TASH Inclusive Education Research …...2016/01/20 · living, postsecondary education). 4. How is Universal Design for Learning and Assistive Technology operationalized in classrooms,

TASH Inclusive Education Research RecommendationsSeptemer 2015

TASH Inclusive Education Research Recommendations

1

SystemsLevelCapacityBuilding Recommendations/IssuesandConcerns QuestionstoBeAnswered

Scho

ol-W

ideRe

form

1. Focusonaschool-widetransformativeapproachtoinclusion,includingpoliciesthatpromotethecreationofaunifiedsystemofeducationforallstudents.

2. Devoteadequatetimeandresourcestoensuresustainabilityandexpansionofsuccessfulinclusivemodels.

3. Utilizeexistingmodelsofsystems-levelreformsthatpromoteaccessandinclusionsuchasPBIS,RTI,andMTSS.

4. Examinedifferencesinservicesamongurbanandruralschoolsandcommunitiesthatleadtoinconsistentandnon-existentinclusionpractices.

1. DoesthetransformativeSchool-wideapproachtoinclusiveeducationimprove:a. Student-leveloutcomes(academic,social,behavioral,

post-schooloutcomes)b. Familyengagementlevelsc. Systemsleveloutcomesd. Classroom/buildingleveloutcomes

2. Howdosystemslevelincentivespromotepolicyinnovationandreform?

3. Whatdoesittaketoscale-up,generalize,andsustaininclusivepracticesfromclassroomstoschool-widetodistricttostatetofederal?

4. Howeffectiveareexistingmodelsofsystems-widereforminsupportinginclusionforstudentswithsignificantdisabilities(e.g.,MTSS,RTI,PBIS)?

5. Howcansystemsblendexistingmodelsofschool-widereform(e.g.,MTSS,RTI,PBIS)withschool-widetransformationforinclusion?


2


Fede

ral,State&LocalPolicy

1. Clarifyunderstandingsoflocal,state,andfederalpolicies,includingfunding.

2. Examinetheoftencompetingpoliciesandadvocacyagendasthatmaycreategapsandbarrierstopolicytransformationssupportinginclusiveeducation(e.g.,highstakestesting).

3. Articulateandutilizepolicy-baseddecision-makingapproachestocreatePolicy-to-Practice-to-Policyfeedbackloops.

4. Advocateforsufficientresearchatthefederalleveltoexaminesystemslevelissues.

1. HowcaninclusivebestpracticesbeincentivizedthroughIDEA,ESEA,Section504,andtheADA?

2. Whatpolicychanges,includingfinancialpolicies,areneededtopromotereformofgeneralandspecialeducationsoallstudentsachievesuccessfulschoolandpost-schooloutcomes?

3. Arepoliciesalreadyinplacetosupportschoolsinconsistentlyimplementinginclusiveandequitablepractices?

4. Whatspecificstateperformanceindicators,includingaccountabilitydata,aremorelikelytoinfluencechange?

5. Howcanpolicyshiftfocusfromregulatorycompliancetoqualityeducationandoutcomes?

6. Howcanpolicydevelopment,implementation,andaccountabilityacceleratescale-up,andsustainability?

7. Whataretheimplicationsofbroad-basedinclusiveeducationfundingandpolicychangeforpolicyandpracticesduringthetransitiontoadulthood?

LeastR

estrictiv

eEn

vironm

ent

&Placemen

tDecisions

1. ClarifymisinterpretationsofLREandmorebroadly,inclusivepractices,amongschools,districts,andstatedepartmentssystemsthatconstrainourabilitytosupportstudentsinlessrestrictivesettings.

2. Re-examinetheusefulnessofthelegalprincipleofleastrestrictiveenvironment,whichstronglyinfluencesinclusiveplacementandeducationforallstudents.

3. ExaminetheimplicationofthemisinterpretationsofLREthatcreatebarrierstofullinclusioningeneraleducationcurriculum,contextandinstruction.

1. HowaredecisionsaboutplacementmadebyIEPteams?Whatistheroleofdistrictpolicies/procedures(writtenandunwritten)indeterminingplacement?

2. Whataccountsforthewidestate-to-statevariabilityinplacementforstudentswithmoreintensivesupportneeds?

3. HowcanstateandfederalDepartmentsofEducationusetheirmonitoringandoversightresponsibilities,aswellastheirguidanceauthoritytoreduceplacementdisparities?

4. Howdopoliciesencourageorinhibitfamiliesfromrequestinginclusiveeducationalplacements?

5. Howdobroadereducationalreformefforts(e.g.,schoolchoice,charterschools)encourageorinhibitinclusiveplacement?


3


Teache

rPrepa

ratio

n,Professiona

lDevelop

men

t,Qua

lity,Evaluation,&Reten

tion

1. Clarify/examinethecapacitythatteachersandothereducationalpersonnelhavetosupportinclusivepracticesinschoolsasaresultoftheirteacherpreparation.

2. Explorethesilosinteacherpreparationandcertification/licensurepoliciesthatcreatebarrierstoinclusiveeducation.

3. Createopportunitiesforconnectionsinteacherpreparationprogramsthatleadtocollaborativeplanningamongspecialandgeneraleducationtopoolresearchagendasandresources.

4. Explorethelimitedscopeofculturaldiversityinteachereducationprograms(students&teachereducators).

5. Developacentralizedcollaborativeresourcecenterthatinvolvesresearchers,teachereducators,andpractitioners.

1. Whatdispositions,knowledge,andskillsshouldadministrators,teachers,andrelatedserviceprovidersbetaughtduringtheirpreparationprogramstopreparethemtoincludeallstudentsininclusivegeneraleducationclassroomsandschools?

2. Whatcontentandmodelsofprofessionaldevelopmentfocusedonteacherpracticesandstudentoutcomesleadtoinclusiveschoolreform?

3. Howwillnewteacherevaluationpoliciesaffectco-teachers(Inclusionfacilitators&Generaleducationteachers)?

4. Whatpolicyandpracticesareneededtopromoteamoreunifiedsystemofprofessionaldevelopmentforgeneralandspecialeducators?

5. Howdocertification/licensurestandardsdriveteacherandothereducationalsupportstaff(e.g.,paraprofessionals)developmentofqualityinclusivepractices(e.g.,co-teaching)?

6. Whatistheimpactofdualcertification/blendedprogramsonteacherandstudentoutcomes?


4

Building&ClassroomCapacity

Recommendations/Issue&Concerns QuestionstobeAnswered

System

aticIn

structioninIn

clusive

Settings

1. Explorewaystotaketheuseofevidence-basedinstructionalstrategiestoscaleininclusivesettings.

2. Examinethegeneralizabilityandculturalresponsivenessofsomeevidence-basedpracticesandstrategiesdevelopedinself-containedsettings.

3. Exploretheroleofindividualizedandintensiveinstructionwithininclusiveclassrooms(Tier3).

4. Continuetodevelopnewevidence-basedinstructionalpracticesfocusedininclusivesettings.

1. Howissystematicinstructionusedeffectivelyandwithfidelityininclusiveclassroomstoteachstudentswithsignificantdisabilitiesacademicskills?

2. HowareTier3interventionsimplementedininclusivegeneraleducationalsettingstosupportlearningengagementforstudentswithsignificantdisabilities?

3. Howdoestheuseofsystematicinstructioningeneraleducationsettingsleadtoimprovedpost-schooloutcomes?

4. Whatisthecurrentandbestavailableevidencesupportinginclusivepracticesforstudentswithsignificantdisabilities?


5


Recommendations/Issue&Concerns QuestionstobeAnsweredEn

hancingPa

rticipationinGen

eral

EducationClassroo

mIn

struction

1. Examineopportunitiestoincreasetheutilizationofcooperativelearningstrategiesthatlikelypromoteacademiclearningandsocialrelationships.

2. Examinebestpracticesthatpromotesharedownership

andresponsibilityofadultsinschools/classestosupportallstudentsandfocusonculturallyrelevantpractices.

1. Whatcooperativelearningstructures,strategiesandinstructionalpracticessupportincreasedstudentlearninganddevelopmentofsocialrelationships?

2. Whataretheinstructionalstrategiesandmodelsthatbestsupportengagementandlearningforallstudentsinageneraleducationclassrooms?

3. Howaretherolesofallinstructionalandsupportstaff(e.g.,generaleducators,specialeducators,relatedserviceproviders,TitleIteachers,paraprofessionals)redefinedtosupportallstudentsininclusivegeneraleducationsettings?

4. Whatco-teachingmodelsaremosteffectiveinpromotingtheinclusionofstudentswithsignificantdisabilities?


6


Recommendations/Issue&Concerns QuestionstobeAnsweredAd

ultR

olesin

Stude

ntPartic

ipationan

dEn

gagemen

tinLearning

1. Examinebestpracticesinsupportingadultsinpreparingstudent-focusedaccessiblematerialsandlessons(e.g.,UDL,formofcommunication)inorderforstudentstobepresumedcompetentandmeaningfullyparticipateinallinstructionalandsocialactivitiesintheclass.

2. DeveloptoolsandstrategiestoplanforUDLclassroomstobeoperationalizedwithfidelity.

3. ClarifytheresearchbasethatconsidersAssistiveTechnology(AT)asanessentialtoolwithinUDL.

1. Howdowedesigninstructionandlessonstoprovidemeaningfulandequitableparticipationthroughoutallcontextsandenvironmentsinaschoolcommunity?

2. Howareaccommodations,modifications,supportsandservicesdesignedandimplementedtosupportinclusiveeducation?

3. Howdoseparateprogramsimpactstudents’realizingtheirdesiredpostschooloutcomes(e.g.,employment,adultliving,postsecondaryeducation).

4. HowisUniversalDesignforLearningandAssistiveTechnologyoperationalizedinclassrooms,schoolsanddistrictsthatincludeallstudents(includingthosewhouseAssistiveTechnology)?

5. DoesaccesstoAT(includingcommunicationAT)promoteimprovedlong-termoutcomes?


7


Recommendations/Issue&Concerns QuestionstobeAnswered

Accessto

Curric

ulum

PromotingState

Stan

dards(SS)PromotingCo

llegeand

Ca

reerRea

dine

ss(C

CR)

1. EnsurethattheaccessibilityofSScurriculumisinplaceforallstudents.

2. Embedinstructionalfocusforstudent-levelneedswithinthegeneralcurriculuminallclassrooms.

3. Exploremethodstosupportteacherstolearnhowtodevelopanduseuniquedatacollectionsystemstodriveeffectiveinstructionalignedtostandardsforstudentsincludedingeneraleducation.

4. Ensurethatallstudentsaccesssimilarinstructionandexperiencesinordertolearnthenon-academicskillsassociatedwithcollegeandcareerreadiness(e.g.,problemsolving,self-determination,persistence,etc.).

1. HowisSSbasedcurriculabeingdesignedandimplementedtoincludeallstudentsacrossallgradelevels?

2. HowareindividualizedinstructionandsupplementaryaidsandservicesembeddedwithintheSSbasedcurriculum?

3. Howdoyoudesignandimplementuniquedatacollectionsystemstodriveeffectiveinstructionalignedtostandardsforallstudents?

4. Howcanallstudentslearnandpracticethenon-academicskillsneededtoensuretheyareCCR?

Build

ingLevel

Instructiona

lLea

ders 1. Examinewaysthatpromotethebuildingleadership

supportessentialfordevelopingtheuseofevidence-basedinclusivepracticesinclassrooms.

2. Exploreschoolleadershippreparationthatreflectstheprioritiesassociatedwithspecialeducationandincludingstudentswithsignificantdisabilities.

1. Whatistheroleoftheprincipalandotherbuildingleadersinsupportingcollaborationofteachersandotherstoteachallstudentsusingevidence-basedinclusivepractices?

2. Howdobuildingleaderssupportfamiliesasadvocatesforinclusiveeducation?

3. Howdobuildingleadersconceptualizetheirroleineducationaldecision-makingprocessesincludingtheIEP?


8


Recommendations/Issue&Concerns QuestionstobeAnsweredProfession

alDevelop

men

t(PD)

1.Exploreeffectivemethodsofinclusiveprofessionaldevelopment(PD)thatmustbeembeddedwithincommoncoreprioritiesandreadinginterventions.

2.DevelopPDthatwillbesufficientinpreparingschoolleaderstobuildinginclusiveschools.

3.DevelopPDtobuildclassroomstructuresandteamplanningatschool,districtandstatelevels.

1. Howarebuildingandsystemleaders,alleducators,andotherschoolpersonnelpreparedtoworkeffectivelyasateam,todevelopinclusiveschools?

2. Whatcomponentsofeffectiveprofessionaldevelopmentforculturallyresponsiveinclusiveeducationleadtomeaningfulchangewithinclassroomsandbuildings?

3. Howcansystemsscaleupandmaintainhighqualityprofessionaldevelopmentatthedistrictandschoollevelstopromoteandsustaincollaborativeandinclusiveeducation?

Familyand

Com

mun

ityIn

volvem

ent

1. Examinethecontinueddisproportionalrepresentationofstudentsofcolor/lowsocio-economicstatusinspecialeducationandsegregatedplacements.

2. Focusonincreasingthewaysthatmulticulturalfamiliesandstudentsparticipateinschoolreformefforts?

3. Promotethecriticalengagementofdiversefamilies.4. Explorebestpracticestopromotetheessentialrolesof

familyandcommunitymembersasessentialpartnersandadvocatesforchildren’sinclusion.

1. Whatinformationandskillsdofamiliesneedinordertosuccessfullyhaveameaningfulroleininclusiveeducation?

2. Whataretheculturallyresponsivefamily-centeredengagementstrategiestofacilitatethefullpartnershipofdiversefamiliesandcommunitiestofacilitateinclusiveeducation?

3. Whatarewaystoeffectivelyevaluateschool’sengagementeffortswithfamiliesandcommunity?

4. Whatpoliciesandpracticespromotetheengagementofculturallydiversefamiliesandcommunitiestoparticipateininclusivesystemschange?

5. Howcanpoliciesandpracticesbedevelopedthatreducethedisproportionaterepresentationofstudentsofcolor/lowsocio-economic/ELLstatusinspecialeducationplacements?


9

StudentLearningandDevelopment Recommendations/Issues&Concerns QuestionstobeAnswered

Interven

tionsfo

rPromotingSo

cial

Relatio

nshipsand

Improv

ingAc

adem

ic

Outcomes

1. Collectevidencetodocumentsocialandacademicoutcomesforallstudents.

2. Constructcompellingmessagesforparents,teachersandadministratorsaboutbarrierstosocialrelationships,membershipandbelongingandacademiclearning(e.g.,howparaprofesionalsareusedintheclassroom).

3. Examinehowinstructiononself-determinationmayplayavitalroleforstudentsinaccessingtheirneededsupportsandaccommodations.

4. Explorehowlong-termoutcomesforstudentswithsignificantdisabilitiesareinfluencedbytheinstruction,curriculumandsupports.

5. Examinetheproblematicsustainabilityofstudentfocusedinterventions.

1. Aretheredifferencesinthesocialexperiencesandpost-schooloutcomesofstudentswhoareincludedingeneraleducationvs.thosewhoarenot?

a. Post-secondaryb. Employmentc. Independentlivingd. Developmentofsupportnetworks

2. Whattypesofstudent-focusedinterventions(e.g.,paraprofessionaltraining,peermediatedsupports,positivebehaviorsupports),teacherplanningandinstructionaldeliveryaremostbeneficialtolearninganddevelopmentofallstudents?

a. Whatfeaturesimproveacademicoutcomes?b. Whatfeaturesimprovesocialoutcomes?

3. HowcanwedesignnewmeasuresforevaluatingIEPdevelopment,implementation,andmonitoringthatleadtoinclusiveeducation?


10

StudentLearningandDevelopment

Recommendations/Issues&Concerns QuestionstobeAnswered

Instructiona

lStrategiesinIn

clusiveSettings

1. Usethefullbodyofresearchliteraturetoexplorenewresearchoninterventionsonacademiclearningininclusivesettings

2. Documenthowtheexpectationsofteacherscangreatlyinfluencethequalityof:a. Specializedinstruction,b. Supplementaryaidsandservicesc. Accommodationsandgeneralsupports

3. Examinetheuseofresearchbasedinstructionalstrategiesininclusivesettings.a. Universaldesignforlearningcaninfluencehow

studentsaccessthegeneraleducationcurriculumb. Researchbasedassessmentstrategiesmustbe

employedtoevaluatestudentlearning.4. Exploretheinfluenceofdecisionmakingon

developmentandimplementationofIEPgoalsandtheskillsthatareprioritizedforlearning

5. Exploretheextenttowhichstudents’experiencesandperceptionsarevaluedorexamined.

6. DeterminegoodmodelsofinclusiveeducationthatareavailableinK-12.

1. Howdostudentswithsignificantdisabilitieslearnusingresearch-basedinstructionalstrategiesininclusivesettings?

2. Canresearchbasedinstructionalstrategiestaughtingeneraleducationsettingsimprove:a. Academicskills?b. Long-termoutcomes(employment,post-secondary)?c. ProgressonIEPgoals?

3. Howdoestheknowledge,expectationsanddispositionsoftheteacher(s)influencedecision-makingin:a. Wherestudentsaccessthegeneraleducation

curriculum?b. Theexpectationsforperformanceofgeneral

educationcontent?c. Designingactivitiesandinstructionalsupportsthat

allowstudentstoengageinauthenticlearning?4. Whatarethecharacteristicsofuniversallydesigned

instructionthatpromoteacademicachievementforstudents?

5. WhatmeasuresofindividualprogressmonitoringofSSaremosteffective?


11

StudentLearningandDevelopment

Recommendations/Issues&Concerns QuestionstobeAnsweredCo

mmun

icativeCo

mpe

tence

1. Explorebestpracticesinraisingthecommunicativecompetenceofstudents(communicationsupports,includingAAC)thatareessentialforstudentstoengageinsocialinteractions,academiclearning,andself-directionofpersonalneeds.

2. Determinethewaysthatdecision-makingbypractitionersinfluenceshowAACisusedtosupportcommunicationforstudentswithsignificantdisabilities.

1. Whatstrategiesandinterventionsdesignedtoincreasecommunicativecompetencearecompatiblewithlearningingeneraleducationsettings?

2. HowdoesaccesstoAACincreasecommunicationskillsofpre-symbolicandemergingcommunicators?a. Doesincreaseduseofcommunicationoraccessto

AACleadtogreaterpost-schooloutcomes?3. Whatisthedecision–makingprocessschool-basedteams

areusingwhenconsideringthecommunicativeneedsofstudentswithsignificantdisabilitiesandhowdoweensurecommunicationisprioritized?

4. HowhastechnologychangedtheaccesstoAACforstudents(e.g.,iPad,iPod)whoparticipateinthegeneralcurriculumininclusivesettings?

Rede

finingtheCu

rricularFocusfo

rStude

nts

with

Significan

tDisab

ilitie

s

1. Redefinetraditionalfunctionalskills.a. Focusonskillsthatareuniversallyandpersonally

relevantandneededwithinnaturalcontext,b. Limitfocusonspecificcurriculumorinstructional

practice.c. Addressfunctionalskillsembeddedwithingeneral

education.2. Exploreopportunitiesforconsensusamongpractitioners

andstakeholdersonwhatconstitutesfunctionalskillsa. Decision-makingregardinginstructionalpriorities

isproblematic.3. Exploretheongoingtensionbetweenprioritiesof

‘functionalskills’andgeneraleducationcurriculumandacademicinstructionleadingtostudentspulledfromgeneraleducationa. Wronglyheldviewofmutualexclusivityof

academicskillsand“life”orfunctionalskills.

1. Howcanpersonallyrelevantandcontextuallyneededskillscombinedwithacademicskillsbetaughttostudentsingeneraleducationsettings?

a. Willthiscombinationofskillsleadtogreaterpost-schoolacademicand/orsocialoutcomes?

2. HowdoIEPteamsmakedecisionsabout:a. Percentageofinstructionaltimeneededforacademicorpersonallyrelevantandcontextuallyneedskills?

b. Locationofinstructionaltimeneededforacademicorpersonallyrelevantandcontextuallyneedskills?

Documents

TASH Inclusive Education Research …...2016/01/20 · living, postsecondary education). 4. How is Universal Design for Learning and Assistive Technology operationalized in classrooms,