Practical Strategies for Inclusion There’s More Than One Way To Do Inclusion!

Practical Strategies for Inclusion

There’s More Than One Way To Do Inclusion!

On Your Note Card…..

Write the questions you have or what information you most hope

to hear in this in workshop.


Inclusion

Basics

Who Does What?Basics of Roles & Responsibilities

Sharing Information

ModelsConsultation, Co-something,

Pull-out

StrategiesCo-teaching, Co-planning,

Assistants, and More

Accommodations and Modifications

Scheduling


Inclusion

Basics


Sharing Information


Pull-out




Scheduling

Inclusion Confusion!

We don’t always view or see “inclusion” the same way (or use the same terms!)

It’s not just about putting kids in general education classrooms

It’s not another name for special services It’s not a term in the IDEA

Inclusion:It’s Really About ACCESS! Even IDEA-2004

doesn’t specify INCLUSION…

IDEA-2004 specifies ACCESS TO THE GENERAL CURRICULUM! Right of entry Admission

Right to use Introduction Contact Way in Entrance Entry Approach Gateway Opening

Not the Same Old Inclusion

Higher levels of accountability for student performance at grade and school level

Resource models of pull-out for content instruction less workable or justifiable

Off-grade level students in on-grade level classes need more curricular modifications

Limited accommodations and modifications for testing has confused the role of special ed.

Not the Same Old Inclusion

Response to Intervention (RTI) has put interventions and strategies in the pre-identification stage

Special Educators are being spread thin General Educators unsure of roles and

responsibilities

Inclusion intends…

A problem-solving environment Collaboration and involvement from ALL the

adults (“full school” program) A connection for all students to the general

curriculum The belief that all students can benefit Effective communication and information

sharing

Inclusion Intends…(continued)

Starting on the “inside” rather than the “outside”

The awareness and use of research-based strategies, practices, models

The best use of existing resources A real effort to meet a child’s needs Accommodations and curricular modifications that

facilitate appropriate learning and benefit

Don’t Kid Yourself –Inclusion Packs a Punch! The impact of inclusion

is CHANGE! Change is hard,

exciting, scary, tiring, rewarding, scary…

Stages of Educational Change

Change (Biklen, 1992) Takes time to occur It’s never a gentle experience!

It’s like the stages of GRIEF! Denial Bargaining Anger Sadness Resignation Acceptance Renewal

Includes loss of identity, certainty, meaning, clear direction

Who Feels the Impact?

The impact of inclusion is CHANGE for:

General Education Teachers

Special Education Teachers

Administrators

The Benefits of Inclusion

Access to the general curriculum Greater opportunity to interact Higher expectations Peer role models Greater acceptance of differences Respect and understanding Shared resources

There is no research that shows negative effects when it’s done right!

Driving the Point Home!

Inclusion is not a place we put kids Inclusion is not one model Inclusion happens when teachers collaborate

and work together All students are tied to the general education

curriculum (some more loosely than others!)

Inclusion is about more than academic achievement! (But that’s what scares teachers the most!)

Remind everyone of the benefits of inclusion

Take a Moment…

To define “inclusion” for your staff, it’s helpful to have a list of “What Inclusion IS and IS NOT.

Think of 2 for each column. Now, “Get one/Give one” until

you have at least 5 for each column.


Inclusion

BasicsWho Does What?

Basics of Roles & Responsibilities

Sharing Information


Pull-out




Scheduling

Roles & Responsibilities for Inclusion

Classroom Teacher’s Role: To plan, coordinate, schedule, and evaluate curriculum and instructional outcomes within a secure, positive, and enriched inclusive classroom environment.

Special Educator’s Role: To provide instruction and support which facilitate the participation of students with disabilities in regular education classroom

Job Titles May Help

General Education Teacher

Classroom Teacher Content Specialist Instructional Leader “Chief Cook” Collaborator Co-Teacher

Special Education Teacher

Consultant Strategist Resource Specialist Case Manager Collaborator Co-Teacher

Inclusive Roles and Responsibilities:It’s Best to Make it Clear

Take the time to customize a list of “inclusion” guidelines for your program, school, or district that clearly defines overall roles and responsibilities of General Education Teachers and Special Education Teachers. For each list…

Circle the number of the items you want to keep Mark out the number of the items you want to delete Write in any changes Add items you want to include

These Lists are Useful ---- HOW?

Make Indirect A Viable Model!

Indirect services involve support and consultation to general education teachers (and paraprofessionals) who work directly with special needs students students.

Take A Minute…

Do I want to develop a written list of inclusive roles and responsibilities for my school? How will I do that?

Sharing Information – It’s VERY, VERY Important!

SPED Teacher has…

Specific, individual student information Learning styles

Specific IEP information Goals/objectives Modifications and

accommodations Present level of

performance

Student Profile

GenEd Teacher has…

Classroom Profile Classroom info and

expectations Instructional styles Learning and

behavioral expectations

Curriculum knowledge and understanding

How is Information Shared in Your Building? Is information being shared? What specific information does special

education provide general education teachers?

Is the process formal or informal? Can you describe the format or the

communication tool used? How quickly is the information

disseminated at the beginning of the year?

Take A Minute…

How can we increase the exchange of information between general education and special education in my school?


Inclusion

Basics


Sharing Information


Pull-out




Scheduling

Special Education Service Delivery General Classroom Services

Pull-out Services and Support

Separate Classroom Services

Alternative Setting

Homebound

Delivering Special Ed. Services

IndirectThe Special Education

teacher does not work with the

students, but with the teachers and

staff who provide the direct instruction.

DirectThe Special Education

teacher DOES work directly with students in a

general or special setting.

Special Education Services

Indirect Consultation Problem Solving Sharing student

information Planning Collaboration (providing

ideas for modifications, accommodations, strategies)

Coaching Behavior interventions Itinerant support to

students

Direct Co-teaching and

Supported instruction Pull-out Resource Special Classroom or

Setting

ConsultationSupported Instruction

Co-TeachingResource/Pull-out

LESS Support Intensive

MORE Support Intensive

Continuum of Inclusive Models

Models of Inclusive Services

Consultation Model

Student support services personnel provide indirect, out-of-class support to general classroom staff or students.

Consultation ModelPlanning

Strategies

Problem-solving

Shared student information

Shared program information

Observations

Coaching

Resources and materials


Collaborative/ Classroom Support Model

Student support services personnel provide direct in-class support to students as they participate in the general education classroom

Classroom Support Model

“Inclusive” Classroom- Co-teaching- Supported InstructionModifications- Instructional

accommodations- Curricular modifications

Difference Between Co-Teaching and Supported Instruction

Co-Teaching GenEd teacher and SpEd teacher

plan together Regular and scheduled

planning Both teachers come prepared Format for planning

Shared Instruction

Active engagement throughout instructional time

Use of a definable instructional arrangement

More of an equal partnership

Supported Instruction Less planning or ongoing

communication may be evident

Special Ed. personnel obviously in assisting role

General education has primary responsible for instruction and direction

Teach and Support/Assist is prevailing instructional arrangement

Less of an equal partnership


Pull-out Model

Student support services personnel provide direct instruction, support or modifications to student with special needs outside the general classroom.- smaller groups

- more intense or specialized

instruction

Pull-out ModelResource Class- Academic support- Academic enrichment

and acceleration - IEP skill development

Self-contained Class- Academic support- Functional curriculum- Curricular modifications

GO NEXT


Consultation: Information Sharing Problem Solving CoachingCollaboration: Co-Teaching Assistant Supported Instruction

Pull-out Services and SupportFROM A LITTLE TO A LOT!

Direct Instruction Academic Support Social Skills Support/Study Strategies Transition Skills

Separate Classroom Services Direct Instruction Behavior Instruction Social Skill Instruction Content Instruction

Access to the General Curriculum

Alternative Setting

Homebound


Pull-out Services and Support

Separate Classroom Services

Alternative Setting

Homebound

Take a Minute…

You have to know what you are starting with! How are special education services delivered in your building? What services do you have with

each level of the continuum? How can you help your staff

understand the picture of current special education services?


Inclusion

Basics


Sharing Information


Pull-out




Scheduling

Some Inclusive Strategies

Co-teaching Co-planning Instructional Assistants Other Strategies

Problem-solving Differentiated Instruction Active Learning Study Guides Direct Instruction Research-based Strategies

Co-Teaching

It’s not the ONLY way to do inclusion! If you are going to use it, use it right!

PROVIDE TRAINING Co-teaching or Supported

Instruction? Co-Teaching Approaches

Power of 2 DVD clip Co-Teaching Considerations

If you only do whole group instruction, co-teaching is a waste of time!

Co-Planning

Without co-planning, it never gets past supported instruction Co-exist Communicate Coordinate Collaborate (problem-solve)

Have to make time for it Must have procedures and a format The time for planning actually decreases if…

Co-Planning IS Different!

3 Stages of Co-Planning

Stage 1GenEd Teacher plans prior to co-planning

meeting Outline curricular content

and related instructional activities


Stage 2Both GenEd and SpEd teacher review curricular

content and develop instructional activities How do we arrange the teachers? How do we arrange the students? Make judgments about the topics, content,

and activities in relation to students Define changes to content, activities,

student groupings, adult responsibilities


Stage 3Both teachers prepare

Materials and resources for students that require significant changes

Collects alternative materials Plans for implementation

In a co-taught classroom In a consultative setting

On-Going Planning

Inclusion requires planning – can’t be done “on the fly”. Prepare and show up! Gen. Ed. – instructional plans and materials Special Ed. – target student names and

special needs information Include requirements (standards, goals, etc.)

Need a (visual) planning format Co-planning book Collaborative plan

Instructional Assistants

Best Practice – can’t “co-teach” Federal laws required assistants be trained.

Specific areas of disability and support Behavior management Confidentiality Instructional strategies

Day to Day Tasks and “The Short List” My Task List Assistant Responsibilities Example Sheet

Instructional Assistants

Federal laws required assistants be supervised Executive and Instructional Supervision Assistant Duty Feedback Form

In inclusive settings, the general classroom teacher becomes an instructional supervisor Paraeducator’s Brief User’s Guide

Other Inclusive Strategies

Problem-solving Differentiated Instruction Active Learning Study Guides Graphic Organizers Peer Assisted Learning Direct Instruction Other Research-based Strategies

Use What Works!Vocabulary Instruction

.95

Compare, Contrast, and Classify

1.61

Summarizing and Notetaking 1.00

Reading Comp. Strategies

1.13

Reinforcing Effort and Praise

.80

Nonlinguistic Representation

.75

Cooperative Learning

.74

Activating Prior Learning .59

Student “Think Alouds”

.98

Direct Instruction

.82

Rules and Procedures

.76

Teacher-Student Relationship

.87

Corrective Feedback

.33

Self-questioning

1.33

Mneumonic illustrations

1.28

Take a Minute…

Co-teaching is not the only option for “doing inclusion”

What are some of the inclusive practices already happening in your school?

What changes would you like to make?

Is there anything new you would like to try?

What plans do you need to make?

Consultation Co-teaching Co-planning Instructional

Assistants Problem-solving Research-based

strategies


Review the questions or topics.

Which ones have been answered?

What new questions do you have?


Inclusion

Basics


Sharing Information


Pull-out




Scheduling

Some Kids Have Problems with the Instruction…

Calls for skills the student does not haveCalls for skills the student does not have Requires activities that don’t support mastery Requires activities that don’t support mastery

of the materialof the material Not enough repetitionNot enough repetition Don’t provide cues about how to think about or Don’t provide cues about how to think about or

study the informationstudy the information Don’t provide options for students to Don’t provide options for students to

demonstrate what they’ve learneddemonstrate what they’ve learned

But Some Have Problems with the Content… Abstract, complex, or not organizedAbstract, complex, or not organized Uses unfamiliar vocabularyUses unfamiliar vocabulary Too much informationToo much information Requires knowledge or background Requires knowledge or background

information that the student does not possess information that the student does not possess or been exposed toor been exposed to

Not relevant or appropriate for individual Not relevant or appropriate for individual studentsstudents

The Options That You Have

The whole concept of making accommodations

and modifications is huge, and can get confusing and overwhelming!

A Little Organization Helps!

Let’s consider the whole collection of accommodations, modification and support strategies, tips, ideas, interventions, tricks,

cues, and devices on a continuum… or

assigned to levels.

In Terms of “What Students Can Do”, They Can…

…do what everyone else is doing

…do what everyone else is doing WITH SUPPORT

…do what everyone else is doing WITH ACCOMMODATIONS AND INSTRUCTIONAL CHANGES

…do something SORT OF LIKE what everyone else is doing (parallel)

…do SOME of what everyone else is doing (partial participation)

…do SOMETHING DIFFERENT (alternative)



…do what everyone else is doing WITH ACCOMMODATIONS AND INSTRUCTIONAL CHANGES




Least Resource Intensive

MOST Resource Intensive



…do what everyone else is doing WITH INSTRUCTIONAL CHANGES




SMALLEST Number of Students

GREATEST Number of Students

Where’s the Line?



…do what everyone else is doing WITH INSTRUCTIONAL CHANGES




Something Like, Part of, or Something DifferentOnce the appropriate level of accommodation

moves beyond “what everyone else is doing”, modifications get “trickier” understand, to agree on, and “make happen” inside the

general classroom.

For Curricular Modifications,

…MORE is needed!…more collaboration, more lead time, time to

plan, time to prepare, more resources, more implementation, more practice and reinforcement, and more ways to assess and grade

Some Realizations are…

Not all students will or should… Learn all of the content Do all of the assignments or instructional

activities Be graded the same wayAll student should… Be exposed to basic concepts Have meaningful instruction Progress, to the extent possible and

appropriate

The Only Way to Make Appropriate Curricular Modifications

…is to plan and define exactly what part of the curriculum or what content should be achieved by the student or students for a subject area or class, unit of study, an individual lesson, or an individual instructional activity.

Don’t wait and just modify the test!

TEST: Label the parts of the egg.

TEST: Label the parts of the egg.

Germinal Disc

Albumen

Air Cell

Outer Membrane

Yolk

Chalaza

Vitelline Membrane

Inner Membrane

Shell

How to Make Curricular Modifications Start with the big picture. Standards, course and unit

orientation. Target the most basic information, skills or

concepts. Choices have to be made. Prioritize. List the information, skills or concepts to be learned in

order of importance, then start at the top of the list. You not get mastery on the whole list.

Back up to go forward. Activate prior learning - connect new learning to something the student already knows or understands, then move forward.

Increase the Odds. Reinforce information increase memory and recognition factor by teaching key vocabulary and concepts.

How to Make Curricular Modifications Key to concrete or tangible examples, application

and practice. Repetition is necessary. Choose information that relates to real life or a

necessary skill that the student will need to know or use. Infuse basic skills whenever possible.

Avoid creating mountains in the Dead Sea. The intent is to raise the water level!

Facilitate partial participation Parts of what

everyone else is doing may be very appropriate Use research-based interventions and strategies

to increase comprehension and vocabulary recognition and association.

The Real Trick is Deciding that…The Real Trick is Deciding that…

Curricular modifications are appropriate (and Curricular modifications are appropriate (and the right thing to do).the right thing to do).

Direct instruction on target concepts is better Direct instruction on target concepts is better than “scattered” learning on everythingthan “scattered” learning on everything

Students receiving curricular modifications Students receiving curricular modifications may not have to go somewhere else may not have to go somewhere else

We can find compromises to the grading We can find compromises to the grading issue (or continue to work on it!)issue (or continue to work on it!)

We need to structure and provide the We need to structure and provide the necessary supports for effective curricular necessary supports for effective curricular modificationsmodifications

Curricular Modifications Can be Written into the IEP

Direct content vocabulary instruction Reduced objectives or outcomes Prioritized standards/objectives Differentiated instruction (structured choices) Parallel instruction, materials, topic/subject Shortened assignments Partial participation Alternative instructional activities, assignments, projects, or

materials Modified/Alternative grading Replacement activities

Some Practical TipsSome Practical Tips

Start with the end in mindStart with the end in mind Use simplified visuals, structure, and hold the Use simplified visuals, structure, and hold the

student accountable for the contentstudent accountable for the content Develop anything that will structure and guide Develop anything that will structure and guide

learninglearning Categorize content as MUST KNOW, NICE TO Categorize content as MUST KNOW, NICE TO

KNOW, and TRIVIALKNOW, and TRIVIAL Provide choices and alternative methods of Provide choices and alternative methods of

instructioninstruction Use research-based strategiesUse research-based strategies

Stuff You Have and Things You Can Make (Resources and Materials)

Study Guides 6th grade original study guide 6th grade new study guide

Make sure completed info is correct Kids need to get them early on Should cover only key info

Graphic organizers – Weather notes Layers of the atmosphere Story Star www.enchantedlearning.com

Stuff You Have and Things You Can Make (Resources and Materials)

Mnemonics World War II Allies Parts of the Cell

Vocabulary Instruction Sentence Strips

Differentiated Instruction Project Menu – 8th grade ELA

Loop Game www.curriculumproject.com Curriculum Booklets

Modern Learning Press 1-800-627-5867

Take a Minute…

Where do you think your staff stands in understanding or implementing curricular modifications?

How can you increase their understanding or implementation of Curricular modifications?


Inclusion

Basics


Sharing Information


Pull-out




Scheduling

Scheduling

Harder Than It Looks

What Does the Literature Say?

The schedules develop are crucial to the implementation of student programs. (Snell & Hanney, 2000)

Time and scheduling are pragmatic issues that professionals must address. (Friend & Cook, 2000)

Developing schedules – a most time consuming task. (Widerholt, Hamill, & Brown, 1993)

…And Finally

There is no way that an ideal schedule can be prepared! (Wiederholt, Hammill, & Brown, 1993)

Scheduling support services across different service delivery structures is everyone’s nightmare and you will never get it “right”. (DeBoer & Fister, 1995)

ConsultationSupported Instruction

Co-TeachingResource/Pull-out

LESS Support Intensive

MORE Support Intensive

Scheduling Across Those Different Delivery Models

Scheduling Considerations

IEP service types and amounts of time Numbers and “types” of special education

staff Responsibilities of SpEd staff

Murawski (2010) states…

Inclusion Schedule Planner (or something like it)

Elementary or SecondaryBest completed by the case manager or teacher with the most experience with the studentBest completed at the end of the school year (before working on the new schedule)CAUTION! CAUTION! CAUTION!!!!

Some teachers will automatically check “special ed. class“ just based on previous placements or other limiting factors

Steps for Scheduling (Murawski, 2010)

List and count the number of students in each area (by grade) “dump” into EXCEL spreadsheet

Group the students special ed. and general ed. Classes. Consider the student “weightings”.

Watch the percentages as you develop the classes! Load up or spread out?

Scheduling Options

“Loaded Up” SpEd has fewer teachers/teams

to support Requires more direct in-class

support Need to add variety & flexibility

by using direct support creatively

Training and support concentrated to a smaller group

Easier to administrate

“Spread Out” SpEd has more teachers/ teams

to support More resource intensive Planning & communication more

difficult or complex creativity & flexibility a must

from the start Requires more initial

responsibility by GenEd teachers

More equitably More complicated to

administrate – multifaceted

Some Have Said…

Count on “move ins”, so plan proactively. Create options for immediate needs Make changes only at natural breaks (if you

simply MUST!) Days and time of support can be flexible

Article SpEd teachers can’t co-teach with every

teacher Don’t try to add something without taking

something off

Some Have Said…

Schedule supported/co-teaching first, consultation time second, and fill in with pull-out

Regularly review student needs and teacher comfort levels (they change)

Consider other supports Spread out the students with the more

intensive needs

Scheduling: What Does the Literature Say?

There is no way that an ideal schedule can be prepared!

(Wiederholt, Hammill, & Brown, 1993)

Scheduling support services across different service delivery structures is everyone’s nightmare and you will never get it “right”.

(DeBoer & Fister, 1995)

Take a Minute…

Scheduling. What pearls of wisdom can you share? What nightmares have you experienced?


Inclusion

Basics


Sharing Information


Pull-out




Scheduling


Review the questions or topics.

Which ones have been answered?

What new questions do you have?

Do I Need To Mention BARRIERS?

Wide variety of student needs Disagreement on when to “push in” support

or “pull out” students Individual GenEd schedules and flexibility Dedicated blocks of time General Education teacher perspective

Reading Strategies

The top 5 of 28 reading strategies: Direct teaching of vocabulary Teaching pre-, during-, post-reading strategies Fluency building, high frequency words Chunking and questioning aloud Relating to student experiences

Math Strategies

The top 5 of 20 math strategies were: Tactile, concrete experiences of math Daily re-looping of previously learned

materials Problem solving instruction and task analysis

strategies Teacher think-aloud Student think-aloud

Science and Social Study Strategies

The top 5 of 23 content strategies were: Hands-on, active participation Using visuals Using pictures to demonstrate steps Using pre-reading strategies

in content areas Modeling/teacher

demonstration

SLANTSit up straightLean forwardAct like you are interestedNod your headTrack the teacher

Documents

Practical Strategies for Inclusion There’s More Than One Way To Do Inclusion!