Northeast Regional Education Cooperative

1. Northeast Regional Education Cooperative Lisa Burciaga Segura www.lisabsegura@hotmail.com Ph.: 454-1472/FAX: 454-1473 www.rec4.com

2. Least Restrictive Environment Federal Register/Vol. 64, No. 48/Friday, March 12, 1999/Rules and Regulations www.ed.gov/offices/OSERS/IDEA/regs.html

3. Each Public Agency Shall Ensure: 1. That 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

4. 2. That special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in classes with the use of supplementary aids and services cannot be achieved satisfactorily.

5. *A child with a disabilitymust not be removed from education in age-appropriate regular classroom solely because of needed modifications in the general classroom.

6. How Is New Mexico Doing With LRE? New Mexico…DEAD LAST!! NM actually ranks 2nd to last, next to our nations capitol, Washington, D.C.

7. “We’ve got to bring this bar DOWN” OUR PROBLEM • New Mexico educates more students with disabilities in segregated settings 60% or more of the day than any other state or territory. Data: U.S. Dept. of Ed., OSEP, August 30, 2001

8. Insert data slides for particular school district

9. How Will Professional Roles Change?? 1. They must first evolve to meet the requirements of the law (IDEA).

10. 2.The traditional ways of educating students must evolve to meet the needs of students in schools today… It’s really all about: Good Teaching!

11. “Our task is to provide an education for the kinds of kids we have, not the kinds of kids we used to have, want to have, or the kids that exist in our dreams.” K.P. Gerlach

12. Traditional Provides instruction to students eligible for services in resource rooms, special classes, and special schools. Redefined Collaborates with general educators and other support personnel to meet the needs of ALL learners. Team teaches with regular educators in general education classes. Recruits and trains students to be tutors and social supports for one another. LRE Role RedefinitionThe Special Educator

13. Traditional Refers students who do not “fit” into the traditional program for diagnosis, remediation, and possible removal. Teaches children who “fit” within the standard curriculum. Redefined Shares responsibility with special educators and other support personnel for teaching ALL children in the classroom. Seeks support of special educators and other support personnel for students experiencing difficulty in learning. Collaboratively plans and reaches with other members of the staff and community to meet the needs of all learners. Recruits and trains students to be tutors and supports for one another. The General Educator

14. Traditional Works in segregated programs. If working in general education classrooms, stays in close proximity to and works only with student(s) eligible for special services Redefined Provides services to a variety of students in general education settings. Facilitates natural peer supports within the general education settings. The Educational Assistant

15. Traditional Primarily works and competes with other students for “best” performance. Acts as a passive recipient of learning. Redefined Often works with other students in cooperative learning arrangements. Actively involved in instruction, advocacy, and decision-making for self and others. The Student

16. Traditional Manages the general education program. Gives responsibility for special programs to special education administrators, even though special programs are “housed” within the general education facilities Redefined Manages educational programs for ALL students. Articulates the vision and provides emotional support to staff as they experience the “change” process. Participates as a member of collaborative problem-solving teams that invent solutions to barriers inhibiting the successful inclusion and education of any child. Secures resources to enable staff to meet the needs of all children. The Administrator

17. How Can This Be Done?? • With “Highly Qualified” Teachers (NCLB) • By end of 2005-2006, all teachers must meet the legal definition of “highly qualified”. • By Staff Working/Planning Collaboratively • Both general and special education staff are responsible for implementing IEP goals. • Be guided by the IEP! • Know Your Students’ Learning Styles and Your Teaching Style! • By Teachers Knowing How to Accommodate and Modify the Curriculum to Enable ALL Students to Succeed Within It! • By re-examining the traditional roles of educators, administrators, support staff, paraprofessionals, and students. • Utilize Your REC! KEEP YOUR EYE ON THE BALL!

18. The Logical Solution? The Differentiation of Instruction! To Create Genuinely Challenging and Engaging Learning For ALL Students?

19. What Is Differentiated Instruction? Essentially, the aim of differentiating instruction is: • to maximize each student's growth by meeting each student where he or she is and helping the student to progress. In practice, it involves: • offering several different learning experiences in response to students' varied needs.

20. The Main Idea/Goal: To educate children with disabilities in an environment that is as close as possible to that in which they would be educated if they were not disabled.(unless the IEP requires another arrangement)

21. Q & A

22. Northeast Regional Education Cooperative Lisa Burciaga Segura www.lisabsegura@hotmail.com Ph.: 454-1472/FAX: 454-1473 www.rec4.com