Implementing Inclusion: Effective Practices for Collaboration in Rural School Districts

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Implementing InclusionEffective Practices for
Collaboration in Rural School Districts

• By Terry Parmer

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Survey
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Rationale for presentation

• To present research-based methods to inform
  administrators and teachers how to implement
  inclusive practices to meet everyones needs.

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IDEA

• PL 94-142 guarantees a free and public education
  to every school ages handicapped child beginning
  with age 5. The education must be suitable to the
  students individual needs.

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IDEA

• LRE- Least restrictive environment
• The child is to receive their education along
  with other students that are not handicapped in a
  regular education setting. Children should be
  educated to the greatest extent possible with
  their non-handicapped peers. This involves the
  least segregated and the most appropriate
  environment for the child.

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Special Education Terms

• A child with a disability is categorized by IDEA
  in one of the following
• Autism Multiple Disabilities
• Deafness Orthopedic Impairment
• Deaf-Blindness Other Health Impair.
• Emotional Disturbance Specific Learn. Dis.
• Hearing Impaired Speech or Language
• Mental Retardation Traumatic Brain Injury
• Visual Impairment

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What is inclusion?

• Inclusion has different meanings for different
  schools.
• Inclusion is not mainstreaming.
• Inclusion allows the exceptional student access
  to the general education curriculum within the
  students least restrictive environment.

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What is the goal of inclusion?

• For students to become a self-determined,
  independent learner by identifying and using
  resources that meet the learners
  needs.(Mills,2003)
• To develop social, emotional, transitional and
  academic growth of every student.
• To develop commitment to serve all students in
  the general education with their peers where
  appropriate support services are provided to help
  all students succeed.

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Questions about Implementation

• What will inclusion look like in my school?
• What are administrative concerns?
• What are teacher concerns?
• How can differentiation at the classroom level
  assist in addressing student strengths and
  weaknesses?

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What will inclusion look like?

• Inclusion should be defined by the administrators
  of the school.
• Administrators should communicate with staff as
  to the expectations for inclusive practices.
• Administrators should realize that this is not an
  easy process and that most teachers in rural
  districts are against having to teach in an
  inclusive classroom.

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Inclusion can be defined as

• All students
• Special Assistance as needed.
• Different Expectations for Individuals.
• Appropriate class size
• Team approach
• Resources and supports
• Peer support
• Continuing professional development.(Colling,2003)

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Inclusion should not be defined as

• Placement by category
• once in the resource room always in the resource
  room.
• All Special Ed students in one class.
• Expecting all students to achieve the same way.
• Same standard curriculum.

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Inclusion should not be

• 30 students of differing abilities to one teacher
  meeting all needs.
• Lacking services and materials.
• Unprepared teachers responsible for all.

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Administrative role

• Provide teachers with proper training to meet the
  needs of all students.
• Provide team building and coaching on a regular
  basis.
• Understand that developing inclusive classrooms
  takes time for teachers and students.
• Reduce class sizes so that teachers can be more
  effective. (Inclusive practices are overwhelming
  without teaching 30 students at a time.)

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More administrative roles

• Remember that 50 of first year teachers will not
  teach their second year. (Walbreck et.al.,2003)
• Begin the process with teachers who feel that
  inclusion will work.
• Realize that all students may not reach all
  curriculum goals at first but that improvement
  will occur over time.

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Recommendations for administrators

• Implementing these inclusion strategies could
  help effectiveness
• 1.Evaluate the current situation of your
  school.(see enclosed survey)
• 2.Develop a collaboration strategy.
• 3.Design a plan for change.
• 4.Evaluate the plan.
• 5.Sum-up outcomes (What works? What doesnt?)
• 6. Communicate the plan with teachers, staff,
  caregivers and students. (Baglieri Knopf,2004).

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Useful professional training administrators can
provide

• Reading across the curriculum
• Writing across the curriculum
• Implementing student mentoring
• Implementing teacher study groups where
  instructional strategies are presented and
  teachers share successful strategies and success
  stories.

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More professional development

• Working with student aggression and disturbed
  behavior in the classroom and hallways.
• Recognizing, understanding and helping students
  who have substance abuse issues.
• Developing transition plans for students.

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More professional development

• Training in developing reading, writing, and math
  skills across the curriculum.
• Establishing access to enroll in the local
  universitys Exceptional Children Education
  Courses.

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Teacher Considerations

• In many of the studies of rural school districts,
  teachers felt that inclusion would not work.
• Teachers should consider that administrators are
  also overwhelmed with the process, short on time,
  and trying to maintain an excellent staff.
• Inclusion is a team effort.
• Inclusion develops effectiveness over time.

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Teacher worries

• Lawsuits
• Larger work load that includes additional
  paperwork.
• Behavioral issues.
• Stalling on curriculum to allow the slower
  students to get it.
• Disciplinary action if all students do not meet
  goals.
• Facilities may be inadequate for students who
  have a physical disability.
• Administrators are out of touch and do not
  understand the implications of their decisions.
• Evaluation of students
• Unable to give support for students even with
  their best efforts.
• Inclusion is a way to cut funding by not having
  to pay teachers whose specialty is to deal with
  the exceptionalities of certain students.

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Teachers and Parents

• Parents see success as good grades.
• Parents may hesitate to integrate their children
  on the basis that their child may get lost in the
  shuffle.
• Parents may fear the teachers are not qualified
  to teach their children.
• Parents may not consider the emotional, social,
  academic or transitional advantages of the
  inclusive setting.
• Teachers should be the advocate for the student.

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What inclusion looks like

• Students are working to gain access to the
  general education curriculum.
• Students may need different supports to
  accomplish successful inclusion.
• Differentiation can and should be implemented for
  all students.
• Content is taught for differences in learning
  styles, learning rates, and individual
  capabilities without a common goal. (Mills,2003)

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Welcoming students to inclusion

• Students with disabilities who are welcomed into
  the general education classroom have a greater
  chance of succeeding.
• Teachers should model language and attitudes that
  will be reflected by students in developing peer
  relationships.

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Creating an Effective Differentiated Learning
Environment

• Make all students feel welcome and have them
  welcome other students.
• Mutual respect is not negotiable.
• Students need to feel safe.
• Have high expectations for growth.
• Scaffold curriculum.
• Teachers and students collaborate for growth and
  success.

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• Students at work create various kinds of noise.
  They talk,measure and puzzle out and make the
  audible messes that an assistant principal is
  supposed to abhor.Their activity also exposes the
  inconvenient truth that some kids do the work
  faster than others. The neat march over the
  material that is possible when only the teacher
  set the pace of the journey is no longer
  possible. Ted Sizer

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Why Differentiate?

• Learning is earned and real.
• Motivation increases.
• Self-esteem builds in all students when they see
  that they can all learn.

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Differentiation

• Remember that fair does not mean the same.
• Remember that the same does not always mean equal.

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Understanding Advanced Learners

• Can become mentally lazy, even though they do
  well in school.
• May become hooked on the trappings of success.
• May become perfectionists.
• May fail to develop study and coping skills.
• May not understand that other students learn at a
  slower pace.

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Understanding Struggling Learners

• Look for their strengths.
• Do not let what is broken prevent what works
• Pay attention to how information is relevant to
  the real world.
• Teach from their level and up.
• Use many avenues to learning.
• Be aware that these learner have put up walls
  that they think will protect them from failing.

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Essential question

• What must a teacher do and where must a teacher
  start to accommodate the many different types of
  learners in addition to the average learners
  found in all classrooms?
• (I have heard many teachers they teach to the
  middle)

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What can teachers do to be effective?

• Design curriculum with appropriate considerations
  for the students' ability.
• Select methods which will enable all students to
  learn as much as possible.
• Develop questioning strategies that address
  cognitive levels based upon Blooms taxonomy.
• Foster the teacher-student relationship.

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More effective practices

• Adjust student participation and completion of
  assignments to fit the needs and strengths of all
  students.
• Plan to address strengths and weaknesses through
  presentation of content.
• Reflect often It really improves student
  performance.
• Realize that all students benefit from effective
  inclusive practices. (Eaton,1996)

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Steps for Differentiation

• 1. Identify the concept that students must
  understand.
• Consider the content used to teach the concept.
• Think about what different students will need to
  learn.
• Set expectations for all students.
• Allow for students who are gifted and who have
  disabilities to be successful.
• Remember success will be different for every
  student.(Eaton,1996).

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Modifications

• Modification a support that does not
  significantly change the content or conceptual
  difficulty of the curriculum.
• Can change the way in which students are graded.
• Examples
• Listening to taped recording of a novel.
• Circling every other word problem on a math
  worksheet.
• Scoring oral performance instead of written.

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Adaptations

• Is a change to the delivery of instruction or
  method of student performance that changes the
  content or conceptual difficulty of the
  curriculum.
• This should change the grading process.
• Providing picture word cards for key words in a
  story.
• Using a calculator to complete a math assignment.
• If the group reports on the main character, plot,
  subplots, setting, problem resolution this
  student reports on main characters and setting.
  (Bradley et.al,1997).

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Planning a lesson

• Realize that modifications to the general class
  lesson may be necessary.
• Be specific in listing what will occur during
  each component of the lesson plan. Include
  objective, strategies, resources and evaluation.

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Planning a lesson

• Be flexible when an adaptation or modification
  does not work.
• Be prepared to develop an alternate modification.
• Realize that a modification is made to the lesson
  plan. The plan is valid and not watered down.

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Planning a lesson

• Be as flexible in modifying the students
  assignments or evaluation as you are in modifying
  the objectives and strategies.

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Step 2Method of Presentation

• Develop the method of presentation.
• Designing presentation should take into account
  the way in which all students are to gain
  knowledge based on their level of understanding.
  (Eaton,1996)
• Consider
• Learning styles
• Cognitive levels based upon Blooms taxonomy
• Student participation based upon their skill
  level.
• Use of real world applications that will engage
  students.
• Blending whole class,group and individualized
  instruction.
• Develop multiple ways to develop and reinforce
  concepts.(WeissPasley,2004).

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Differentiating content

• Teach for Big Ideas
• Compact the curriculum- get rid of the fluff.
• Use varied texts and resource materials.
• Mini lessons

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Differentiating content

• Varied supports ( audio, organizers, highlighted
  materials, peer and adult mentors)
• Provide succinct key ideas.

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Step 3 Practice

• Make the practice mirror what is taught. (if more
  difficult questions are assigned, allow time for
  corrections)
• Make the practice student-centered.
• Vary assignments based upon the students needs.
• Ex. 10 questions versus 30 questions
• Develop questioning strategies that incorporate
  cognitive levels that travel up and down Blooms
  taxonomy. (Eaton,1996)
• Adapt materials as necessary.
• Be Flexible-Class can be high quality curriculum
  but not flexible.
• Remember that teaching should foster an
  environment where mistakes are a part of the
  learning process.

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More Tips on Practice

• Develop questioning strategies that incorporate
  cognitive levels that travel up and down Blooms
  taxonomy. (Eaton,1996)
• Adapt materials as necessary.
• Be Flexible-Class can be high quality curriculum
  but not flexible.
• Remember that teaching should foster an
  environment where mistakes are a part of the
  learning process.

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Differentiating Products

• Identify the goal/standards of the project.
• Identify one or more formats for the end product.
• Determine the expectation for quality.

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Differentiating Products

• Decide and plan for scaffolding. You will need to
  build success.
• Clearly explain expectations to the learners.
• Differentiate based on readiness, interests or
  learning styles.
• Coach for success.

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Differentiation Step 4Evaluation

• How can evaluation be linked to performance?
• If Sam an Sally are unable to perform the same
  skills and the same practice, is it fair to give
  them the same test?
• How can teachers decide how they will evaluate
  each student on an individual basis?

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Considerations for Evaluation

• 75 of special education students pass their
  general education classes. Their grade point
  average is .99. (D)
• The basis for grades should be ability level not
  direct competition with students whom special
  education students cannot compete
  academically.(Polloway et.al.,2003).

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Functions of grades

• Indicate whether a student passed or failed.
• Give the student reward and sense of achievement.
• Give student feedback on progress.
• Evaluate amount of effort put forth
• Give parents feedback.

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Assigning grades

• Should show effort in relationship to disability.
• The format for grades should be as similar as
  possible.
• The mark should reflect curriculum assessment for
  the individual student.
• Grades should be made within the collaborative
  team.

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Assigning grades

• Grades should be fairly based on the individual
  growth of the student.

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How can teachers evaluate students with
modifications?

• The intervention specialist should give the
  general education teacher information that can
  assist in deciding the grade.
• There are many adaptations that can be made to
  grading.

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How do I know how to assign the grade?

• If a student is able to access the general
  curriculum with little modification and succeed,
  their grade can be based on the school scale.
• If a student receives adaptations to general
  curriculum, their grade should not be based upon
  the schools assigned scale.

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Answer

• Collaborate with the intervention specialist and
  other teachers as team to decide how the student
  should be graded.
• What might be some ways that you could evaluate
  students?

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Examples of Collaboration

• Unconditional support shared goals, agree to
  disagree.
• Positive attitudes strengthen team members
  respect for each other.
• Shared responsibility
• Work together to overcome hurdles

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More Collaboration

• Team spirit
• Support each others growth
• Favorable interactions with the community will
  create support for the teams effort.(Polloway,Pat
  tonSerna,2001).

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Inclusion summary

• Rural and Suburban districts will not have the
  same ideas.
• Roles of teachers and administrators must support
  the students for success.
• Districts should identify resources that are
  available for teachers and parents.

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Summary

• Districts must support teachers in their efforts
• Training programs
• Reducing class size
• Providing time to collaborate, develop and share
  techniques.
• Encouraging reflection.

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Summary

• Most importantly---- The district will have more
  success by targeting teachers who are willing to
  establish inclusive settings.

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Ten strategies for survival

• Get help from friends.
• Welcome all students
• Make sure that everyone feels like they belong.
• Clarify expectations
• Adapt activities for student needs.

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The other 5

• Provide activities for student needs.
• Adapt arrangement, materials and strategies.
• Secure help from support services.
• Continually evaluate your teaching.
• Be a teacher for all students.

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Final Point

• The most important finding in my research is the
  inclusion balances on one thing for success
• Positive teacher attitude!!!!!!!

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The End

• Inclusion, when implemented effectively will
  allow teachers to hear the voice of every student
  within their classroom. In reflecting the ethics
  of caring, inclusive settings will allow everyone
  to see that all students can learn and that every
  student learns differently.

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Evaluation

• Please complete the brief evaluation that is
  included in you packet.
• Thank You.
• Terry Parmer
• parmerterry_at_aol.com

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