Inclusive Education CAC Presentation Gayle Patterson North Coastal Consortium for Special Education

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Inclusive EducationCAC PresentationGayl
e PattersonNorth Coastal Consortium for Special
Education
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Least Restrictive Environment IDEA

• To the maximum extent appropriate, children with
  disabilities, are educated with children who are
  not disabled.
• Removal of children with disabilities from the
  regular educational environment occurs only when
  the nature and severity of the disability of a
  child is such that education in regular classes
  with the use of supplementary aides and services
  cannot be achieved satisfactorily.

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NCCSE DEFINITION OF INCLUSION

• Students assigned to , and fully participate in,
  grade appropriate general education classrooms in
  their neighborhood school with support from
  special education. These students are considered
  members of that specific classroom however, it
  does not mean experiences must be confined to
  that particular classroom. At times it may mean
  learning takes place in other areas at the school
  site or community.

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NCCSE Definition ofMainstreaming

• Refers to a practice whereby students assigned to
  a special education classroom participate in
  specific activities/lessons within the general
  education classroom. The students are members of
  the special education classroom.

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Its About Belonging

• "People do their best work when they are in
  environments where they feel valued and where
  they feel they belong."
• Norman Kunc

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Underlying Principles

• Partial Participation a child can benefit from
  participating in an activity, even if she or he
  can not participate to the same extent as other
  children
• Normalization children with disabilities should
  have experiences as close as possible to those
  that typical children are given

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Underlying Principles

• Interdependence Students are encouraged to
  utilize their peers for help at appropriate
  times, rather than develop overdependence on
  adults
• Individuality Inclusion must be based on the
  needs of each individual

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FAMILY PERSPECTIVESurvey

• Special ed setting offers
• Safe place for child
• More teacher time/attention
• More time focus on academic instruction
• Trained teacher for the entire day

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Family PerspectiveSurvey

• Inclusive setting offers
• Teachers focus on being a child, not the
  disability
• Child motivated by peers
• Child learns social language skills from same
  age role models
• Children without disabilities learn acceptance of
  people with disabilities

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Indicators of an Inclusive School

• School Wide Indicators
• School office staff are aware of special ed staff
  names, class etc.
• Special ed teacher mailboxes are located
  alphabetically with all other teacher mailboxes
• Special ed students attend all assemblies
  (receiving awards), media lab, field trips etc.
• Special ed teachers receive same notices all
  other classes

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Indicators of an Inclusive School

• School Wide Indicators
• Families are invited to all school events i.e.
  PTA, assemblies etc.
• Peer buddy and tutor programs are in place
• Social interaction is facilitated at lunch,
  recess and in the mainstream
• Special ed classrooms are located in grade
  appropriate wings of the school
• Ability awareness is conducted

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An Inclusive School

• Staff Indicators
• All staff model age appropriate respectful and
  supportive interaction with all students
• All staff models high expectations for all
  students
• Special ed teachers attend grade level
  meetings/departments
• Special ed teachers are assigned staff duties as
  all other staff
• There is planned collaboration time between
  general and special ed

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An Inclusive School

• Classroom Indicators
• All classrooms appear age appropriate
• Students who are mainstreamed have a desk and
  cubby in the mainstream room
• Posted student work includes that of mainstreamed
  students
• If an aide is supporting a mainstreamed student
  they also support general ed students as
  appropriate

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Goals Within the General Ed Classroom

• Social Competencies
• Social skill development and interaction
• Communication
• Age appropriate norms
• Student skills and behaviors
• Classroom Routines
• Response to natural cues
• Independence
• Responsibility
• Problem solving

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Goals Within the General Ed Classroom (cont.)

• Special Interests
• Hobbies
• Subjects of interest
• Vocational interests
• IEP Goals and Objectives
• Skill acquisition in natural environments
• Skill acquisition in the nondisabled world

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Goals Within the General Ed Classroom (cont.)

• Core Curriculum
• Overall enhancement of academic achievement
• Exposure to core curriculum per IDEA

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Maximizing General Ed Opportunities for
Individual Students

• Ability Awareness is conducted
• Special ed teacher is familiar with general ed
  classrooms
• General ed opportunities are considered for each
  student
• IEP meeting is held and individualized gen ed
  opportunities and modifications are documented in
  the IEP

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Maximizing General Ed Opportunities for
Individual Students

• Special ed and gen ed teacher meet to determine
  daily schedule, review student needs and
  strengths
• Special ed teacher conducts an ecological
  inventory
• Special ed teacher monitors gen ed participation
  and modifies as needed
• Special ed and gen ed meet to update progress

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Deciding on Supports

• Natural supports
• Supports that are already available in the
  general ed classroom, i.e., peers, parents etc.
• Supplemental Supports
• DIS personnel
• Built into the schedule
• Benefit all students

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Deciding on Supports

• Intermittent Support
• Drop in check ups
• Responding to situations that suddenly arise
• Designated person on-call
• Peer Supports
• Provide academic and/or social support
• Receive training
• Same age or cross age

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Deciding on Supports

• Scheduled support
• Based on an analysis of student need
• Allows special educator to team teach or teach
  small groups
• Allow for flexibility, schedule when necessary
• Full time support
• Paraprofessional support not the same para
  for the entire day

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Least Restrictive Environment Its Individual for
Each Child

• To the maximum extent appropriate, children with
  disabilities, are educated with children who are
  not disabled.
• Removal of children with disabilities from the
  regular educational environment occurs only when
  the nature and severity of the disability of a
  child is such that education in regular classes
  with the use of supplementary aides and services
  cannot be achieved satisfactorily.

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Its About Belonging

• "People do their best work when they are in
  environments where they feel valued and where
  they feel they belong."
• Norman Kunc