What INCLUSION should look like

1. Janin Brock & Becky Thompson Office of Special Education February 2012 What INCLUSION should look like! Give a few scenarios and ask if true inclusion based on the characteristics presented in this powerpoint.Give a few scenarios and ask if true inclusion based on the characteristics presented in this powerpoint.

2. A common expectation that ALL students can achieve�.That�s why we�ve raised the bar�� For too long we have expected less. A vision of �Helping teachers teach and children learn��..high visibility of SDOE. High expectations in LEAs school improvement plans and scopes of work. Positive approach to �problem areas� (e.g. Closing the Gap, SWPBS, High Priority Schools). Tennessee Department of Education promotes the following:

3. What is Inclusion? Is a term which expresses commitment to educate each child in the school they would normally attend in the general education classroom. It involves bringing support services to child rather than removing them from the general education class LRE makes this more specific. Inclusion

4. According to federal regulation�..The least restrictive environment or LRE as it is more commonly referred to means: 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 non-disabled and special classes, separate schooling, or other removal of children with disabilities from the regular education environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aides and services cannot be achieved satisfactorily. **** This definition plays a major role in determining how often a student with disabilities is included in the general education curriculum. It MUST be reviewed for every student when making placement decisions. Least Restrictive Environment

5. Education provided in general ed setting. Involves bringing support services to the child (rather than moving the child to the services). Support provided by Sped teacher/teacher assistant/paraprofessional. Inclusion

6. Gen ed and sped teachers need to establish a rapport; Establish a comfortable relationship; Discuss teaching styles; How does each teacher manage behavior?; Gen ed teacher is a part of the IEP process for the students that he/she serves; Sped teacher is an important co-teacher not a para professional or behavior monitor. Inclusion & Classroom Professionals Important slide/ Q&A at this point.Important slide/ Q&A at this point.

7. Allows observers to see all students as the same. Students are not grouped by ability�just working at different levels. In most cases, it will be impossible to know who has an IEP and who doesn�t. Largely student-centered and active. More than one teacher in the classroom.......could be a paraprofessional. All students engaged in active, cooperative learning activities. What Inclusion looks like in the practical sense����.

8. In some schools there may be only one sped teacher and so doing inclusion for all grades may be impossible, but you can look at each student on an individual basis and determine which students it is appropriate for. Some systems have analyzed data and found that the schools in their systems that are having the best test results are the schools that are using a combination of inclusion with pull out to address the deficit skills. For example: the students attend inclusion and are getting the general ed. Curriculum. Each week they are assessed. The areas they are deficit in are targeted in 30 minutes a day pull-out sessions in the resource classroom. General ed. Students deficit skills are targeted in after school tutoring programs offered 1.5 hours per day twice a week.In some schools there may be only one sped teacher and so doing inclusion for all grades may be impossible, but you can look at each student on an individual basis and determine which students it is appropriate for. Some systems have analyzed data and found that the schools in their systems that are having the best test results are the schools that are using a combination of inclusion with pull out to address the deficit skills. For example: the students attend inclusion and are getting the general ed. Curriculum. Each week they are assessed. The areas they are deficit in are targeted in 30 minutes a day pull-out sessions in the resource classroom. General ed. Students deficit skills are targeted in after school tutoring programs offered 1.5 hours per day twice a week.

12. Explain last bullet: good example would be 30% sped.Explain last bullet: good example would be 30% sped.

13. Explain non-stigmatizing.Explain non-stigmatizing.

18. Students w/disabilities generate textbook funds and so each student w/disabilities should have a textbook provided by general ed. Special ed. Should only be supplying the supplemental textbooks.Students w/disabilities generate textbook funds and so each student w/disabilities should have a textbook provided by general ed. Special ed. Should only be supplying the supplemental textbooks.

22. Planning toward Bloom�s Taxonomy higher levels. Relating how all of this ties into the TEAM process with differentiated instruction and higher level thinking skills.Planning toward Bloom�s Taxonomy higher levels. Relating how all of this ties into the TEAM process with differentiated instruction and higher level thinking skills.

23. Freed up time: visitor�s time; grandparent�s time; visiting artist time; Teacher incentive time Freed up time: visitor�s time; grandparent�s time; visiting artist time; Teacher incentive time