INCLUSION?!

1. INCLUSION?!

2. Inclusion!! Teaching Special Education teachers how to effectively collaborate with General Education colleagues to create a program beneficial to ALL children.

3. Presentation by:Tuba City School District Employees Sandra Roe, SPED Coordinator, Junior High School Cathy Wujick, SPED Teacher, Junior High School Loretta Saganitso, 4th grade Teacher, Middle school Mable Goodwin, SPED Teacher, Elementary school

4. Outline of Presentation I. What is Inclusion? II. Glossary of Terms III. Advantages of Inclusion • Team Players: Roles and Responsibilities • Accommodations/Modifications • Classroom Management, Behavior, and Inclusion • Working with Your District’s Resources • Models of Inclusion • Sample of an Inclusion Lesson

5. What is Inclusion? • Definition: A term and process which expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he/she would otherwise attend. It is a philosophy of integrating students with disabilities into general education classes. • Law based on IDEA Amendments of 1997: Children with disabilities should be educated in regular education classrooms unless “the nature and severity of the disability is such that education in the regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.”

6. Inclusion has been described by educators as: • “Inclusion involves all kinds of practices that are ultimately practices of good teaching. What good teachers do is to think thoughtfully about children and develop ways to reach all children.” - Dr. Kliewer, Associate SPED Professor, University of Iowa • “Inclusion is based on the belief that people work in inclusive communities, work with people of different races, religions, aspirations, and disabilities.” - Dr. Etschedit, SPED Professor, UNI • Inclusion is not just about where children are educated; it is a philosophy that includes a whole school and it’s everyone’s responsibility.” - Dr. Wilson, Dept Head of Ed. Psychology, UNI

7. Inclusion has been described by parents as: • “My daughter has done wonderfully and every year she’s made great gains, and I have every belief that she’s made great gains because she is in an inclusive setting.” – parents of children in inclusive settings • “I want my son to be accepted after he’s out of school as much as when he’s in school. For me, that’s why inclusion is a key while he’s in school.” - parent of child with disabilites who attends Waverly Public Schools in Iowa.

8. Inclusion is… Inclusion is not Sitting alone in a classroom

9. Glossary of Terms • Accommodations: supports or services provided to help a student access the general curriculum and validly demonstrate learning. • Adaptations: any procedure intended to meet an educational situation with respect to individual differences in ability or purpose. • Modifications: changes made to the content and performance expectations for students with disabilities. • Individualized Education Program (IEP): a written statement for a child with a disability that is developed reviewed and revised with the child in mind.

10. Least Restrictive Environment: to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled. • Progress Monitoring: a method of monitoring a student’s progress that enables the IEP team to discern whether changes need to be made in the IEP. • Authentic assessment: evaluating a student’s performance with meaningful tasks related directly to the curriculum taught. • Discrimination: ability to differentiate between visual, auditory, tactual, or other sensory stimuli.

11. Advantages of Inclusion • Students are no longer label because they leave the classroom to attend a special class. • Students no longer need to work within two fragmented educational systems. • The special education teacher develops a better understanding of the classroom curriculum. • Students become more accepting of one another regardless of the limitations. • The special education staff can assist other students within the classroom setting if needed. • Communication increases between general education and special education. • General education teachers have more flexibility. They do not have to wait for students to return from their special class in order to begin a new lesson.

12. Team Players • Role of the Special Education Teacher: an advocate for the student with special needs. • Role of the General Education Teacher: an advocate for ALL of the students in the classroom.

13. Responsibilities of the Special Education Teacher: • Provide all pertinent information on the special education students in the class (accommodations, modifications, goals, medical notes, etc.)* • Present the inclusion plan through collaboration.* • 3. On-going communication with general education teacher = collaboration. • Responsibilities of the General Education Teacher: • Read and review the information provided by the SPED teacher on each SPED student in the class. • Provide necessary accommodations and modifications explained on the child’s Individual Education Plan (IEP). • 3. On-going communication with special education teacher = collaboration.

14. Do you get confused by the terms Accommodations and Modifications?

15. Accommodations • Accommodations provide different ways for kids to take in information or communicate their knowledge back to you. The changes do not alter or lower the standards or expectations for a subject or test. These are developed through the IEP process. • Kids with LD can learn the same material as others in the class but in a different way. A child with delayed reading skills can participate in class discussions about a novel if she’s listened to the audio tape version of the book. • Kids with LD can let you know what they’ve learned. A child with poor writing and spelling skills may use assistive technology - tape recorder or word processor - rather than struggle with pencil and paper to do her report about a famous person in history.

16. Accommodations for Reading • Find text written at a lower level • Rewrite the student’s text: allow cut and paste revision of textbook. • Tape record the student’s text. • Allow peer or adult to read text aloud to the student. • Look for the same or similar content in another medium (movie, filmstrip, tape, sticker book). • Provide student with a talking hand-held spell checker or dictionary for identifying unknown words.

17. Additional Accommodations for Reading Instructional Strategies • Story mapping • What-you-need-to-know chart • Peer support • Echo reading • Story frame – before- during-after Material Accommodations • Word window • Flash cards • Word cards • Sentence cards • Notebook tabs • Post-it flags Technology accommodations • Tape recorder • Headphones • Books on tape program • Word master • Electronic dictionary

18. Accommodations for Writing • Allow student to use word processors or computers (specific programs such as Drag-n-Speak are available). • Allow student to dictate responses to an audio tape recorder. • Material accommodations: Technology accommodations: Writing/story starters Headphones Word cards Hand-held spell checker Sentence cards Electronic dictionary Pocket dictionary Electronic thesaurus Pocket thesaurus Peer support Webbing strategies Process writing strategies Highlighter Study carrel

19. Accommodations for Math • Eliminate the need to copy the problems • Enlarge worksheets • Avoid mixing signs on a page • Graph paper • Large number lines Computational aids • Color coding strategies Instructional strategies Material Accommodations • Peer support Abacus • Cross-age tutoring Counter spools, buttons, etc • Mnemonic devices Manipulatives Number facts chart Technologies • Hand-held calculator • Talking calculator • Tape recorder • Counting • Basic facts • Multiplication tables • Formulas • Combinations

20. Modifications • Modifications are changes in the delivery, content, or instructional level of subject matter or tests. They result in changing or lowering expectations and create a different standard for kids with disabilities than for those without disabilities. These are developed through the IEP process. • A child who can’t learn the twenty-word spelling list every week may learn only ten words. This results in different standards for mastery. • A fifth grade child with a severe math disability who isn’t ready to learn fractions and decimal may still be working on addition and subtraction. This means that his instructional level has changed significantly from other kids in the classroom. • Extra time for completion and shorten assignments are modifications.

21. A Commonly Used Modification • Modified Grading : 1. Record pretest and final test scores. Consider giving two grades. One based on the improvement between the pretest and final test score and a percentage score. 2 Contract grading is often used in inclusive setting. The student and teacher determine the quantity and quality of work the student must complete to receive a specific grade in a subject area. 3. Combination grading can reward students for their performance and help individualize the grading process. In combination grading, the student’s grade is based on their ability, effort, and achievement. Ability grade is based on the expected amount of improvement in the subject areas. The effort grade is based on the amount of time and effort the student puts into the assignment to master the concept. The achievement grade is related to the student’s mastery in relation to others in the class. These three individual grades can be averaged together for the final grade. 4. Pass/fail system may be appropriate for some students.

22. WITHaccommodations and modifications: WITHOUTaccommodations and modifications:

23. Classroom Management and Inclusion The way students are treated in the classroom revolves around who the teacher is and what the teacher values. The teacher’s perspectives about student discipline are impacted by: - life experiences in the nuclear family - modeling from parents and siblings - personal learning experiences - modeling of teachers during the learning career - the practice and expertise acquired in relationship skills and student management skills - the basic temperament of the teacher

24. Managing Behavior There are also accommodations that can be utilized for behavior: • Identify the behavior that needs to change and collect “data” on the behavior. • Develop a “hypothesis” or best guess for the reason for the behavior, and then develop an intervention to help change the behavior. • Evaluate the effectiveness of the interventions. • Teacher should prioritize for the students which tasks need to be completed first, second, third, etc. • Reward the child for exhibiting good behavior. • Place the student near the teacher and/or directly in front of the teacher. • Physically active students should be allowed to kneel in or stand by their desks as long as they are not disrupting others. • Provide flexibility regarding the student’s response to the assignment (medium used, display type, illustrations, models, and oral versus written presentations) • Use of low-level music or environmental sounds during independent work time (whole class or with head phones).

25. Teachers and Parents Collaboration • Tell the child what you want him/her to do; avoid saying what you don’t want. • Be specific about the behaviors you like instead of saying “Good boy/girl”. • Model the desired behavior you wish to establish instead of waiting for this behavior to appear. • Reward with social praise. • Build on small changes in behavior; don’t expect major changes. • Withdraw attention to some inappropriate behaviors but do pay attention to the behavior you are trying to get rid of. • Reward appropriate behavior and punish inappropriate behavior immediately. • Provide a consequence for inappropriate behavior instead of using threats.

26. Don’t Give Up!!! Your inclusion plan must meet the needs of YOUR students and incorporate the philosophy of YOUR school district. Therefore, remember: Every program will look different due to the unique needs of the individual student and daily classroom schedule.

27. IF… Your school does not have enough staff, THEN… Utilize your paraprofessionals. Have them go out into the gen. ed. classrooms to offer support. Group the students using cross-categorical grouping to avoid creating a Resource Room within the classroom. Choose an inclusion model/style. Working with YOUR District’s Resources

28. Inclusion Models Consultant Model The special education teacher is made available to re-teach a difficult skill or to help the students practice a newly acquired skill. Regularly scheduled meetings are recommended rather than communication on an as-needed basis.

29. Teaming Model The special education teacher is assigned to one grade level team with one planning period per week for the team. The team meets on a regular basis, establishing consistent communication among the team members.

30. Collaborative, Co-teaching model The general education and special education teachers work together to teach students with/without disabilities in a shared classroom. Both are responsible for instruction planning and delivery, student achievement, assessment, and discipline. This model provides a minimum of scheduling problems, continuous and ongoing communication between educators, and lower student to teacher ratio than the teaming or consultant models.

31. Collaborative teaching models • One teacher, one support – One teacher teaches and one supports. • Parallel teaching design – The teacher divides the class into groups and teaches them simultaneously. • Station teaching – This model divides up content and students so that teachers or students rotate at the end of a unit. • Alternative teaching design - One teacher leads an enrichment or alternative activity while a second teacher re-teaches a small group of students if they are having difficulty with content. • Team teaching – Teachers work together to deliver the same material to the entire class.

32. IF… Your school lacks resources and/or materials, THEN… Utilize the internet from school, home, or the local library. www.teachervision.com, www.scholastic.com, www.teach-nology.com, www.ldonline.com Collaborate with colleagues; use veteran teachers as resources and borrow/swap materials. Develop a professional library using textbooks, reference books, your district’s Special Education Office manuals and materials, etc. Visit the library as often as you can!

33. IF… You do not have parental involvement, THEN… Do home visits yourself or with the home liaison. Send home weekly progress reports, meeting notices, and any other communication from your class or school. Plan activities for your students to “show off” their work; invite parents in for special days, i.e. Parents Tea Party.

34. IF… There is pressure to perform on state assessments, THEN… Work with general education colleagues to address the materials and requirements necessary for test taking. Prepare your students by teaching the standards and test taking skills.

35. A Sample Lesson Social Studies: The Navajo Flag Place: a fourth grade inclusion classroom Population: both non-disabled and disabled (LD, ED, MMR, OI, and OHI) students; some are bilingual but their language preference is English. The students are Navajo, Hopi, or Anglo. Rationale: an introduction to the topic of important American symbols, with the assumption that the Arizona flag and the U.S. flag will be discussed in the future. Behavioral Objectives: Students will learn the history of the Navajo Nation flag while emphasizing native language and cultural relevance. They will understand the importance of the flag as a patriotic symbol. Students will also strengthen listening, note taking, and creative skills.

36. State Standards : This lesson incorporates the following state standards: • Social Studies: History, 1SS-F4. Describe the stories of important American heroes and their contributions to our society, with emphasis on: PO 2. those who fought for the rights and freedoms of others, including Chief Joseph, Chief Manuelito (Navajo, the Long Walk), Abraham Lincoln, Harriet Tubman, Martin Luther King, Jr., and Cesar Chávez • Social Studies Focus: Arizona, 1SS-E4. Describe the economic, social, and political life in the Arizona Territory and the legacy of various cultural groups to modern Arizona, with emphasis on: PO 1. how Arizona became a part of the United States through the Mexican Cession and the Gadsden Purchase • Social Studies Focus: American History from Discovery through the US Constitution, 1SS-E6. Describe the political, religious, and economic aspects of North American colonization, with emphasis on:PO 7. the early representative governmentand democratic practices that emerged, including town meetings and colonial assemblies • Civics/Government: Students understand the ideals, rights, and responsibilities of citizenship, and the content, sources, and history of the founding documents of the United States, with particular emphasis on the Constitution and how the government functions at the local, state, national, and international levels. 2SS-F2. Identify and describe the symbols, icons, songs, and traditions of the United States that exemplify cherished ideals and provide continuity and sense of community across time, with emphasis on: PO 3. the American symbols, landmarks, and essential documents, including the Declaration of Independence, the flag, the bald eagle, and the Statue of Liberty. • Language Arts – Writing: Students effectively use written language for a variety of purposes and with a variety of audiences.

37. Procedure: • The special education teacher will distribute the blank outline titled, “History of Navajo Nation Flag”. Students with special needs will receive a page with the notes already provided in outline form. These students will be given a highlighter and as the notes are taken by the rest of the students, these children will highlight the important terms, cued by the special education teacher, or words they can identify on their own. • The general education teacher will introduce today’s lesson by posting a picture of the Navajo Nation flag on the board, identifying it in both English and Navajo. She will direct the students to the outline and briefly discuss how to utilize it for note taking. She will explain what each number or letter means, i.e., I. and II. are main headings, while a., b., c., (1), (2) are details and further information related to the headings, and write I. Representation of Symbols on the board for students to copy to get their outlines started. Students will special needs can highlight that word as the special ed. teacher circulates the room to check that all students understand and are following along. Then, the general ed. teacher will prompt students to provide information by pointing to the flag and asking, “What color is this?”, “Does anyone know what it symbolizes?”, and so on. She will integrate the two languages, English and Navajo when necessary and appropriate. The special ed. teacher will continue to circulate around the room to check on students’ progress. In addition, she will begin to write the outline on the board to assist those who are having difficulty spelling words and/or organizing their notes.

38. As students finish their outlines, both teachers will set up cooperative learning tables. There will be colored paper, stencils, scissors, glue, tape, markers, crayons, and colored pencils distributed evenly at each table. The general ed. teacher will explain to the students that the second part of today’s activity includes art! Students will be asked to carry their outlines to the table of their choice and create the Navajo flag using construction paper, markers, etc. OI students will be escorted to one of the tables by a peer; then, the general ed. teacher will begin to call students to the tables based on their appropriate behavior and readiness. Once all the students have begun working on making a flag, the general ed. teacher will check for comprehension by asking them review questions about the material presented. This should reinforce the concepts. Finally, students will be asked to flip their flags over and write a short description of each part of the flag in their own words. Students with special needs will focus on completing their flags first; if they finish, they can copy the highlighted words in the correct order on the back of their flag. 4. The special ed. teacher will conclude the lesson by discussing the importance of the Navajo Nation flag, particularly in the context of the students’ lives. She would ask them to think about why we have a Navajo Nation flag, as well as a state and country flag, promoting ideas such as freedom of speech, religion, etc.

39. Inclusion does not have to be rocket science.

40. Inclusion doesn’t have to be complicated. It just takes TEAM WORK!!!

41. TEAM WORK!!