Inclusive Practices: The New Mainstreaming

1. Inclusive Practices:The New Mainstreaming PowerPoint developed by Sharon Moore, Denise Nelson, and Aubrey Quinlan, 2010, rev. 2011 Presentation by Denise Nelson and Krista Heavner Language and Literacy Workshops, NC DHH Consortium May 8-9, 2012

2. Introduction Moore, Nelson, and Quinlan, January 2011 Icebreaker Introduction of presenters and participants

3. Overview What do we hope to accomplish today? Moore, Nelson, and Quinlan, January 2011

4. Outline of WorkshopDay 1 Moore, Nelson, and Quinlan, January 2011 • Overview • Introductions • Outcomes • Terminology • Criteria • Evaluations • Why do we test? • What do we test? • What tests can we use? • How and why should we assess informally? • What do we do with the information from tests? • Long Term Goals • Question and Answer Session

5. Outline of WorkshopDay 2 Moore, Nelson, and Quinlan, January 2011 Welcome Classroom Modifications and Accommodations Roles of Educational Team Members Direct Services from the Teacher of the Deaf/Hard of Hearing Questions and Answers Scenarios with Sample Students Tricks of the Trade

6. Expected Workshop Outcomes Moore, Nelson, and Quinlan, January 2011 Participants will be able to… Explain concept of inclusive practices in relation to students who are deaf or hard of hearing (D/HH) and how terminology and practices have evolved over time Identify factors to consider when determining placements for students who are D/HH Select from appropriate classroom modifications and accommodations to maximize D/HH students’ ability to learn within the regular classroom environment Effectively collaborate with parents, other teachers, and support staff in meeting needs of students who are D/HH

7. Key Question of Workshop Moore, Nelson, and Quinlan, January 2011 • Are inclusive practices appropriate for individual students on my caseload who are D/HH? • What do I need to know to answer this question? • How do I get that information? • Once I have information, how do I use it to determine if inclusion is appropriate and to what degree?

8. Key Word of Workshop Moore, Nelson, and Quinlan, January 2011 PROACTIVE This means we… • Anticipate needs and potential concerns—teachers, students, parents, support staff • Address anticipated needs/concerns • Realize that for students— “An ounce of prevention…” • Realize that for staff/parents—helpful suggestions before becomes criticism after

9. Definitions of Relevant Terminology Moore, Nelson, and Quinlan, January 2011 • Mainstreaming • Selective placement of special education students in one or more "regular" education classes • Deaf/hard of hearing student must "earn" placement in regular classes • Traditional form of special education service delivery—special classes are default position • Inclusive Practices • Educating each child, to maximum extent appropriate, in school / classroom s/he would otherwise attend • Bringing support services to child, rather than moving child to services • Requires only that child will benefit from being in regular class • Newer form of education service delivery—regular class is default position Definitions edited from: Research Bulletin Number 11, 1993, Phi Delta Kappa Center for Evaluation, Development, and Research

10. Does Federal Law Require Inclusion? Moore, Nelson, and Quinlan, January 2011 • IDEA2004 (Individuals With Disabilities Education Act) • Requires that children with disabilities be educated in the “least restrictive environment” (LRE) appropriate to meet their unique needs • LRE analysis begins with regular education classroom placement consideration, but regular classroom placement is not appropriate for all • School districts are required to have a “continuum of placements” available, extending from regular education classrooms to residential settings, in order to accommodate various needs • Degree of “inclusion” will be driven by students’ needs as determined by IEP teams, not by districts’ convenience or parents’ wishes Source: http://www.weac.org/Issues_Advocacy/Resource_Pages_On_Issues_One/Special_Education/special_education_inclusion.aspx

11. Does Federal Law Require Inclusion? Moore, Nelson, and Quinlan, January 2011 • Section 504 of the Rehabilitation Act of 1973 • Requires that recipients of federal funds provide for education of handicapped persons with persons who are not handicapped to maximum extent appropriate to handicapped persons’ needs • Requires placement of handicapped children in regular educational environments unless education in regular environments with supplementary aides and services cannot be achieved satisfactorily • Because IDEA has expanded during reauthorizations in 1997 and 2004, Section 504 is less frequently used to obtain access to public education for students with disabilities Source: http://www.weac.org/Issues_Advocacy/Resource_Pages_On_Issues_One/Special_Education/special_education_inclusion.aspx

12. ELIGIBILITY What are the IDEA/NC EC Policy requirements for EC eligibility in the areas of Hearing Impairment or Deafness? Moore, Nelson, and Quinlan, January 2011

13. Deafness/Hearing Impairment: NC 3-Prong Criteria for Eligibility Moore, Nelson, and Quinlan, January 2011 Student has documented hearing loss Hearing loss has adverse effect on educational performance Hearing loss requires specially designed instruction

14. What is Documented Hearing Loss? Moore, Nelson, and Quinlan, January 2011 Any degree of reduction in ability to detect sound in form of pure tones or speech (determined by physician or audiologist) May be permanent or fluctuating May be unilateral or bilateral

15. What is Adverse Effect on Performance? Moore, Nelson, and Quinlan, January 2011 • Limitations in classroom communication • amplification maintenance and use • interpreter use • skills to maximize access to auditory information, including self advocacy skills • other functional communication skills • Speech and/or spoken or signed language delays • Written language and/or reading delays • Vocabulary delays • Any other measurable academic delays • Limitations in social functioning • Limitations in conceptual understanding NOTE inclusion of academic AND functional adverse affects.

16. What is Specially Designed Instruction? Moore, Nelson, and Quinlan, January 2011 • Instruction targeting— • How to maintain and use amplification appropriately —hearing aid/CI processor/FM system • Remediation of unique delays commonly associated with deafness or hearing loss in speech, language, literacy, and academic skills • Instruction fostering— • Social skills • Self advocacy skills • Study and organizational skills Continued…

17. Specially Designed Instructioncontinued… Moore, Nelson, and Quinlan, January 2011 • Instruction involving— • Use of American Sign Language or alternative or augmentative communication mode • Auditory-Verbal, aural/oral, or other specific therapies or approaches developed for D/HH children • Primarily visual methods of delivering information • Instruction to address— • transition issues • Interpreter/transliterator or spoken language facilitator use skills

18. Food for Thought… Moore, Nelson, and Quinlan, January 2011 “Any degree of hearing loss can be educationally handicapping for children. Even children with mild to moderate hearing losses can miss up to 50% of classroom discussions. Unmanaged hearing loss in children can affect their speech and language development, academic capabilities and educational development, and self-image and social/emotional development.” A. Gordon-Langbein

19. Assessment Why, what, and how do we assess deaf and hard of hearing students when determining placement? Moore, Nelson, and Quinlan, January 2011

20. Group Activity Moore, Nelson, and Quinlan, January 2011 • Brainstorm… • Why do we assess? • What are our long term goals for students? • How are these two questions related?

21. What Are Our Long Term Goals for DHH Students? Moore, Nelson, and Quinlan, January 2011 We want our students to… Be contributing members of society Achieve to their potential Attain age-appropriate levels of functioning and continuing age appropriate progress Achieve independence in communication Be weaned from services as appropriate

22. Evaluation What does it mean? -Set value on - View closely and critically Why is it critical? Moore, Nelson, and Quinlan, January 2011

23. Questions to ask yourself What needs to be evaluated? Why? What information is critical for the development of IEP goals and objectives, which are required by federal law to be based on the student’s present level of academic performance? How often? Should the same test instruments be consistently used each year? Should standardized achievement tests normed solely against a HI population be utilized? Why? Why not? Moore, Nelson, and Quinlan, January 2011

24. Agree or Disagree • In the “real world”, deaf persons’ achievement and performance should be evaluated against the same standards as everyone else in the general population. • Looking at HI norms alone not only conceals the true nature of the student’s achievement, but attempts to assert that poor achievement for any individual deaf student must be acceptable, because, in fact, it is the norm, and is expected. • Given the widespread nature of low academic achievement by deaf students, while understanding the I.Q. range within the population of deaf individuals is the same as that range of I.Q.’s within the general population, one cannot continue to blame an individual deaf child for a poor showing, but one must indict the system which created and perpetuates it. Educational Evaluation of Deaf Children, Celeste Johnson, M.A., QA III (MI)) Moore, Nelson, and Quinlan, January 2011

25. Why do we assess students? Moore, Nelson, and Quinlan, January 2011 Assessment is an information-gatheringprocessguided by questions that culminates in instructional decisions. Marzola, E. and Shepherd, M. “Assessment of Reading Difficulties.” in Multisensory Teaching of Basic Language Skills. Baltimore: Paul H. Brooks Publishing, 2005.

26. Potential Areas to Evaluate Cognition Language Vocabulary Speech Auditory Comprehension Reading Academics Functional Skills Let’s name a few examples…… Moore, Nelson, and Quinlan, January 2011

27. Cognitive Assessment Wechsler Preschool & Primary Scale of Intelligence (WPPSI-III) Wechsler Intelligence Scale for Children (WISC-IV) Comprehensive Test of Nonverbal Intelligence (CTONI) Central Institute for the Deaf Pres. Performance Scale Moore, Nelson, and Quinlan, January 2011

28. Language Assessment Moore, Nelson, and Quinlan, January 2011 Preschool Language Scale, Fifth Edition Clinical Evaluation of Language Fundamentals, Preschool-2 Clinical Evaluation of Language Fundamentals, Fourth Edition Oral and Written Language Scales (OWLS-2) Rhode Island Test of Language Structure (RITLS) CASLLS checklists

29. Vocabulary Assessment Peabody Picture Vocabulary Test, Fourth Edition Expressive Vocabulary Test, Second Edition Moore, Nelson, and Quinlan, January 2011

30. Speech Assessment Moore, Nelson, and Quinlan, January 2011 Goldman-Fristoe Test of Articulation, Second Edition Arizona Test of Articulation CASLLS speech checklist

31. Auditory Comprehension Assessment Test for Auditory Comprehension of Language, Third Edition Auditory Learning Guide (Beth Walker, 1995)… CASLLS checklist (Cottage Acquisition Scales for Listening, Language and Speech Moore, Nelson, and Quinlan, January 2011

32. Reading and Academic Assessment Moore, Nelson, and Quinlan, January 2011 Stanford Achievement Test K-12 Test of Early Reading Ability Test of Preschool Early Literacy Dynamic Indicators of Basic Early Literacy Skills Woodcock-Johnson Tests of Achievement, 3rd edition Phonological Awareness Test, 2nd Edition

33. Group Activity Moore, Nelson, and Quinlan, January 2011 • What is this test assessing? • Who is it appropriate for? • What potential limitations might this test have with a deaf or hard of hearing student? • Even if it has a potential limitation, why might it still be appropriate to use? • What information could you get from this test? • What information might you still need to fill in the gaps in your understanding of the child’s needs?

34. Quotes of the Day Moore, Nelson, and Quinlan, January 2011 “It is still the case that fifty percent of D/HH students graduate from secondary school with a fourth grade reading level or less” (Traxler, 2000) “and 30% leave school functionally illiterate” (Marschark, Lang & Albertini, 2002)

35. Informal Assessment—Yeah, but Why? Moore, Nelson, and Quinlan, January 2011 • Can give answers to assessment question(s) not answered through standardized assessment • Gives more than a number score • Helps target areas of specific need for instructional focus • Helps avoid problem of format-influenced performance • Allows assessment of functional areas where no formal assessments are available, such as… • Classroom communication skills • Self advocacy skills • Amplification maintenance and use skills • Social interaction and social communication • Study skills

36. Group Activity Moore, Nelson, and Quinlan, January 2011 Ways you do informal assessment…

37. Informal Assessment—How? Moore, Nelson, and Quinlan, January 2011 • Ways to gather data • Snapshot • Ongoing • Instruments to gather data • Periodic measurement of current IEP goals/ objectives • Item analysis of standardized test responses • Observation across settings—teacher interviews, record reviews, classroom observation—acoustics, classroom communication, amplification use, self advocacy, social interaction, etc. • Skill checklists • Informal inventories • Language sample analysis • Dynamic Assessment (diagnostic teaching)

38. Periodic IEP Goal Progress Checks—How? Moore, Nelson, and Quinlan, January 2011 Assess whether student has met criteria established in IEP goal(s) and objectives or benchmarks Maintain log of data collected on ongoing assessment of criteria—compare to previous measures of progress

39. Item Analysis of Standardized Tests—How? Moore, Nelson, and Quinlan, January 2011 • Look for patterns—correct and incorrect responses, test-taking strategies • Assess impact of test format on score • Focus on wrong answers • Are incorrect responses patterned or random? • Are incorrect responses grouped around specific reading skills? • Does pattern match previous test administrations?

40. Observation across Settings—How? Moore, Nelson, and Quinlan, January 2011 • Teacher interviews and student interviews • Record reviews • Classroom observation • Classroom acoustics, seating arrangement • Amplification use • Classroom communication • Does student respond to class directives without individual guidance? • Does student follow along and appropriately participate in discussion? • Self advocacy • Does student ask for clarification appropriately? • Social interaction • Study habits and skills • Response to instruction • Is instruction large group, small group, one-on-one, or a combination? • Where is student’s attention during instruction? • Does student responsiveness vary, depending on type of instruction? • Can student follow in his/her text and take his/her turn without guidance or losing place? See Handout on Observations

41. Informal Reading Inventories—How? Moore, Nelson, and Quinlan, January 2011 • Can use graded word lists to assess word reading ability • Can use collection of short passages of narrative text and expository text prepared with increasing levels of reading difficulty to assess… • Decoding skills through miscue analysis • Fluency skills through timed one minute reading • Comprehension skills through 5-7 comprehension questions for each passage—usually mix of vocabulary, factual/literal, and inferential questions

42. Language Sample Analysis—A Quick How-To Moore, Nelson, and Quinlan, January 2011 To gain conversational language snapshots, evaluators must… • Gather language samples, which… • Are segments of children’s expressive language representing linguistic ability • Should consist of around 100 utterances • Analyze language samples, which involves… • Calculating Mean Length of Utterance • Determining level of semantic and syntactic complexity, pragmatic skills, and vocabulary breadth/depth • Determining progress within developmental framework(s) see handout on Language Sample Analysis

43. Food for Thought… Moore, Nelson, and Quinlan, January 2011 “The fact that you can explain it does not justify it.” Eric Tridas “Deaf people can do anything, except hear.” I. King Jordan “Low expectations serve no purpose other than to limit the chance for success.  No one who has ever accomplished anything significant has had low expectations.  Goals will be reached only with high expectations.” Bryan Golden

44. What Do We Do With Information From Assessments? Moore, Nelson, and Quinlan, January 2011 • Create a Long-Range Plan! • Determine current levels of the student, compared to typically-developing peers • Determine how much time of DIRECT, EXPLICIT instruction the student will need • Remember: For every year of language delay, a student needs 1 hour per day to “catch up”. (So, if a child is 4 years behind, he/she will need 4 hours, DAILY, of DIRECT, EXPLICIT language instruction) • Develop a plan that closes the language gap • This may be longer than one year! • In some situations we may not be able to close the gap—what then? • Develop the IEP Annual Goals from that information • Re-visit the long-range plan annually, to make sure all goals are being met

45. Example of Long-Range Plan Moore, Nelson, and Quinlan, January 2011

46. So How Do I Know When I Am Finished with Service for DHH Students? Moore, Nelson, and Quinlan, January 2011 Student completes individual long range plan Student has age-appropriate communication, language, and academic skills Student demonstrates mastery of skills in “weaning checklist” of some kind

47. What Skills Should I Be Monitoring? Moore, Nelson, and Quinlan, January 2011 • Hearing loss awareness • Knowledge about and use of amplification and other access equipment • Auditory skill development • Language and literacy development • Academic achievement • Study and test-taking skills • Knowledge of disability laws and rights for transition • Self advocacy and maximization of access • Use of support staff services • Problem solving and social/emotional development see handout “Fostering Independence and Possible Exit”

48. Back to Our Key Question… Moore, Nelson, and Quinlan, January 2011 • Are inclusive practices appropriate for individual students on my caseload who are D/HH? • What do I need to know to answer this question? • How do I get that information? • Once I have information, how do I use it to determine if inclusion is appropriate and to what degree? WHAT ANSWERS DO YOU HAVE SO FAR?

49. Questions? Thoughts? Comments? END OF DAY 1

50. Inclusive Practices:The New Mainstreaming, Day 2 PowerPoint by Sharon Moore, Denise Nelson, and Aubrey Quinlan, 2010, rev. 2011 Presented by Denise Nelson and Krista Heavner Language and Literacy Workshops, NC DHH Consortium May 8-9, 2012