Journey to Inclusion: Strategies in K-12 classrooms

1. Journey to Inclusion: Strategies in K-12 classrooms Carol Quirk, Ed.D. Director of Professional Development Services Maryland Coalition for Inclusive Education cquirk@mcie.org

2. Inclusive Education: How will I know it when I see it?

3. Special Education is� A service not a place Specially designed instruction: adapting� the content, methodology, or delivery of instruction to address the unique needs of this child that result from that child�s disability and to ensure access of the child to the general curriculum so that he or she can meet the educational standards � that apply to all children.

4. Special Education can be� In the general education classroom In ANY location! Delivered by any adult Supported by peers All hours of �specially designed instruction� are special education hours

5. Inclusion is� a philosophy a planning approach an instructional approach an attitude ���not a place

6. Inclusive Education is� Neighborhood School NOT Regional Program/Special School General Ed.Class NOT Pull Out or Separate Special Class Social interactions with peers NOT Limited socialization Nonacademic participation NOT Lack of supports, rejection Access to the Curriculum NOT Unrelated, parallel instruction

7. Inclusion is not� Designating �inclusion teachers� Designing �inclusion classes� Disproportionate numbers of students with IEPs in one class

8. Inclusion is: A �Zero-Reject� Approach It communicates to the school community that ALL students, regardless of disability label or severity, are or will be welcomed members of the school and general education classes.

9. Does it mean 100%? It means that ALL students will be welcomed For students who present academic or behavioral challenges, a planning team will convene IF, through a comprehensive planning process, the team cannot identify or design the supports and services to meet IEP goals in the general education class, THEN the team identifies where those services can be provided.

10. Natural Proportions Students with disabilities are distributed according to realistic proportions occurring in the school Example: If 15% of 4th graders have IEPs, no 4th grade class will have more than 15% of students with IEPs.

11. Elements of inclusive education: PLACEMENT: Where Neighborhood school membership Assigned to age-appropriate grades in heterogeneous classrooms Student grouping and regrouping based on the individual interests and skills of all students, and not on disability labels PLANNING: prior and during placement Collaboration between classroom teachers and general educator to implement IEP objectives in general ed lessons Modifications/accommodations discussed by both general and special ed teachers Supports planned to enable meaningful participation

12. Elements of inclusive education: INSTRUCTION Provided by general and special educators Based on the general education curriculum (MD VSC) Differentiated lessons, assignments Effective, proactive classroom management & active learning COLLABORATION TIME to collaborate for lesson planning and assessment Collaborative STRUCTURES are used (agenda/facilitator/note-taker and share responsibilities) Supervision of PARAEDUCATOR is planned and shared CO-TEACHING strategies are chosen based on students and content

13. Myth and Reality #1 Myth: There is a continuum of inclusion. Reality: Inclusion is at one end of the placement continuum.

14. Myth and Reality #2 Myth: Inclusion is designed to save money. Reality: It is possible that if a school system restructures itself well, inclusive practices may cost the same or more or even less than segregated practices. However, saving the costs of special education is neither the purpose or the necessary result.

15. Myth and Reality #3 Myth: Most students who are included need an instructional assistant assigned to them. Reality: When some students are initially placed in general education settings the classroom teacher may need extra support in the form of another adult in the class for at least part of the day.

16. Myth and Reality #4 Myth: Students who are included should be expected to achieve the same curriculum goals as other students. Reality: The IDEA requirement that students access the general education curriculum means that their instruction should be derived from the same general content and instructional activities designed to teach the curriculum to other students in the grade/class.

17. Where are we? Placement Planning Instruction Collaboration

18. OUTCOMES when including students Membership Relationships Skills

19. Instructional Planning Differentiation, Accommodations, Modifications

20. Levels of Interventions/Supports

21. DIFFERENTIATION A framework for planning & teaching

22. Basically� Varying instruction so that students move along the learning continuum from point A to B while recognizing that each learning continuum is different from one student to the next�

23. How are students diverse? Cultural & linguistic background Gender Personal experiences Prior knowledge Variable skill development Variable conceptual schemas Variable cognitive capacity/development Interests & motivation Etc.

24. Features Proactive � teacher assumes that learners have different needs & plans different ways to address needs Qualitative � focus on understanding, not quantity of work produced Student Centered � learning is most engaging when it is relevant and interesting to students Variety of Grouping Structures � blend of whole class, small group, and possibly individual instruction

25. Classroom Environment A classroom that promotes understanding A reflective teacher *aware that successful teaching requires student engagement and understanding *understands student characteristics and learners� differences What we teach � standards based curriculum Whom we teach � ALL students

26. Students Readiness student�s entry point to a particular understanding or skill some need more help & structure than others Interest student�s affinity, curiosity, or passion for a topic or skill Learning Profile how the student learns: preferred modes/strengths

27. Teachers Content what students are learning the input Process how students learn and access the content the learning activities Product how the student demonstrates skills and what he/she knows

28. Differentiating Content Multiple texts Supplemental/alternative resources Interest centers Contracts Group investigations Varied audio-visuals, computer programs Compacting Extensions

29. Differentiating Process Tiered assignments Learning centers Multiple intelligences Menus Varied tools � manipulatives, graphic organizers, research materials Varied media Vary time allotments Group investigations Learning partners, buddies

30. Differentiating Product Tiered products/demonstrations Varied modes of expression/demonstration Group projects Graduated rubrics Multiple intelligences Independent study Contracts/negotiated criteria

31. Accommodations and Modifications Teachers collaborate to design supports, accommodations, modifications, and behavior plans and review them periodically for effectiveness.

32. Accommodations Modifications Changes how a student gets information & demonstrates learning Does not fundamentally change instructional level, content (standards), or performance criteria during the instruction or assessment phase Changes what a student is expected to learn: different standards within the same curriculum Does fundamentally alter the instructional level, content (standards) or performance criteria Accommodation examples: -Scheduling (e.g., frequent breaks, multiple sessions, scheduled breaks during block periods) -Setting/Environment (e.g., extra space between desks, quiet place for student to choose to move to, organizational peer buddy, special furniture, lighting, acoustics) -Equipment or Materials (e.g., portable word processor, locker w/ adapted lock, duplicate set of books for home use) -Presentation (e.g., print used on board work, large print, repeated directions, copies of notes, tape record lecture, braille) -Response (e.g., write directly on test, word processor for writing, dictated & oral responses) Modification guidelines: -Same, only less: assignment is the same but the number of items is reduced -Same activity with streamlined performance requirements: assignment is reduced in complexity, breadth, or focus -Same activity with a focus on embedded skills: assignment remains the same, but the underlying skills required to perform the task are identified as IEP objectives. Often, these are language and communication skills or social and behavioral skills. Specific examples include: -Outline in place of essay for major project - Picture Communication Symbols (PCS) choices on tests -Alternative books/materials on same theme/topic -Questions reworded for using simpler language -Projects in place of written reports -Important words and phrases highlighted -Word bank of choices for answers to test questions -Base grade on IEP objectives FROM A PRACTICAL, DAY-TO-DAY PERSPECTIVE � MOST PEOPLE USE THE TERM �ADAPTATIONS� or �accommodations� to mean all of these thingsAccommodation examples: -Scheduling (e.g., frequent breaks, multiple sessions, scheduled breaks during block periods) -Setting/Environment (e.g., extra space between desks, quiet place for student to choose to move to, organizational peer buddy, special furniture, lighting, acoustics) -Equipment or Materials (e.g., portable word processor, locker w/ adapted lock, duplicate set of books for home use) -Presentation (e.g., print used on board work, large print, repeated directions, copies of notes, tape record lecture, braille) -Response (e.g., write directly on test, word processor for writing, dictated & oral responses) Modification guidelines: -Same, only less: assignment is the same but the number of items is reduced -Same activity with streamlined performance requirements: assignment is reduced in complexity, breadth, or focus -Same activity with a focus on embedded skills: assignment remains the same, but the underlying skills required to perform the task are identified as IEP objectives. Often, these are language and communication skills or social and behavioral skills. Specific examples include: -Outline in place of essay for major project - Picture Communication Symbols (PCS) choices on tests -Alternative books/materials on same theme/topic -Questions reworded for using simpler language -Projects in place of written reports -Important words and phrases highlighted -Word bank of choices for answers to test questions -Base grade on IEP objectives FROM A PRACTICAL, DAY-TO-DAY PERSPECTIVE � MOST PEOPLE USE THE TERM �ADAPTATIONS� or �accommodations� to mean all of these things

33. Assessment Accommodations Presentation (input of information) Time (extended) Setting (small group, location � but no research to support this) Response (how the student gives answers) Aids (physical materials)

34. Facts you need about the student: Strengths Interests Learning Style IEP goals

35. Facts you need about the lesson Content standard Instructional process Assessment Products

36. Planning Tools to Modify Lessons IEP Curriculum Matrix Activity Analysis Planning Supports Collabortive Lesson Planning Forms

37. Who is Frank? Strong-willed Imaginative Great memory Both visual and auditory learner Eats no meat, fruits, veggie Likes corn, peanut butter, pizza, spaghetti Makes choices but brings lunch Does not like to be told what to do Toys- transformers, blocks, puzzles, likes video w/action Often makes negative comments Often in �fantasy� world ADHD, ODD, autism-diagnosed 39 months ago, language delay Early- violent, head banging (min. over time) Academics: Reading- end of PreK; knows left to right; top to bottom Writing-Printing is difficult, writes name, shows interest in writing a word Math-rote counting to 39, basic addition Knows colors & shapes, time to hour Knows penny, quarter Knows one sight word: the Gifts & Talents: Making up stories Art Movement activity Music in music class Friendly & Handsome

38. CURRICULUM MATRIX: a beginning Look at where a student�s IEP objectives can be met by using an IEP/curriculum matrix to simply check off in which activities, environments, or subject areas IEP goals will be taught. Have handouts of matrices at elem., middle, and high school levelsHave handouts of matrices at elem., middle, and high school levels

39. Using a Curriculum Matrix 6th grade student- Other examples for elementary, middle, and high are in resource packet6th grade student- Other examples for elementary, middle, and high are in resource packet

41. What supports does Frank need? Book w/pictures over summer Adult at all times (supervision) Playground (flight risk) Behavior chart - regularly smiley faces, bears Structured day Visual timer Meltdown when �day is done� Tears, refuse to work Bus- car seat Bus plan Another adult on bus �Cool your pizza�- blowing 2 adults Small group (8 or less) Familiar toys in environment Speech, OT, (1X wk. 30 minutes) (3X wk. in or out of room) Collaborative planning Visual schedule

42. Action Plan Instructional Supports Supervision on the playground Familiar items in his environment Structured day Visual supports Timer Schedule Accommodations (see IEP) Opportunities to access books Clear instructions Frequent feedback Peer interactions � awareness for 1st graders Home-school communication system with parents Look at how OT and speech can be incorporated Collaborative planning time between special/general educators & paraprofessional Behavior support plan Training for staff on autism Transportation plan

44. ACTIVITY ANALYSIS The next step for the team would be to complete an activity analysis. This will describe how a student�s objectives will be addressed in each class that they will be taught.

45. Questions: Can the student do: Same activity / same way? Same activity / adapted materials or expectations? Same activity / focus on embedded skills? Different activity in another part of classroom? Different part of the school on a goal that cannot be taught in the general education classroom?

46. Using an Activity Analysis Also located in resource packet (elem., middle, high examples)Also located in resource packet (elem., middle, high examples)

47. For example� Share example prior to asking participants to work with group to complete the remainder of the lessonShare example prior to asking participants to work with group to complete the remainder of the lesson

48. For example�

49. Communication Matrix

50. Planning Worksheets Look at the skills needed to participate and then at the supports your student will need for: Instructional Methods Daily Routines Social Relationships Homework Adapted from UNH Institute on Disability Have handouts of matrices at elem., middle, and high school levelsHave handouts of matrices at elem., middle, and high school levels

51. Using Planning Worksheets for Instructional Methods

52. Participation in Routines Why plan within ROUTINES? Bang for our buck Opportunities: For practice For interaction with classmates without disabilities To work on functional life skills within natural contexts

53. Using Planning Worksheets for Daily Routines

54. Using Planning Worksheets for Social Interactions

56. Lesson Planning: K Science Describe and classify Earth materials based on their physical properties. Observe and describe soils, rocks, and water using their senses of sight and touch and magnifying instruments. Identify similarities and differences in the Earth materials they observed. Classify types of soil and various rocks using the physical properties of texture, size, and color

57. Lesson Planning: Reading Comp 5 Develop and apply comprehension skills by reading a variety of self-selected and assigned print and electronic informational texts Read, use, and identify the characteristics of nonfiction materials to gain information and content knowledge Read, use, and identify the characteristics of functional documents (Posters, Forms, Menus, Rules, Recipes, Instructional manuals, Pamphlets, Invitations, Advertisements, Other functional documents) Select and read to gain information from personal interest materials, such as books, catalogs, cookbooks, brochures, magazines, and web sites

58. Lesson Planning: Math 7 Identify, describe, extend, and create linear patterns and functions Identify and extend an arithmetic sequence represented as a function table Assessment: Complete a function table with a given rule with two operations (+, -, x) using whole numbers no more than 20 in the rule (0 � 500) Identify and extend a geometric sequence Describe how a change in one variable in a linear function affects the other variable in a table of values

59. COLLABORATION:What does it look like? Teachers sharing ideas, structured meetings with agendas, co-planning of lessons, defined roles and responsibilities, supervision of paraeducators: accountability

60. Collaboration Teachers must: Overcome preference to work alone Remember the variety of adaptive options Use effective instructional approaches Practice adapting to become comfortable Create active roles during learning activities Meet to plan and problem-solve challenges

67. CHANGE: a grown-up problem Who is responsible? Who decides what to teach? Who makes modifications? What if one of the collaborating teachers does not: Use differentiated lesson planning Use positive classroom management strategies Want to collaborate?

68. Roles & Relationships Common planning time for teams/grades/content teachers Co-teaching for some classes/subjects Ownership of all students (not mine and yours) Positive approach to problems: teaming to solve them vs removal Individual student teams established for planning when necessary

69. Teaming is Essential Team members learn effective meeting procedures including preparing agendas, keeping minutes, setting time limits, assigning roles, and preparing action plans. Team members acquire listening and communication skills.

70. Questions for teams: Do lesson plans promote inclusion? Did inclusion practices make student stand out? Were interactions with non-disabled peers increased? Did adaptations keep students active and engaged? Did support personnel provided segregate the student? Was student�s learning style recognized? Did the curriculum and instruction consider IEP and future?

71. Elements of Effective Team Meetings Communication: an atmosphere where individuals feel free to openly share their opinions and ideas Ground rules: essential guidelines for how the team will function Roles: at minimum the roles of facilitator, recorder and timekeeper should be used � others could be observer and jargon buster There are a number of elements that assist in making for effective collaborative team meetings. When these essential ingredients are in place, then the team can turn its attention to the business at hand. Communication � One of the biggest problems encountered by teams is the breakdown in communication or unclear communication strategies. Team members need to create an atmosphere that encourages participants to openly communicate their desires and concerns. Each person should feel comfortable enough to express opinions on any issue, regardless of the extent to which these thoughts agree or disagree with others. Periodically members need to revisit this topic to make sure that communication lines are open and clear. Ground rules � It is essential that each team develops its own guidelines for the functioning of the team. It is helpful to establish these guidelines early in the life of the Team and post them so that each team member is reminded of them. Depending on the way in which the team functions, it may be necessary to periodically review the rules. Here are some examples of ground rules on the chart paper that can be posted in a meeting room. Team members will talk one at a time. Others will listen before speaking. Meetings are a priority and everyone needs to attend. Snacks will be available at each meeting. Participation is important for everyone. Roles � In order to use time most efficiently and to improve collaboration and participation by all members, many teams assign roles that can be rotated among the members. Rotation may be by alphabetical order, birthdays or any other way agreed upon by the team members. At a minimum, teams need to have a facilitator, recorder and timekeeper. Some teams even designate a snack provider! Other roles that are helpful, especially in the beginning of team formation, are encourager, jargon buster, observer and reporter. Each team will be given a packet of role cards. Each member is to take a role card and review the information silently. (If the group feels that it would be helpful to read each role card aloud, each team member may read the description of their role. Allow an extra 5 � 7 minutes for this.) Teams often feel that roles such as facilitator and recorder are more important than some of the other roles. However, roles like jargon buster are essential to the team, especially if there are parents and general educators in the group. Look at this list of commonly used jargon that may be confusing to some team members. The jargon buster can call attention to the terms used and have them explained.There are a number of elements that assist in making for effective collaborative team meetings. When these essential ingredients are in place, then the team can turn its attention to the business at hand. Communication � One of the biggest problems encountered by teams is the breakdown in communication or unclear communication strategies. Team members need to create an atmosphere that encourages participants to openly communicate their desires and concerns. Each person should feel comfortable enough to express opinions on any issue, regardless of the extent to which these thoughts agree or disagree with others. Periodically members need to revisit this topic to make sure that communication lines are open and clear. Ground rules � It is essential that each team develops its own guidelines for the functioning of the team. It is helpful to establish these guidelines early in the life of the Team and post them so that each team member is reminded of them. Depending on the way in which the team functions, it may be necessary to periodically review the rules. Here are some examples of ground rules on the chart paper that can be posted in a meeting room. Team members will talk one at a time. Others will listen before speaking. Meetings are a priority and everyone needs to attend. Snacks will be available at each meeting. Participation is important for everyone. Roles � In order to use time most efficiently and to improve collaboration and participation by all members, many teams assign roles that can be rotated among the members. Rotation may be by alphabetical order, birthdays or any other way agreed upon by the team members. At a minimum, teams need to have a facilitator, recorder and timekeeper. Some teams even designate a snack provider! Other roles that are helpful, especially in the beginning of team formation, are encourager, jargon buster, observer and reporter. Each team will be given a packet of role cards. Each member is to take a role card and review the information silently. (If the group feels that it would be helpful to read each role card aloud, each team member may read the description of their role. Allow an extra 5 � 7 minutes for this.) Teams often feel that roles such as facilitator and recorder are more important than some of the other roles. However, roles like jargon buster are essential to the team, especially if there are parents and general educators in the group. Look at this list of commonly used jargon that may be confusing to some team members. The jargon buster can call attention to the terms used and have them explained.

72. Time: start and end on time Seating arrangement: sitting in a circle is ideal; it encourages open communication and sends a message of equality among members Agendas: set at the end of each meeting for the next one � allows everyone to prepare; consider allotting specific times as well Elements of Effective Team Meetings Time � Meetings should begin and end on time to accommodate the busy schedules of everyone involved. Meetings should never go beyond their designated length. The length of times designated for meetings may vary depending on when they can be fit into a busy school day. Seating arrangement � Team members should sit in a circle if possible with people facing each other. It denotes the parity of everyone involved, and there is no head of the table. Time � Meetings should begin and end on time to accommodate the busy schedules of everyone involved. Meetings should never go beyond their designated length. The length of times designated for meetings may vary depending on when they can be fit into a busy school day. Seating arrangement � Team members should sit in a circle if possible with people facing each other. It denotes the parity of everyone involved, and there is no head of the table.

73. Elements of Effective Team Meetings Celebrations: start on a positive note; especially critical for a student-centered team Note taking forms: accurate, legible minutes to ensure that all team members (present & absent) have the same information and know follow up expected Decision by consensus: teams need to make decisions by consensus and not voting Reflections: set aside time to reflect on how the team is functioning and the progress on stated goal(s)

74. The Rules of Life According To Kids, compiled by J.S. Salt, 2000

75. The Rules of Life According To Kids, compiled by J.S. Salt, 2000

76. The Rules of Life According To Kids, compiled by J.S. Salt, 2000

77. The Rules of Life According To Kids, compiled by J.S. Salt, 2000

78. How to include students with more significant cognitive differences Positive behavior supports Technology applications School staff also need to know�

79. If you have questions, contact mcie@mcie.org