Integrated, Inclusive Integrated, Inclusive ServicesServices

Part IPart IDepartment of Exceptional EducationDepartment of Exceptional Education

ContactsContacts: : Debbie McAdams, Executive Director Debbie McAdams, Executive Director Victoria Greer, DirectorVictoria Greer, Director

259-8698259-8698259-3282x8126259-3282x8126

Debra.mcadams@mnps.org Victoria.greer@mnps.org

Define Integrated Comprehensive Service Delivery

Discuss ways to shape the culture of schools for inclusive services

Discuss the differences between mainstreaming and inclusive services

Discuss the Continuum of Services

Discuss the myths and truths about inclusive practices

Discuss the benefits of inclusive practices

Discuss the various inclusive models

Discuss best practices for implementing meaningful inclusive practices

WORKSHOP: 8:00-3:30

LUNCH: 11:45-1:00

A.M. BREAK ~ 9:45-10:00

P.M. BREAK ~ 2:00-2:15

Ground Rules

Keep an opened mindFeel free to ask questions and share experiences.Be respectful of the change.Silence all cell phones.Use the parking lot for questions.Use PEOPLE FIRST LanguageUse opportunities to reflect in order to improve your practices

What is People First What is People First Language?Language?

“People First Language puts the person before

the disability, and describes what a person has, not who a person

is.” Kathie Snow

People First Language                                                                   

IN MNPS WE USE INSTEAD OF OLD LANGUAGE

Inclusive practices or Integrated Services

  Inclusion, Full Inclusion, Mainstreaming

General Education   Regular Education

General Education with Supplemental Supports and Services

  Resource

Exceptional or Special Educator or Teacher 

  Resource TeacherLife Skills TeacherCBIP TeacherMIS Teacher

Speech/Language Pathologist or SLP   Speech Teacher

Teacher of the Visually Impaired or TVI   Vision specialist

Disability   Handicap

Student/child with _______   MR studentAutistic childLD studentBehavior kid

SEASONAL PARTNERS

1. Find your winter partner.

2. Within your partners, determine who will be an A and who will be a B.

3. For one minute, silently think about your definition of integrated comprehensive services.

4. For 1 minute, A’s share with B’s while B’s listen.

5. A’s: “Thank you for listening.” B’s: “Thank you for sharing.”

6. Reverse. B’s share for one minute. A’s listen.

7. Group share.

What is Integrated What is Integrated Comprehensive Comprehensive Service Delivery?Service Delivery?

• Organizes professional staff by the needs of each learner instead of clustering learners by label.

• Does not assign staff members to a program or place them in separate classrooms.

• School and community environment is collaborative (general education and exceptional education work collaboratively)

Integrated and Integrated and ComprehensiveComprehensive

• Integrated- Refers to the environments that ALL students, regardless of need or eligibility access throughout their day in school and non-school settings.

• Comprehensive- Refers to the array of services and supports in addition to a differentiated curriculum and instruction.

Inclusive Model-Continuum of Services

Academic and socialInstruction occurs

Strictly in theSpecial education setting

Inclusive services in general educationActivities with special education support, academicInstruction occurs primarily in the special education

setting

Inclusive services in one to three GeneralEducation subjects and activities with

Support from the exceptional education teacherIncluding pull-out services

Inclusive services in most General Education subjects and activities

with some support from the exceptional education teacher

Inclusive services in all General Education subjects and activities with no support from the exceptional education teacher

Least restrictive environment

Most restrictive environment

West Tennessee RISE Project, 2007

1. Find your summer partner.

2. Within your partners, determine

who will be an A and who will be a B.

3. For one minute, silently think about your definition of inclusive services.

4. For 1 minute, A’s share with B’s while B’s listen.

5. A’s: “Thank you for listening.” B’s: “Thank you for sharing.”

6. Reverse. B’s share for one minute. A’s listen.

7. Group share

Let’s ClarifyLet’s Clarify

VS

Inclusive Services LRE-Least RestrictiveEnvironment

Defining LREDefining LRESec.612(a)(5)Sec.612(a)(5)In general.—In general.—To the To the maximum extent appropriatemaximum extent appropriate, children , children

with disabilities, including children in public or with disabilities, including children in public or private institutions or other care facilities, private institutions or other care facilities, are are educated with children who are not disablededucated with children who are not disabled, , and special classes, separate schooling, or and special classes, separate schooling, or other other removal removal of children with disabilities from of children with disabilities from the regular educational environment occurs the regular educational environment occurs only when the nature or severity of the only when the nature or severity of the disabilitydisability of a child is such that of a child is such that education in education in general education classesgeneral education classes with the use of with the use of supplementary aids and services supplementary aids and services cannot be cannot be achieved satisfactorily.achieved satisfactorily.

Mainstreaming vs. Inclusive Mainstreaming vs. Inclusive ServicesServices

Defining Defining MainstreamingMainstreaming

• Refers to the selective placement of students with disabilities in one or more “general” education classes.

• The student must “earn” general education classes out and prove that he is able to “keep up” with the work assigned by the regular classroom teacher.

• This concept is closely linked to traditional forms of special education service delivery.

What mainstreaming What mainstreaming

is NOTis NOT!! • It is “not” inclusion

• It is “not” a privilege

• It is “not” only for “certain students”

• It is “not” a reward

Definition of Inclusive Definition of Inclusive ServicesServices

Inclusive Services meshes general and special education reform initiatives and strategies in order to achieve a unified system of public education that incorporates every child and youth as active, fully participating members of the school community; that views diversity as the norm; and that ensures a high quality of education for each student by providing meaningful curriculum, effective teaching, and necessary supports for each student.

(Ferguson, 1995; Villa, Thousand, & Nevin, 2004)

What Inclusive Services What Inclusive Services is NOT!is NOT!

•It is “not” a special education It is “not” a special education “issue.”“issue.”

•It is “not” something that you It is “not” something that you necessarily do.necessarily do.

•It is “not” a set of strategies.It is “not” a set of strategies.

•It is “not” a place or placement.It is “not” a place or placement.

•It is “not” a “privilege.”It is “not” a “privilege.”

WHY?WHY?• It It maximizes learningmaximizes learning for all students for all students

• It It connects studentsconnects students to their peers and to their peers and communitycommunity

• It strengthens the connection to It strengthens the connection to real-world real-world experiencesexperiences

• It embraces a more caring and accepting It embraces a more caring and accepting community of learners.community of learners.

*Schools are a microcosm of society. Alter attitudes. ALL children respect and value diversity. ALL children learn they are valued.

*ALL children learnbest when educatedtogether.-- Mutual benefits.

Basic Human NeedsBasic Human Needs

HUMAN DIGNITY

SURVIVAL

EMPOWERMENTBELONGING

GENEROSITYHUM

OR A

ND FU

N

FEELINGS OF COMPETENCE

TO COMMUNICATE

Attitudes & PerceptionsAttitudes & PerceptionsAbout Classroom

Climate: I feel accepted by

teachers and peers I experience a sense

of comfort and order

Have a Satisfying

Career

LRE for LIFE Project 8/97

Outcomes of Outcomes of Education: Education:

FOR SALE

Houses 'R' usRealty

SOLD

Live as a Live as a Valued and Valued and Respected Respected MemberMember

Have Have Meaningful Meaningful RelationshipsRelationships

Be a Life-Long

Learner

The Same for ALL Children!The Same for ALL Children!

7 Myths about Inclusive 7 Myths about Inclusive ServicesServices

• ““My class is going to be so big that I can’t manage it,” My class is going to be so big that I can’t manage it,” says the general educator.says the general educator.

• ““I’m going to end up being a high paid teacher’s I’m going to end up being a high paid teacher’s assistant,” says the exceptional educator.assistant,” says the exceptional educator.

• ““Those are not my kids, those are their kids,” says the Those are not my kids, those are their kids,” says the general educator.general educator.

• ““I can’t teach like that,” says the exceptional I can’t teach like that,” says the exceptional educator.educator.

• ““Why do they have to come to my room,” says the Why do they have to come to my room,” says the general educator.general educator.

• ““I won’t have a classroom anymore,” says the I won’t have a classroom anymore,” says the exceptional educator.exceptional educator.

• ““I don’t have time for all of this,” says both teachers.I don’t have time for all of this,” says both teachers.

Barrier ActivityBarrier Activity• You will work in groups at your tables.• In your group you will have a “brief”.

discussion about the foreseeable barriers to inclusive services for the district.

• Make a list of the barriers and possible ways to overcome those barriers.

• Choose a spokesperson from your group to share.

• You will have 3 minutes to work and 3 minutes to share.

Things to RememberThings to Remember• We all have basic needs, including

the students we teach.

• There are dimensions of learning that shape our attitudes and perceptions.

• Our attitudes and perceptions shape the climate in our classrooms as well as our schools and school district.

Characteristics of Characteristics of Inclusive SchoolsInclusive Schools

Committed leadershipDemocratic Classroom

Supportive School Culture

Engaging and Relevant Curriculum

Responsive Instruction

Kluth, 2005

Committed leadershipCommitted leadership• Administrators and other leaders help students, staff, and the local

community understand inclusion as a philosophy or ideology that will permeate the school

• They help staff members as new ways of “doing business” are adopted

• They provide encouragement and support as teachers take risks and try new approaches

• They educate families and community members about the school's beliefs and their inclusive mission

• They help to celebrate day-to-day successes and problem-solve day-to-day struggles.

Democratic ClassroomDemocratic Classroom

• Students in democratic classrooms often share ideas, make rules, challenge classroom practices, help to create curriculum, and make decisions about their learning and their environment. In addition.

• They often direct their own learning experiences on their own- they must be able to talk, to move, and to share.

• The curriculum and instruction is directly related to real-life experiences and student-centered interests.

Supportive School Supportive School CultureCulture

• Involves openness, acceptance and caring• Competitive,

individualistic, and, authoritative cultures make it impossible to grow inclusive schools.

• Cultivating a safe, positive, and robust school culture may be the most difficult piece of creating an inclusive school, but it is also, perhaps, the most critical piece

Engaging and Relevant Engaging and Relevant CurriculaCurricula

• Teachers in inclusive classrooms must design curriculum and instruction and engineer classroom activities that are:– personally and culturally appropriate– engaging for a range of learning styles– suitable for learners with various talents and

interests.

• This is critical not only for students with unique learning or social needs, but for every student in the classroom as they grow and learn not just from the daily curriculum, but from the ways in which schools respond to differences.

Responsive InstructionResponsive Instruction• Teachers in inclusive classrooms are

– concerned about reaching and motivating all learners.

– versed in adapting materials, lesson structures, instructional arrangements, curricular goals and outcomes, and teaching techniques

– Meet both the academic and social needs of students.

Self-Assessment: Characteristics of Inclusive

Schools Activity

• Check off all items that are currently in place in your school and classroom

• Highlight the unchecked items that you will commit to implementing when you return to your school

• Be prepared to share with the group

““Four Corners”Four Corners”

Benefits to Students Benefits to Students Without Without DisabilitiesDisabilities

• Greater acceptance of differences• Encourages diversity of friendships• Encourages cooperation• Helps children become more resourceful and

creative • Strengthens the perception that differences

are important to a democracy• More positive perception of diverse learners• Develops leadership skills

Benefits to Students Benefits to Students WithWith Disabilities Disabilities

• They become a part of their community• Their peers serve as role models• Their peers provide a reason to

communicate• Encourages the acquisition of motor,

communication, and other skills within natural setting

• Provides affirmation of individuality • Enhances self respect

Benefits to TeachersBenefits to Teachers• Develop a positive, realistic attitude toward

inclusion.• Receive additional training, that enhances the

learning experience of all students. • Develop new relationships with professional

colleagues from various disciplines.• Improved planning and collaboration skills • Increases ways of creatively addressing

challenges• Enhances accountability skills

Benefits to Benefits to AdministratorsAdministrators

• Holistically addresses the needs of all students

• Creates a school community of acceptance

• School community models the real-world

• More positive outcomes for students academically

WAYS TO INTEGRATEWAYS TO INTEGRATE

“Community of Care and Belonging”

Physical Integration Social Integration

Academic Integration

“Community of Care and Belonging”

Physical IntegrationPhysical Integration

Inclusive Service Activity Inclusive Service Activity #1#1

• Find your fall partner

• You will have 3 minutes to generate a list of at least 5 strategies that will help facilitate students being physically included at your school

• Be prepared to share your responses

Social IntegrationSocial Integration

“Community of Care and Belonging “

Physical Integration

Inclusive Service Activity Inclusive Service Activity #2#2

• Find your spring partner

• You will have 3 minutes to generate a list of at least 5 strategies that will help facilitate students being socially included at your school

• Be prepared to share your responses

Academic IntegrationAcademic Integration

“Community of Care and Belonging”

Physical Integration Social Integration

Inclusive Services Inclusive Services Activity #3Activity #3

• Find your fall partner

• You will have 3 minutes to generate a list of at least 5 strategies that will help facilitate students being academically included at your school

• Be prepared to share your responses

http://www.school-clipart.com/_pages/0511-0712-1313-0551.html

FriendsFriends

“Community of Care and Belonging”

Physical Integration Social Integration

Academic Integration Friends

Factors Associated with Factors Associated with Friendship DevelopmentFriendship Development

Opportunity Proximity

Perceptions of Similarity

Competence

Year 1 Targets for Schools

• Collapse separated lunches and related arts-integrate students at grade level.• The IEP teams will determine that each student with a disability will spend at least part

of each day with students without disabilities.• Classrooms serving students with disabilities are located within the buildings on

grade-level hallways. • Explore ways to utilize both general and special education staff including itinerants,

psychologists, custodians, food service etc. to maximize services for every student.• Lockers etc. for students with disabilities are located amongst grade levels with typical

peers.• Weekly lesson plans should be required of all teachers serving students with

disabilities• All staff including administrators, school counselors, campus supervisors etc. should

be trained in Integrated/Inclusive Service Delivery• Administrative walk through/critiques of all classes servicing students with disabilities

(co-taught and pull out– all services) one time per nine week grading period (the department will provide a guide).

• Development of the school level teams for sustainability• Conduct at least one parent/community meeting per semester to inform parents of the

changes in service delivery and include them in the decision making for the changes.

How do we determine if a student is ready for

inclusion??

IEP changes/documentation

Scheduling

Identifying

How do we know/identify…?

• Review relevant data (i.e. Think Link, DIBELS, district reading assessments, TCAP, Gateway, End of Course assessments, behavioral data)

• Communicate with students and parents

• Review current and previous IEP

Scheduling

• The master schedule should be designed to encompass inclusive service delivery (i.e. common planning times, identifying teacher of record etc.)

• Students with disabilities should be scheduled first, “NOT” last

IEP Changes/Documentation

• Schedule an IEP meeting within 10 days of change of service delivery.

• Ensure that the IEP reflects service provider as the exceptional educator if it is a co-taught class.

• The IEP should reflect the location of service as the general education classroom.

Models of Inclusive Models of Inclusive ServicesServices

Inclusive ModelsInclusive Models

• Consultant Model

• Teaming Model

• Collaborative/Co-teaching Model

CollaborationCollaboration• Comes from “co-labor”= to work togetherComes from “co-labor”= to work together• Collaboration is a style of interaction between Collaboration is a style of interaction between

at least two co-equal parties voluntarily at least two co-equal parties voluntarily engaged in shared decision making as they engaged in shared decision making as they work toward a common goal (Cook & Friend, work toward a common goal (Cook & Friend, 1995).1995).

• The most common goal of teachers is to boost The most common goal of teachers is to boost student achievement. student achievement.

• One model of collaboration is co-teachingOne model of collaboration is co-teaching

L. Cook and M. Friend(1995). Co-teaching guidelines for creating effective practices. L. Cook and M. Friend(1995). Co-teaching guidelines for creating effective practices. Focus on Exceptional Children, 28, Focus on Exceptional Children, 28, 3, 1-163, 1-16. .

Consultant ModelConsultant ModelA process in which the special education and

general education teachers, parents, and other staff collaborate to plan, implement and

evaluate instruction conducted in general education classrooms.

The exceptional educator is made available to re-teach a difficult skill or to help the students

practice a newly acquired skill.

Consultant ModelConsultant ModelCont’dCont’d

This is a non-intrusive approach that provides the student with disabilities more support in order to

help with curriculum problems.

The intent is to reduce the need for pullout special education programs by enabling the general

education teacher to successfully instruct students with disabilities.

Regularly scheduled meetings are recommended rather than communication on an as-needed basis.

Huefner, D.S. (1988). The consulting teacher model: Risk and opportunities. Exceptional Children, 54, 404-413.

Jigsaw Directions

• In your table groups, number off 1-6 to form your expert groups

• Members 1-3 will read the article “Beginning Teachers Views of their Collaborative Role”#1-Read pages 1-3, Introduction and Method#2- Read pages 3-6, Results#3- Read pages7-11, Discussion and

Conclusion

Jigsaw DirectionsCont’d

• Members 4-6 will read the article “Educators Perceptions of Collaborative…”

• #4- Read pages 60-63, the introduction and Methods

• #5- Read pages 63-67, Results

• #6- Read pages 67-69, Discussion

Expert Groups (12 min.)

• Find your expert group (same #)• Discussion: What would it take to get our

schools from where they are to a more collaborative approach to teaching? What, specifically, can we do as teachers to facilitate more collaborative relationships in our buildings?

• Come up with a short description that you can share back in your home groups.

Home Group Activity (15 min.)

• Return to your home group

• Share around short descriptions from each expert

• As a whole group, talk about what it would take to help your schools develop better collaborative relationships

Teaming ModelTeaming Model• The exceptional educator is assigned to one grade

level/content area team with one planning period per week for the team.

• The exceptional educator provides student information, possible instructional strategies, modification ideas for assignments/tests, and behavior strategies.

• The team meets on a regular basis, establishing consistent communication among the team

members. Dick and Rick Hoytwww.teamhoyt.com

Teaming ModelTeaming ModelCont’d Cont’d

• The team model is presented so teachers are not

working independently to achieve success with

their students.

• All team members work together and broaden their knowledge in various areas, whether they are from general education or special education.

Team Model Table Activity (15 min.)

• Using the agenda provided for you, assign roles (Facilitator, Timekeeper, Taskmaster, and Scribe)

• As a team, review the data that is provided• Determine which students need extra

support, which interventions or strategies will be beneficial and who will be responsible for providing those supports as well as when the support will occur

Co-TeachingCo-Teaching

• A teaching relationship in which general A teaching relationship in which general and special education teachers share and special education teachers share

responsibility for responsibility for planning, delivery and planning, delivery and evaluationevaluation of instruction for a of instruction for a heterogeneous group of students.heterogeneous group of students.

• These teachers work in These teachers work in coactive and coactive and coordinated fashioncoordinated fashion in which they use in which they use techniques which allow students of varying techniques which allow students of varying abilities to achieve their potential. abilities to achieve their potential.

US Department of Education 2008-Teacher to Teacher InitiativeUS Department of Education 2008-Teacher to Teacher Initiative

Why Learn to Co-TeachWhy Learn to Co-Teach

• Every general education teacher at some point Every general education teacher at some point will have a child with a disability, 504 Plan, or will have a child with a disability, 504 Plan, or Behavior Intervention Plan integrated into his Behavior Intervention Plan integrated into his or her classroom.or her classroom.

• This child may be serviced by a special This child may be serviced by a special education teacher or some other specialist, education teacher or some other specialist, such as a speech therapist.such as a speech therapist.

• Co-teaching allows two adults with different Co-teaching allows two adults with different areas of expertise to work together in one areas of expertise to work together in one classroom for the benefit of classroom for the benefit of ALLALL children. children.

• Allows for a wider range of instructional Allows for a wider range of instructional techniques and strategies.techniques and strategies.

Benefits of Co-TeachingBenefits of Co-Teaching• Increases learning options for all

students. • Improves program intensity and continuity.• Reduces the stigma of students disabilities

and learning difficulties. • Increases support for teachers and related

service personnel.• Most importantly, co-teaching utilizes the

unique perspectives of general and exceptional educators who share their strengths to create teaching approaches that could not occur if only one teacher were present.

Co-Teaching ApproachesSupportive Teaching

Complementary Teaching

Parallel Teaching

Team Teaching***Additional Models

Alternative Teaching

Station/Center Teaching

Co-Teaching Video

When co-teaching, When co-teaching, two or more peopletwo or more people are are responsible for doing what responsible for doing what one personone person has has historically had to do. historically had to do.

Co-teachers Co-teachers shareshare in the responsibility for in the responsibility for student outcomes and make student outcomes and make planningplanning a a priority.priority.

Decisions are made Decisions are made together.together.

Teachers share Teachers share ALLALL roles. roles.

Student needsStudent needs determine classroom determine classroom practice.practice. Both teachersBoth teachers facilitate learning and facilitate learning and impact knowledgeimpact knowledge. .

Gallery Walk

It is not because things It is not because things are difficult that we do are difficult that we do not dare. It is because not dare. It is because

we do not dare that we do not dare that things are difficultthings are difficult

By: SeneccaBy: Senecca

QuestionsQuestions

Inclusive Service Delivery Pt. I

DEPARTMENT OF EXCEPTIONALEDUCATION

Special Education Instructional Facilitators