are assigned the corresponding topic. Upon returning to the team, each one in turn teaches the group on the expert topic. All students are assessed on all aspects of the topic.

45. Role of the Teacher • Making decisions before the lesson begins • Setting the lesson • Monitoring and Intervening during group work • Evaluating the product and process of group work

46. Organization and Study Skills • The disorganized student • How teachers can help • Provide structure and routine • State directions clearly and simply • Require students to use a 3-ring binder • Have students use a container for small items • Have students keep their work in folders • Present assignments clearly • Require students to write down assignments • Minimize the clutter on handouts • Model the way to approach a project or assignment • Provide a place in your classroom for students to turn in their work • Teach the students how to keep a neat desk

47. More on How Teachers Can Help • Build desk cleaning time into the class schedule. • Encourage students to be responsible for their materials. • Have a class discussion in which students share their ideas about keeping organized. • Encourage students to solve problems with minimal teacher involvement. • Assign the student a classroom buddy • Encourage the use of checklist • Teach the student memory aides • Monitor the assignment sheets of students with homework problems • Intervene when there is a pattern of incomplete assignments • Allow students to experience the consequences of forgetfulness • Praise and reward students for improved organization

48. Study Skills Strategies • Common learning strategies • Steps in strategy instruction • Note taking • Wheels for literature • Research paper writing strategy • Cognitive behavior strategies: • FAST, LISTEN

49. Positive Behavior Supports • How do positive behavior supports relate to the law? (FBA, BIP) • Legal requirements under the law (manifestation, change of placement, 45 interim etc.). • When and for whom are positive behavior supports needed? • Districtwide, schoolwide, and classroom positive behavior support systems.

50. Continuum of Effective Behavior Support • Specialized Individual Interventions (Individual Student System – students with Chronic / Intense problem behavior 1-7%) • Specialized Group Interventions (At-Risk System – students at-risk for Problem Behavior 5-15%) • Universal Interventions (School-Wide System / ClassroomSystem-students without serious problem behaviors 80-90%)