Preparing Teachers to Educate Preparing Teachers to Educate Children with Disabilities in Children with Disabilities in

Inclusive SettingsInclusive Settings

““Teacher Centered” Modules Teacher Centered” Modules Developed by the Joseph P. Kennedy, Developed by the Joseph P. Kennedy,

Jr. FoundationJr. FoundationApril, 22, 2004April, 22, 2004

The World BankThe World Bank

The Foundation’s MissionThe Foundation’s Mission

Improve the lives of individuals who have intellectual disabilities through:

Identifying ways to prevent intellectual disabilities

Providing funding for projects that will demonstrate new approaches

Influencing public policy and public awareness

The Foundation’s PhilosophyThe Foundation’s Philosophy

Persons with intellectual disabilities have the ability to live, Persons with intellectual disabilities have the ability to live, learn, work, recreate and worship like everyone else. learn, work, recreate and worship like everyone else. We recognize that people will intellectual disabilities may We recognize that people will intellectual disabilities may need assistance to do these things.need assistance to do these things.

We believe that families of people with intellectual We believe that families of people with intellectual disabilities, especially families of children with intellectual disabilities, especially families of children with intellectual disabilities, benefit from support and information to disabilities, benefit from support and information to successfully include their family member with intellectual successfully include their family member with intellectual disabilities in everyday community activities.disabilities in everyday community activities.

The Foundation’s HistoryThe Foundation’s HistoryOver the course of it’s 48 year history, the Foundation has:Over the course of it’s 48 year history, the Foundation has:

Established research, training and clinical facilities for the diagnosis and treatment of Established research, training and clinical facilities for the diagnosis and treatment of intellectual disabilities in universities nationwideintellectual disabilities in universities nationwide

Created the Special Olympics program to expand sports and recreation opportunities for Created the Special Olympics program to expand sports and recreation opportunities for persons with intellectual disabilitiespersons with intellectual disabilities

Sponsored programs and symposia on the ethical implications of intellectual disability in Sponsored programs and symposia on the ethical implications of intellectual disability in medicinemedicine

Initiated the Kennedy International Awards for outstanding contributions in scientific research, Initiated the Kennedy International Awards for outstanding contributions in scientific research, service and leadershipservice and leadership

Influenced the development of public policy in education, civil rights, and researchInfluenced the development of public policy in education, civil rights, and research

Funded hundreds of demonstration projects in the areas of medicine, health, education, Funded hundreds of demonstration projects in the areas of medicine, health, education, employment, community living, public policyemployment, community living, public policy

The Foundation’s Key AssetsThe Foundation’s Key AssetsRecognized as a national leader in the field of intellectual Recognized as a national leader in the field of intellectual disabilitiesdisabilitiesAble to leverage public and private resourcesAble to leverage public and private resourcesA solid network of educational consultantsA solid network of educational consultantsRelationships with key leaders in governments across Relationships with key leaders in governments across the globethe globe

Recent International Recent International Initiatives in EducationInitiatives in Education

UNICEFUNICEFBosnia HerzegovinaBosnia Herzegovina

USAIDUSAIDEl Salvador- EXCELL Project to improve school El Salvador- EXCELL Project to improve school

administrator’s leadership skills; teacher educationadministrator’s leadership skills; teacher educationGuatemalaGuatemalaNicaraguaNicaraguaPolicy papers on key issues for educating students with Policy papers on key issues for educating students with

disabilities in developing countriesdisabilities in developing countries

Teacher Education ModulesTeacher Education Modules

Began with the Foundation’s work in Bosnia in Began with the Foundation’s work in Bosnia in collaboration with UNICEFcollaboration with UNICEFSeminar materials formalized into modulesSeminar materials formalized into modulesDesigned to provide a process for individualizing Designed to provide a process for individualizing instruction and model new approach to instruction and model new approach to professional trainingprofessional trainingTranslated in Bosnian; Serbian-Croatian; and Translated in Bosnian; Serbian-Croatian; and SpanishSpanishAdapted for use in Bosnia, Guatemala, Adapted for use in Bosnia, Guatemala, Nicaragua, and El SalvadorNicaragua, and El Salvador

Teacher Education ModulesTeacher Education Modules

Bosnia: Bosnia: – UNICEF and Foundation supported 4 special UNICEF and Foundation supported 4 special

education professionals studying one education professionals studying one semester at U of Maryland and U of Utahsemester at U of Maryland and U of Utah

– Goal of the study plan was to adapt the Goal of the study plan was to adapt the modules for use in “Teacher Centers” as part modules for use in “Teacher Centers” as part of a comprehensive professional development of a comprehensive professional development plan. plan.

– Presently being used as part of “Step-by-Presently being used as part of “Step-by-Step” training within BosniaStep” training within Bosnia

Special Education in Latin Special Education in Latin AmericaAmerica

About 85 million people with disabilities live in the About 85 million people with disabilities live in the region and most have limited access to educationregion and most have limited access to education– Limits their participation in workforce, lowers their Limits their participation in workforce, lowers their

productivity, y thus, it promotes greater dependence productivity, y thus, it promotes greater dependence (Porter 2001). (Porter 2001).

Less than 10% children with disabilities in Latin Less than 10% children with disabilities in Latin America receives educational services and the America receives educational services and the most common service delivery model is the most common service delivery model is the special education school (Porter, 2001). special education school (Porter, 2001). Between 11-18% of children in Central America Between 11-18% of children in Central America have disabilities (CACL, 1997; Porter, 2001). have disabilities (CACL, 1997; Porter, 2001).

Special Education in Latin Special Education in Latin AmericaAmerica

Nicaragua: 2.4% (3,600) of the 150,000 children Nicaragua: 2.4% (3,600) of the 150,000 children with special needs are receiving services (Porter, with special needs are receiving services (Porter, 2001). 2001). El Salvador: Less than 1% of the 222,000 children El Salvador: Less than 1% of the 222,000 children with special needs are being served (Porter, with special needs are being served (Porter, 2001). 2001). Jamaica: One third of children with special needs Jamaica: One third of children with special needs are receiving services (Porter, 2001). are receiving services (Porter, 2001). Chile: The most common service delivery model is Chile: The most common service delivery model is the special education school and approximately the special education school and approximately one third of the eligible population has access to one third of the eligible population has access to special education (Milicic & Sius, 1995).special education (Milicic & Sius, 1995).

Teacher Education ModulesTeacher Education Modules InclusiveInclusive– Inclusive education v. inclusion as placementInclusive education v. inclusion as placement– Build project as part of mainstream education reformsBuild project as part of mainstream education reforms

Efficient use of resourcesEfficient use of resources– Leverage ongoing education development projectsLeverage ongoing education development projects– Negotiate how to infuse a focus on special needsNegotiate how to infuse a focus on special needs

Collaborative Collaborative – Local involvement in identification of needs and adaptation of Local involvement in identification of needs and adaptation of

materialsmaterials– Promote local ownershipPromote local ownership

SustainableSustainable– Identify/involve local leadership in public & NGO sectors.Identify/involve local leadership in public & NGO sectors.– Secure official commitment and institutionalizeSecure official commitment and institutionalize project project

Kennedy Foundation Modules: Kennedy Foundation Modules: ContentContent

Module 1 – Introduction to mild/moderate Module 1 – Introduction to mild/moderate intellectual disabilitiesintellectual disabilities– History and definitionsHistory and definitions– Legal framework and contemporary trends in special Legal framework and contemporary trends in special

educationeducation– Characteristics of mild/moderate IDCharacteristics of mild/moderate ID– Curriculum modelsCurriculum modelsModule 2 – Functional assessmentModule 2 – Functional assessment– Introduction to functional assessment and planningIntroduction to functional assessment and planning– Student centered planning processStudent centered planning process– Applying functional assessment and planningApplying functional assessment and planning

Kennedy Foundation Modules: Kennedy Foundation Modules: ContentContent

Module 3 –Instructional strategies Module 3 –Instructional strategies – Development of individualized educational plansDevelopment of individualized educational plans– Effective instructional strategiesEffective instructional strategies

Module 4 – Behavior and social skillsModule 4 – Behavior and social skills– Disruptive behaviors and social skillsDisruptive behaviors and social skills– Effective instructional strategies, behavior Effective instructional strategies, behavior

management techniques, and positive management techniques, and positive behavioral support.behavioral support.

Kennedy Foundation Modules: Kennedy Foundation Modules: PedagogyPedagogy

Learning cycle based on problem solving and Learning cycle based on problem solving and inquiryinquiry– Bransford, J., Brown, A., & Cocking, R. (2000). Bransford, J., Brown, A., & Cocking, R. (2000). How How

people learn: Brain, mind, experience and schoolpeople learn: Brain, mind, experience and school. . Washington, D. C.: National Academy Press.Washington, D. C.: National Academy Press.

– Schwartz, D. L., Lin, X., Brophy, B., & Bransford, J. D. (in Schwartz, D. L., Lin, X., Brophy, B., & Bransford, J. D. (in press). Toward the development of flexibly adaptive press). Toward the development of flexibly adaptive instructional designs. In C. Reigeluth (Ed.), instructional designs. In C. Reigeluth (Ed.), Instructional-Instructional-design theories and models: New Paradigms of design theories and models: New Paradigms of instructional theoryinstructional theory (pp. 183-214). Mahwah, NJ: Erlbaum. (pp. 183-214). Mahwah, NJ: Erlbaum.

– Schwartz, D. L., Brophy, B., Lin, X., & Bransford, J. D. (in Schwartz, D. L., Brophy, B., Lin, X., & Bransford, J. D. (in press). Software for managing complex learning: press). Software for managing complex learning: Examples from an educational psychology courseExamples from an educational psychology course. . Educational technology research and development.Educational technology research and development.

Kennedy Foundation Modules: Kennedy Foundation Modules: PedagogyPedagogy

Kennedy Foundation Modules: Kennedy Foundation Modules: PedagogyPedagogy

A web-based application of the learning A web-based application of the learning cycle has been developed at Vanderbilt cycle has been developed at Vanderbilt specifically for special education – IRIS specifically for special education – IRIS Modules.Modules.IRIS content modules could be translated IRIS content modules could be translated and used to supplement the face to face and used to supplement the face to face education.education.IRIS.peabody.vanderbilt.eduIRIS.peabody.vanderbilt.edu

Kennedy Foundation Modules: Kennedy Foundation Modules: ChallengesChallenges

Challenges traditional professional Challenges traditional professional development/teacher education modelsdevelopment/teacher education modelsAdaptation of modules to country needs is time-Adaptation of modules to country needs is time-consuming: leadership issues, language.consuming: leadership issues, language.Content is complicated by differences in Content is complicated by differences in classification, terminology, and systems within classification, terminology, and systems within the schoolsthe schoolsData on short and long-term change in teacher Data on short and long-term change in teacher practices and impact on student learning in practices and impact on student learning in inclusive schools are needed but difficult to inclusive schools are needed but difficult to collectcollectSustainability Sustainability