Inclusive  Education  Course  Enhancement  

Module  Part  6:  Peer  Relationships  and  Supports  in  Inclusive  Classrooms    

Facilitator’s  Guide    

 

 

2015  

   

CEEDAR  Center   Part  6:  Inclusive  Education  Anchor  Presentation  

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Contents  

 

Introduction  to  the  Evidence-­‐Based  Behavioral  Interventions  Course  Enhancement  Module  ..  1  Purpose  ........................................................................................................................................................  2  Audience  ......................................................................................................................................................  2  Facilitator’s  Guide  ........................................................................................................................................  3  Evidence  Based  ............................................................................................................................................  3  Six-­‐Part  Organization  ...................................................................................................................................  3  Opportunity  to  Learn  ...................................................................................................................................  4  Resources  .....................................................................................................................................................  4  Materials  ......................................................................................................................................................  5  

In  This  Guide  ............................................................................................................................................  5  

Part  6:  Slides  and  Supporting  Facilitator  Notes  and  Text  .........................................................  6    

   

                           

This  Facilitator’s  Guide  is  intended  for  use  with  the  following  resources:  • Presentation  slides  

These  resources  are  available  on  the  Course  Enhancement  Modules  webpage  of  the  CEEDAR  Center  website  (www.ceedar.org).  

     

CEEDAR  Center   Part  6:  Inclusive  Education  Anchor  Presentation  

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Introduction  to  the  Evidence-­‐Based  Behavioral  Interventions  Course  Enhancement  Module    The  Collaboration  for  Effective  Educator  Development,  Accountability,  and  Reform  (CEEDAR)  Center  developed  this  Course  Enhancement  Module  (CEM)  about  inclusive  education  to  assist  faculty  at  institutions  of  higher  education  (IHEs)  and  professional  development  (PD)  providers  in  the  training  and  development  of  all  educators.  The  CEM  about  inclusive  education  is  a  compilation  of  resources  intended  for  use  in  the  development  and  enhancement  of  teacher  and  leadership  education  courses  as  well  as  for  PD  programs  for  practitioners.  The  resources  are  designed  to  support  professional  learning  opportunities  for  stakeholders  invested  in  the  support  and  instruction  of  students  with  disabilities  and  others  who  struggle  with  learning  to  meet  college-­‐  and  career-­‐readiness  standards.    Through  this  CEM,  participants  will  gain  a  thorough  understanding  of  inclusive  education  and  how  it  is  related  to  meeting  the  needs  of  all  students,  not  just  students  who  receive  special  education  services.  In  addition,  participants  will  learn  how  to  provide  access  to  the  Common  Core  State  Standards  (CCSS)  to  students  with  disabilities,  design  and  implement  various  inclusive  support  strategies  for  a  variety  of  students,  value  educational  equity  for  all  students,  and  collaborate  and  problem  solve  with  other  professionals  and  educators,  families,  and  students  to  develop  and  implement  effective  inclusive  practices.  

 Purpose  This  CEM  was  designed  to  build  the  knowledge  and  capacity  of  educators  in  the  selected  topic.  The  module  can  be  adapted  and  is  flexible  to  accommodate  faculty  and  PD  provider  needs.  The  anchor  presentation  and  speaker  notes  can  be  used  in  their  entirety  to  cover  multiple  course  or  PD  sessions.  Alternatively,  specific  content,  activities,  and  handouts  can  be  used  individually  to  enhance  existing  course  and/or  PD  content.      Audience  The  audience  is  intended  to  be  teacher  and  leader  candidates  within  pre-­‐service  programs  at  the  undergraduate  or  graduate  levels  and/or  district  teachers  and  leaders  participating  in    in-­‐service  professional  learning  opportunities.  The  facilitator’s  guide  is  designed  as  a  blueprint  to  support  faculty  and  PD  providers  charged  with  providing  teachers  and  leaders  with  training  in  a  selected  topic.  The  training  can  be  conducted  by  faculty  and  by  state  and  local  PD  providers.    

CEEDAR  Center   Part  6:  Inclusive  Education  Anchor  Presentation  

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Facilitator’s  Guide  The  facilitator’s  guide  consists  of  anchor  presentation  slides  with  a  script  to  support  facilitators  as  they  present  the  content  and  learning  activities  within  the  anchor  presentation.  Facilitator  notes  and  talking  points  are  included.  The  speaker  notes  are  intended  as  a  guide  for  a  facilitator  who  is  using  the  PowerPoint  slides  and  may  be  modified  as  needed.  Reviewing  the  entire  guide  prior  to  facilitating  the  training  is  highly  recommended.      Evidence-­‐Based  Materials  There  are  now  three  converging  areas  of  support  for  inclusive  practices.  Empirical  research  findings  from  the  past  four  decades  document  the  positive  outcomes  of  inclusive  education  for  students  who  do  and  do  not  experience  disability.  Inclusive  education  was  born  from  a  civil  rights  perspective,  which  continues  to  guide  the  implementation  of  inclusive  practices,  including  system  of  supports  and  social  model  of  disability  perspectives.  Another  area  of  support  comes  from  federal  law,  including  the  Individuals  with  Disabilities  Education  Improvement  Act  (IDEA)  of  2004  and  supporting  case  law.        Six-­‐Part  Organization  The  learning  resources  are  organized  into  six  main  parts:    

• Part  1:  Historical  Perspectives  of  Disability  and  Education,  Inclusive  Lives,  and  Definitions  of  Inclusive  Education.  Part  1  contains  an  overview  of  the  historical  perspectives  of  disability  and  education  for  students  with  disabilities,  a  discussion  of  how  separate  and  special  is  not  better,  and  key  definitions  and  quality  indicators  of  inclusive  education.    

• Part  2:  Rationales  for  Inclusive  Education.  Part  2  begins  by  providing  clarification  of  terminology  that  will  be  used  throughout  the  remainder  of  the  module.  This  part  also  explores  a  series  of  rationales  (e.g.,  guiding  principles,  values,  empirical  evidence,  legal  foundations)  that  led  the  field  to  focus  on  inclusive  education  for  ALL  students,  including  those  with  extensive  and  complex  support  needs.    

• Part  3:  Inclusive  Service  Delivery.  Part  3  discusses  the  following  components  of  inclusive  service  delivery  models:  school-­‐wide  implementation  of  multi-­‐tiered  system  of  supports  (MTSS)  that  strive  to  improve  the  academic  and  behavioral  outcomes  for  ALL  students;  collaborative  teaming  between  general  educators,  special  educators,  related  services  personnel,  paraeducators,  parents,  administrators,  and  students  themselves;  and  supportive  and  visionary  administrative  leadership.        

CEEDAR  Center   Part  6:  Inclusive  Education  Anchor  Presentation  

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• Part  4:  Access  to  Core/General  Education  Curriculum  and  Settings  (Part  1).  Part  4  acknowledges  that  for  ALL  students,  including  those  with  disabilities,  access  to  core/general  education  curriculum  in  inclusive  school  contexts  and  settings  requires  key  practices  in  place  such  as  ecological/contextually  based  assessment,  person-­‐centered  planning,  differentiated  instruction,  and  Universal  Design  for  Learning  (UDL).    Part  5:  Access  to  Core/General  Education  Curriculum  and  Settings  (Part  2).  Part  5  discusses  the  specific  roles  and  responsibilities  of  team  members  in  relation  to  supporting  students’  meaningful  access  to  and  participation  with  curriculum;  the  principle  of  partial  participation;  curricular,  instructional  and  ecological  adaptations  to  support  access  and  participation;  and  finally,  embedded  instruction  as  an    evidence-­‐based  practice  (EBP)  to  deliver  high-­‐quality,  specialized  instruction  in  inclusive  settings.  The  section  begins  with  a  discussion  of  the  roles,  responsibilities,  and  strategies  employed  by  an  effective  inclusion  facilitator  to  implement  high-­‐quality,  effective  inclusive  services  for  students  with  the  most  intensive  and  complex  support  needs.  Inclusion  facilitators  are  defined  as  credentialed  teachers  who  develop  and  implement  inclusive  education.  Inclusion  facilitators  are  often  special  education  teachers  by  trade,  but  can  also  be  general  education  teachers  or  other  school  team  members.    

• Part  6:  Peer  Relationships  and  Supports  in  Inclusive  Classrooms.  Part  6  discusses  ways  to  promote  peer  interactions  and  relationships  between  students  with  disabilities  and  their  classmates  in  the  general  education  classrooms.  These  are  understood  to  play  key  roles  in  learning  and  quality  of  life  (Carter,  2011;  Carter,  Bottema-­‐Beutel,  &  Brock,  2014;  Carter,  Cushing,  &  Kennedy,  2009).  Within  the  professional  literature  describing  the  administrative,  logistical,  and  curricular  practices  to  achieve  successful  inclusion,  there  is  a  clear  mandate  to  offer  students  with  disabilities  the  same  opportunities  for  social  learning,  participation,  and  friendship  that  are  available  to  all  students  (Halvorsen  &  Neary,  2009;  TASH,  2010).

 Opportunity  to  Learn  Learning  activities  are  embedded  throughout  each  part  of  the  anchor  presentations.  All  activities  are  optional  and  may  be  adapted  to  meet  the  needs  of  a  particular  audience.    Resources    The  following  resources  are  provided  for  use  in  delivering  the  anchor  presentation:  

• Facilitator’s  guide  (this  document)  • Presentations  

 

CEEDAR  Center   Part  6:  Inclusive  Education  Anchor  Presentation  

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All  of  these  materials  may  be  used  and  adapted  to  fit  the  needs  of  the  training  context.  When  sharing  the  content,  please  use  the  following  statement:  “These  materials  have  been  adapted  in  whole  or  in  part  with  permission  from  the  CEEDAR  Center.”      Materials  The  following  materials  are  recommended  for  training  and  associated  activities:  

• Chart  paper  • Sharpie®  markers  for  chart  paper  • Regular  markers  at  each  table  for  name  cards    • Post-­‐it®  Notes  • Timer  • Pens  at  each  table  • Internet  connection  for  website  links  embedded  in  presentations  

 Necessary  materials  will  vary  based  on  the  content  and  activities  selected,  which  will  depend  on  the  audience  and  the  format  of  the  course  or  PD  session.    In  This  Guide  The  rest  of  the  guide  provides  the  slides  and  speaker  notes  to  support  facilitators  as  they  present  the  content  and  learning  activities  included  in  the  anchor  module.  Reviewing  the  entire  guide  prior  to  facilitating  the  training  is  highly  recommended.