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Enhancing Inclusive Education for Students with Disabilities: Strategies for Meaningful Change

This document explores current placement practices for students with disabilities, emphasizing the importance of inclusive education. It highlights the benefits of meaningful relationships among students, which contribute to greater happiness, self-esteem, and reduced anxiety. By analyzing national and state data on preschool and school-age children with disabilities, it discusses effective planning strategies, administrative support, and the involvement of educational stakeholders. The ultimate vision is to create inclusive communities where all students thrive and are actively engaged in their educational experiences.

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Enhancing Inclusive Education for Students with Disabilities: Strategies for Meaningful Change

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  1. Serving Studentswith Disabilities Current Placement Practices Systems Change

  2. Membership 7 Role Name Participant

  3. People with strong social interaction skills typically experience … More meaningful relationships Greater happiness Greater self-esteem Greater acceptance Less anxiety, stress, depression Social Relationships

  4. Inclusion is not… “Inclusion teachers” “Inclusion classes” Too many kids with disabilities in one class

  5. Preschool Children with Disabilities NATIONAL AND STATE DATA

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

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

  8. School-age Children with Disabilities NATIONAL AND STATE DATA

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

  10. 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

  11. 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

  12. 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

  13. 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

  14. 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

  15. 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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