SPECIAL EDUCATION IN INCLUSIVE SCHOOLS

1. SPECIAL EDUCATION IN INCLUSIVE SCHOOLS O’NEILL

2. WHAT IS INCLUSION? • Bringing special services into the general ed classroom to allow students with disabilities to be members of the same community as their peers • A set of services and supports, not a place • Provides opportunities for encouraging an appreciation of diversity among all students & teachers • Not required by law, but way to meet LRE

3. Least Restrictive Environment (LRE) • Students are best served in settings most like those of non-disabled peers, where they can learn • Ideally, students will move to less & less restrictive environments • Continuum of services available: from most to least restrictive • General education classroom being least restrictive

4. RELATED SERVICES • Services provided to help child succeed • Speech & Language Therapy • Psychological/Counseling services • Physical and/or Occupational Therapy • Transportation • Mobility Services • Social skills • Recreation Services • Individual Aide

5. WHO ARE INCLUDED? • Any child with a disability may be included • Occur most frequently: • Learning disabilities: reading, math, writing • Behavioral disorders • Mild mental retardation/cognitive impairments • May include students with ADHD • May include students with Asperger’s Syndrome or Autism Spectrum Disorder

6. IEP ENSURES DELIVERY OF SERVICES • Developed & implemented by Multidisciplinary team which includes: • 1 person from school who can link evaluation to IEP • 1 general ed teacher • 1 special ed teacher • 1 rep from district knowledgeable about SPED& gen. Ed curriculum & school resources • Student’s parents or guardian • Person to interpret evaluation results • Others- related services • Student, if appropriate

7. IEP MUST INCLUDE • PLEP –statement of present levels of educational performance • Goals & Objectives • Statement of Special Ed. & related services & supplementary aides & services • Statement of program modifications or supports to help child advance & be involved in gen. Ed. Curriculum or extra curricular act. • Explanation of extent to which child will not participate with nondisabled peers in reg. Ed class • Statement of participation in state or district assessments & modifications

8. IEP CONTINUED • Projected date for beginning of services & anticipated frequency, location & duration of services • Statement of how child’s progress toward goals will be measured & how child’s parents will be informed at least as often as peer’s. • Statement of needed transition services- no later than 16, beginning at 14 or younger • Eligibility for Special Ed statement • Rational for classification • www.state.nj.us/education/specialed/form

9. ROLE OF THE SPECIAL ED TEACHER • Primarily, to address the individual learning needs of students experiencing difficulties • Facilitate students’ success in being a member of general ed setting, socially & academically • Must balance subject support with skill development • Assist classroom teacher in implementing adaptations to enable students’ success • Serve as a resource to gen.ed. Teacher • Supervise papaprofessionals • Facilitate communication with parents • Monitor & report student progress • Maintain parent contact • Meet regularly with gen.ed. teacher

10. RESPONSIBILITIES OF CLASSROOM TEACHERS • Help to develop goals & objectives • Obtain IEP from Special Services • Be aware of the law • Be aware of & use resources • Help students fulfill goals & objectives of IEP • Work with Special Ed. Teacher – Co-teach • Attend meetings • Examine IEPs quarterly & monitor progress • Keep folders of work samples to document progress • Maintain parent contact • Meet regularly with Special Ed. teacher

11. 3 PERSPECTIVES ON INCLUSION • Educational: Facilitating Student Learning • In general ed class, students learn from teachers, activities, and other students • Students develop language skills, social skills, & general knowledge of world around them • When students are removed from general ed class, they miss out on richness of learning • Full inclusion is option: all services are brought to child in gen. Ed. Classroom – never removed • Moderate inclusion: “how” more important than “where” –may need small group instruction in quiet place • Must provide appropriate supports & adaptations for success

12. 3 PERSPECTIVES, CONTINUED • Social: Inclusion as a Process • Many students have social difficulties with peer acceptance, self-concept, social skills • Often seen as primary reason for inclusion • Allows students to develop skills to build friendships & learn to function in society • Allows gen. Ed. Students to accept & include • Doesn’t just happen :language interferes; teachers must facilitate & use direct instruction

13. 3 PERSPECTIVES, CONTINUED • Legal foundations for Inclusive Practices • 1977 Education for All Handicapped Children Act - - students placed in Least Restrictive Environment (LRE) • 1997 IDEA strengthened legal basis for inclusive education • Court challenges helped shape LRE • Recent amendment states “to the maximum extent appropriate, students with disabilities are to be educated with non-disabled peers”. • Must explicitly state the services needed to facilitate child’s involvement in & progress in general ed. Curriculum and in nonacademic activities alongside peers

14. ESSENTIAL ELEMENTS OF INCLUSIVE SCHOOLS • Inclusive School Climate: • collaboration; • schools as community; • appreciation for diversity • Shared Effort & Commitment: • school structure; • administrative support; • range of services; • professional development; • parent/community involvement • Supportive Classrooms: • community of learners; • high expectations; • high levels of communication

15. ESSENTIAL ELEMENTS, CONTINUED • Inclusive Instructional Programs: • Comprehensive • Balanced • Access to core curriculum • Differentiated Instruction/UDL • Ongoing assessment & monitoring • Multi-level practices • Accomodations • Flexible grouping practices/eclectic approach • Intensive instruction as needed • Clearly defined roles for teachers

16. ESSENTIAL ELEMENTS, CONTINUED • Student Engagement: • Recognition of students’ strengths & needs: know your students • Stimulating environment: active learners • Organized structure: well managed