Meredith PennerProgram & Training Specialist

BCIU #22

Making Inclusion Meaningful

Legal ReasonsGaskin v.

PennsylvaniaLeast Restrictive

EnvironmentSupplemental Aids

and ServicesChapter 14

regulationsFAPE & IDEA

Fair doesn’t mean equal

Social gainsGeneralizationAccess to same

opportunitiesSpecial Education is

a service NOT a place

Why is there such a push for inclusion?

Other Reasons

Least Restrictive Environment Child must be educated in the general education setting to

the greatest extent possible considering all of the possible supplemental aids and services

Inclusion does not mean that the student’s progress must be measured by mastery of general education curriculum, but could be measured by progress made toward IEP goals and objectives

The levels of supports and accommodations needed are to provide students the opportunity to participate with their non-disabled peers in a general education setting NOT to be used as a basis for placing them in an alternate (more restrictive) setting

Burns,Edward. (2003) A Handbook for Supplementary Aids and Services. Springfield Ill: Charles C. Thomas

General Education

General Education with accommodations & modifications

General Education with modifications & adaptations

General Education with focus on IEP goals NOT grade level curriculum (collaboration with special education

teacher)

General Education with 1 on 1 supports

% of day spent in alternate setting (smallest amount

possible)Separate setting for majority of

day within public school

APS

•

% of special education students placed in:

General Ed >80% 65%General Ed 40-79% 24%General Ed < 408.7%Alternate Placements 3.3%

100 schools were identified over the last 5 years in PA for improvement plans in these various categories as a result of the Gaskins Settlement

Approximate State Targets (2010)

Diana Browning Wright, Teaching & Learning 2003

• Ex. -Preferential seating, visual cues, repeated directions, use of a scribe, breaks if needed, guided notes, slant board, word processing device, voice output system, sign language, enlarged textbooks

Accommodations- do NOT

fundamentally alter or lower standards or

expectations of course/standard/te

st

• Ex.- limit number of choices, receptively identify character from field of 2, use lower level text, minimize number of problems, answer concrete questions rather than abstract

Modifications&

Adaptations- DO alter or lower

standards or expectations of

course/standard/test

http://imtyler.org/

Read,Reflect, &Take a Break!

http://effectiveinclusionstrategies.wikispaces.com/file/view/Article+on+Inclusion+Support+and+UDL.pdf

Share responsibilityCollaborate & PlanNotice the strengths &

needsBe positiveAccept responsibility Monitor progress diligently

We’re all in this together!

Present Education levels (strengths and needs)

Specially Designed InstructionSupplemental Aids and Services Testing Accommodations (state and local)Goals and ObjectivesRelated ServicesBehavior plans/protocols Medical Information Maintain Confidentiality

How to effectively communicate important components of an IEP

Activity/lesson

Goal/Objective of target student

Accommodations &

ModificationsPrompting

levelAssessme

nt Tool

Sample Planning Template:

INCLUSION / TEAM MEETING NOTES   Student: ___________________________ Grade: ________________________ Date/Time of Meeting: _____________________________________________

Attendance: name/role

 Accomplishments / Positive Comments     Areas of Concern:   Plan / Strategies to Address Concerns:    Materials Needed / Training to be Scheduled: Important Dates / Upcoming Events (training, meetings): Goals / Concerns to be addressed at next meeting:    Next Inclusion Meeting (location/time):

Sample Inclusion Meeting Template:

Teaching and Promoting Disability Awareness

Model it yourselfUse person first languageGive age appropriate examples of ways we are

all the same and differentIf necessary to talk about a specific student, do

so ONLY with parent permissionAllow students to talk about their own challenges

(with parent permission)Use nationally recognized months to springboard

activities (March- Disability awareness, April- Autism Awareness,

http://www.ctserc.org/library/bibfiles/childlit-disab.pdf

How can we help you?Co planning time?

Specific trainings?

Resources?

http://www.kidstube.com/play.php?vid=10094

Good Luck!mpenner@bucksiu.org