Welcome to “Inclusion Transfusion… Why Me?”

1. Welcome to “Inclusion Transfusion…Why Me?” Presenter: Debbie McDaniel 5th Grade Teacher Sudderth Elementary Monahans, Texas

3. Making a Difference • We have been called to educate not just the “select few”, but the “challenged” as well… • They struggle every hour of every day • They come from horrendous backgrounds—poverty, deprivation, ignorance among parents, grandparents or other extended family • Basic needs not even always provided for them

4. We are Blessed with an Opportunity… • To give the one thing that can empower them to change their own lives • To give them hope so they can break the cycle of poverty and ignorance • To help them realize that KNOWLEDGE is POWER and EDUCATION is their greatest hope • Can we really make a difference? Only time will tell…only time.

5. Recognizing the Problem • Problem with resource: • Coordination difficult between regular ed. teacher and resource teacher • Expectations were sometimes different • When the resource student left, there was disruption in class • Students leaving the class were consistently in trouble OUTSIDE of their homeroom classroom • Self-esteem was decreased---different from “everyone else”

6. Something Has to be Done! • Principal is the driving force • Principal decided that “inclusion” needed to be incorporated into our classrooms • Principal decided which teachers would be “blessed” • Initial response from teachers not good • Teachers were told that failure was NOT an option

7. What is Inclusion? (To us, that is!)

8. Our Journey to Inclusion • Mind set…No student should be left behind. • Observed schools using inclusion • No schools actually “practicing” inclusion • Most schools observed had special ed. students in the classroom, but left for content mastery or resource • So, now what do we do?

9. First Things 1st • Attended workshops provided by region centers • Only gave guidelines on paper—no REAL help/strategies in working with these inclusion students • Still, we decided we could implement this program if we could: • Hire an instructional aide for each inclusion classroom teacher • Hire one certified special ed. teacher for each grade level to coordinate modifications, IEP’s, etc.

10. Year One The Year of Learning • What went right • Students were succeeding • Discipline problems corrected themselves • Achievement increased—now working at higher standards • Self-esteem improved • Relationships among peers improved • Fewer initial referrals • Fewer TAAS exemptions • “Regular ed.” students also benefited---with an additional aide in the room, that also meant more help for them

11. Year one continues… • Frustrations grow with unclear boundaries of expectations/modifications • Teachers trained but not aides • No definite guidelines • Not enough time!

12. What We’ve Learned Since Then • Provide training simultaneously for the teachers and aides • Provide definite and clear suggestions for working with the students • Have as many modifications in place as possible • BE FLEXIBLE! • BE FLEXIBLE!! • BE FLEXIBLE!!!

13. Ideas that Really Work • Modifications • First 2 weeks: Observe, observe, observe! • Implement modifications when you have determined the highest expectations each student can meet • Inclusion coordinator and aides get a copy of lesson plans ahead of time so that modifications can be prepared and documented weekly

14. Ideas for Reading/Language • One on one • Vocab. cards---one word definitions if possible • Review orally before tests • Extra credit for writing spelling words each night • Shortened spelling/vocab. lists

15. More on Rdg./Lang. • Color-coded tests • Oral reading in pairs • Choral reading • Accelerated Reader Program---accept any level below or within the student’s reading range • Shurley Method Language---enlarge the diagramming exercises for ease of labeling • Language to Literacy program

16. Ideas for Math • Modified Saxon “pig pens”—math worksheets • Corrections—one on one each day (before starting homework assignment) • Also used for grade modification • Picture multiplication cards to learn facts • Review selected multiplication facts daily—use neumonic devices (9’s on fingers) • Multiplication charts (Last Resort!) • Now allowed on SDAA • Peer tutoring when appropriate

17. Ideas for Science and Social Studies • One on one • Peer/group tutoring • Emphasis on major points • Flags for underlining • Page number included • Open book exams • Shorten assignments/answers • Oral reading/response • Document any graded work done when using oral responses • Color-coded worksheets

18. Ideas for Each Day • One on one • Assignment notebook • Separate folder for each subject (color-coded) • Preferential seating arrangement • “Spot check” work • Teach to a G/T class • Expect the very BEST • Reward and recognize the SMALL steps—they are after all, a step in the RIGHT direction!

19. Thank you, thank you, thank you! • Many thanks to: • The great staff at Sudderth Elementary for sharing their ideas • Bonnie Benad and Casey Green for their input as the inclusion coordinators • Mr. Powell for expecting the very BEST from us!

20. “Inclusion Transfusion…Why Me?” • Monahans-Wickett-Pyote I.S.D. • www.mwpisd.esc18.net • Principal—Lonnie Powell • lpowell@esc18.net • Presenter—Debbie McDaniel • dmcdanie@esc18.net • Sudderth Elementary • 701 N. Carol, Monahans, TX 79756 • (915)943-2414 or Fax (915)943-2685