Essential Questions Chapter 3

1. Essential QuestionsChapter 3 • Is inclusion the answer? • How might I collaborate with others to meet the needs of an learner who exhibits characteristics of exceptionality? • What are my strengths/needs as a communicator?

2. Big IdeasChapter 3 Inclusion What is it? Is it always the LRE? Evidence-Based Practices in Inclusive Schools What works? **Evidence-Based Models for Preschool Children with Disabilities; What works? **Evidence-Based Practices in Inclusive Elementary Schools What works?

3. Chapter 3 Buzzwords inclusion (inclusive education) full/partial inclusion formal supports natural supports

4. CASE STUDY Jerald Text pg., 43 • Issues for consideration; Rank them. • Other suggestions? • Decision? What is the most appropriate placement for Jerald? Why?

5. Chapter Three Inclusion and Multidisciplinary Collaboration in the Early Childhood and Elementary School Years

6. Prepare to View:Rebecca and Ben Create a Graphic Organizer/Chart • Three Columns:: Characteristics-Challenges Collaborators Strategies • Rows: : Rebecca, Ben

7. inclusive education students with disabilities receive services and supports appropriate to their individual needs within the general education setting Text, pg. 52

8. inclusion full inclusion a student with disabilities receives all instruction in a general ed setting services and supports come to the student (“push-in”) partial inclusion a student with disabilities receives some instruction in general ed setting and but goes to another instructional setting when needed (“pull-out”) Text, pg. 52

9. PROS and CONS Is inclusion the answer? Suggested Read: “Debate Forum” Text, pgs. 54-55 Is inclusion the LRE?

10. Any new ideas about Jared’s placement?

11. Five Characteristics of Evidence-Based* Inclusive Schools ( text pages 53-56)

12. The Characters

13. Text, pg. 53 1) Diversity, Acceptance, and Belonging Advantages? Disadvantages? For whom?

14. Text, pg. 53 2) Formal and Natural Supports Formal: public school provides-professionals and appropriate materials Natural: family and friends Advantages? Disadvantages? For whom?

15. Text, pgs. 55-56 3) Age-Appropriate Classroomsin a Neighborhood School Advantages? Disadvantages? For whom?

16. Text, pg. 56 4) Access to General Education Advantages? Disadvantages? For whom?

17. Text, pg. 56 5) School-Wide Instructional Support Advantages? Disadvantages? For whom?

18. Share the Responsibilities: COLLABORATE • Parents (natural supports) • Professionals(formal supports) educators, health care providers, psychological and social services • Multidisciplinary School-wide Assistance Teams(formal supports) • Peers of Students with Disabilities (natural supports)

19. EXIT TICKET Reflect on This Text, pg. 58

21. Chapter 3 Buzzwords transition response to intervention (RTI) universal design differentiated instruction assistive technology (AT) curriculum-based measurement

22. Early Intervention “The first years of life are critical to the overall development of children, including those at risk for disabilities.” - Text Authors, Hardman, et al IDEA Part C (1997) Early intervention programs for infants and toddlers (birth to age 2)

23. Early Intervention • Reduce long-term effects • Counteract negative impact waiting to address the need might have Text, pg. 60

24. Early InterventionIDEA Part C, 2004 • Infants and toddlers (under age 3) • Because of developmental delay (DD) in one or more of the areas of …cognitive development, …physical development, …communication development, …social or emotional development, and …adaptive development OR • A diagnosis of a physical or mental condition that has a high probability of resulting in a developmental delay

25. Individualized Family Service Plan (IFSP) Components much like an IEP, but attention is given to all family members Reviewed at least annually with progress report every six months

26. Evidence-Based Early Intervention 1) Delivery of Services/Supports: Hospital Center-based Family-based Combination • Focus of Effective Service/Supports: Individualized (based on need) Intensive (frequency/time) Comprehensive (multidisciplinary team)

27. Referral-Assessment-IEP • Referrals- parent, physician, health or social service agency, child care providers; Child-Find System • Multidisciplinary Assessment- eligible if developmental delay is evident and special ed/related service are needed • IEP

28. Individualized Educational Programfor Preschool-Age Child • Plan to develop skills needed to assist children in adapting to and participating in a variety of environmental settings including home, neighborhood, and school; “adaptive fit” • Skills to be taught are identified by way of functional assessment • Professional and parent work together to develop the plan

29. What works? 1)Developmentally Appropriate Practices 2) Age-Appropriate Placement 3) Teaching Functional Skills/Adaptive Fit 4) Inclusive Classrooms for Pre-School

30. TRANSITION Early childhood programs for children with disabilities help them prepare for success in family, school*, and neighborhood environments. *The goal of these programs is to support children as they prepare to meet the expectations of general education curriculum.

31. “The Study of Personal Needs in Special Education (SPeNSE, 2006) reported that 95% of all general education teachers are currently working directly with students with disabilities in their classrooms,with an average caseload of 3.5 students.” text, page 70

32. Gen Ed/SPED Partnership General Ed Teacher Special Ed Teacher Collaborate: Share information from assessments/IEP, determine accommodations and develop adaptations; Teach Consultant: Resource for teachers and parents Coordinator • Who needs more support in order to succeed? • What are the student’s strengths and limitations? How do these affect his/her learning? • What supports are needed? • Are parents informed?

33. Evidence-Based Practices in Inclusive Elementary School Programs (pages 72-78)

34. Individualization Intensive Instruction “Education for All” Approach

35. Response to Intervention(RTI)

36. Universal Design “….common (universal) approaches… intended to meet the needs of all students… without adaptation or modification.” - Text, pg. 75

37. Adaptive Instruction Modify/Adjust the method of instruction, the materials used, and/or the learning environment to meet the unique needs of a learner. Consider…student’s ability and the difficulty of the task…adjust…in an environment where intensive instruction can take place

38. Differentiated Instruction -same curriculum objectives for all students- Flexibility… -In content…depth of knowledge may vary -In process…instructional approaches adapted to fit individual needs/functioning level -In assessment…methods vary Student choice may influence the process and assessment selection. Text, ps. 76-78

39. Assistive Technology (AT) technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible Text, pg. 78

40. Curriculum-Based Assessment/MeasurementText, pg. 79 • Curriculum-based assessment (CBA) Evaluates student performance as it relates to school curriculum • Curriculum-based measurement (CBM) Frequent, direct measurements of critical school behaviors which could include timed (1-5 minute) tests of performance

41. Video Visit to Mrs. Cebula’s Inclusive Classroom Prepare to View: What considerations were given in planning the cooperative learning project that utilized the collaborating personnel's strengths?