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  • Inclusive Education Course Enhancement

    Module Part 4: Access to Core/General Education Curriculum and

    Settings (Part 1)

    Facilitators Guide

    2015

  • CEEDAR Center Part 4: Inclusive Education Anchor Presentation

    1

    Contents

    page

    Introduction to the Evidence-Based Behavioral Interventions Course Enhancement Module ...... 2

    Purpose ........................................................................................................................................... 2

    Audience ......................................................................................................................................... 2

    Facilitators Guide ........................................................................................................................... 3

    Evidence-Based Materials .............................................................................................................. 3

    Six-Part Organization ...................................................................................................................... 3

    Opportunity to Learn ...................................................................................................................... 4

    Resources ....................................................................................................................................... 4

    Materials ........................................................................................................................................ 5

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

    Part 4: Slides and Supporting Facilitator Notes and Text ............................................................... 6

    This facilitators guide is intended for use with the following resources: Presentation slides These resources are available on the Course Enhancement Modules (CEM) web page of the CEEDAR Center website (ceedar.org).

  • CEEDAR Center Part 4: 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 facilitators 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 4: Inclusive Education Anchor Presentation

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    Facilitators Guide The facilitators 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 4: 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:

    Facilitators guide (this document) Presentations

  • CEEDAR Center Part 4: Inclusive Education Anchor Presentation 5

    All of these materials may be used and adapted to fit the needs

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