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Lesson Objective: (This activity is not designed to give a quick answer.)

Lesson Objective: (This activity is not designed to give a quick answer.). RGHS. To help teachers understand:  What inclusion really means What inclusion looks like What a Least Restrictive Environment is W hy every student deserves it  Ho w we can help students reach their

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Lesson Objective: (This activity is not designed to give a quick answer.)

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  1. Lesson Objective:(This activity is not designed to give a quick answer.) RGHS • To help teachers understand: •  What inclusion really means • What inclusion looks like • What a Least Restrictive Environment is • Why every student deserves it How we can help students reach their potential.

  2. Special Education Statistics(These are only approximate figures 2008/09) RGHS 344 Total number of students in Special Education. 224 Number of students in “cross-categorical.” Predominant eligibility is Learning Disabled. 33 Number of students in CRL (Community Referenced Learning). Predominant eligibility is Mental Retardation.

  3. RGHS Special Education Statistics 34Number of students in ISP (Intensive Support Program). Eligibility(ies) are usually multiple (e.g. mental retardation, visual impairment, communication disorder, autism). 11 Number of students in ED (Emotionally Disturbed) classrooms. 50 Number of students in Gifted program.

  4. Inclusion:Step 1 5 Minutes RGHS “Quelling Our Fears/Concerns” Please collaboratively discuss and write down your assumptions and fears/concerns about inclusion and its practices.

  5. Step 2 Next RGHS

  6. RGHS Inclusion: Step 2 5-10 Minutes Please refer to the definitions in your binders. Several terms are defined, such as: Inclusion, LRE (meaning, background and legislation), etc.

  7. Inclusion* -- Inclusion is a term which expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend. It involves bringing the support services to the child (rather than moving the child to the services) and requires only that the child will benefit from being in the class (rather than having to keep up with the other students). * Although often used interchangeably, inclusion should not be confused with the terms mainstreaming and full inclusion. RGHS

  8. LRE(Least Restrictive Environment)-The idea that a student with a disability should have the opportunity to be educated with their non-disabled peers to the greatest extent possible. RGHS

  9. Inclusion and the LawIDEA (Individuals with Disabilities Education Act) ---Federal law governing educational practices for students with disabilities:Originally enacted in 1975, as Public Law(PL) 94-142, largely as a result of the Civil Rights Movement. REMEMBER--IDEA Does not state inclusion, but does require that an effort be made to place students with disabilities with their non-disabled peers to the most appropriate extent possible. RGHS

  10.  Placement decisions for students with disabilities must consider full inclusion as a starting point and give an explanation if the IEP team decides that the student cannot be fully included.IDEA requires: That a student’s level of inclusion be driven by the student’s needs as determined by the IEP team and not solely by the district’s convenience or parents’ wishes. RGHS Inclusion and the Law (Con’t)

  11. IDEA requires: That Regular Education Teachers be a member of the IEP teams and that the modifications developed by the IEP team will be implemented. RGHS Inclusion and the Law (Con’t)

  12. Step 3 Next RGHS

  13. Inclusion:Step 3 5 MinutesRead the following page entitled “Inclusion Has Gone Too Far,” and fill out the first half of the survey.Group discussion is encouraged. RGHS

  14. Step 3 (Con’t) 5 MinutesRead the following page entitled “Inclusion is the Answer.” Group Discussion is encouraged. RGHS

  15. Step 4 Next RGHS

  16. Objective—experience how the LRE decision is made for individual students.Leading a mock IEP;Role play — parent, regular education teacher, special education teacher, student, administrator, and/or an IEP specialist. RGHS Inclusion:Step 4 15 Minutes

  17. This mock IEP should teach us about the IEP meeting, so that each teacher can: Better understand why students are placed in their classes,  Use their knowledge of students, along with this Modification page, and Develop strategies to best help their students. RGHS

  18. RGHS Step 5 Report back on:  Student’s eligibility(ies) Brief description of the student Completed LRE decision

  19. Step 6 Next RGHS

  20. InclusionStep 6 10 Minutes Bringing Everything Together: Participants, as a group, will complete a modification handout for their student. RGHS

  21. Five minutes to work in your groups. Five minutes to give answers to the whole group.The result is one big modification suggestion sheet for teachers. At a later time, we’d like to get your ideas on what you have already done with your inclusion students. RGHS Step 6 (Con’t) 10 Minutes

  22. Step 7 NextReturn to… “Quelling Our Fears/Concerns About Inclusion” table and fill out the next column. RGHS

  23. Inclusion:Step 7 5 MinutesReflect on our fears/concerns and assumptions and determine if they were quelled or supported. RGHS

  24. Step 8 Next RGHS

  25. Inclusion: Q & A Session RGHS

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