Effective Teaching Practices for Students in Inclusive Classrooms By Sue Land, M.Ed.

School teams spend precious time creating the foundations of inclusive programs for students with disabilities. Careful thought goes into scheduling co-taught classes, creating balanced classroom rosters, training co-teaching partners, developing collaborative relationships, and providing appropriate supports for students with disabilities (Walther-Thomas, Korinek, McLaughlin, & Williams, 2000). However, even with well-planned inclusive services, general education teachers and co-teaching teams often struggle with how to effectively teach students with disabilities in general education classrooms. This article provides tips for inclusive practices that will assist general education teachers in meeting the educational needs of their students with disabilities. Tips for Planning • Collaborate with special education teachers, related service providers, and

paraprofessionals on a regular basis. • If you are co-teaching, commit to planning at least once a week with your co-teaching

partner and determine your respective teaching responsibilities. Write your plans down and share the work load.

• Use a variety of co-teaching methods, including:

1. Interactive Teaching - Teachers alternate roles of presenting, reviewing, and monitoring instruction.

2. Alternative Teaching - One person teaches, reteaches, or enriches a concept for a small group, while the other monitors or teaches the remaining students.

3. Parallel Teaching - Students are divided into mixed-ability groups, and each co-teaching partner teaches the same material to one of the groups.

4. Station Teaching - Small groups of students rotate to various stations for instruction, review, and/or practice.

(Walther-Thomas et al., 2000)

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Inside this issue … Effective Teaching Practices for Students in Inclusive Classrooms............................ Page 1 Revisiting Classroom Rules ....................................................................................... Page 4 SOL Enhanced Scope and Sequence PLUS Website................................................ Page 5 Collaborative Leadership: Tips for Promoting and Supporting Inclusive Programs..... Page 6 Communities of Practice Forums ............................................................................... Page 7 Family Partnerships: Parents’ Part in Promoting Achievement................................... Page 8 Check It Out! .............................................................................................................. Page 9 Transition Time: Self-Determination, Part 2: Curricular Components ........................ Page10 2005 Virginia Transition Forum .................................................................................. Insert AT Academy: The All New Match Game: Assistive Technology and the SOLs ......... Insert

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• Be aware of student needs and provide the accommodations listed in your students’ individualized education programs.

Tips for Classroom Management • Create a structured classroom. This may include designating separate areas for group and

individual work and centers for reading or art, as well as creating a daily class schedule. • Display classroom rules. • Post the daily schedule incorporating color. • Provide opportunities for purposeful movement. • Develop classroom cues for settling down to work, getting out materials, and quieting down. • Plan for transition times (between subjects or tasks, before and after lunch, changing classes). • Help students organize their materials by using checklists, folders, and containers to keep

materials organized in desks. • Visually monitor student activity. (Adapted from Bender, 2002) Tips for Structuring Lessons

• Differentiate instruction by using flexible grouping, providing activities that appeal to various

learning-style preferences, giving students choices, and creating alternative activities and assessments (Tomlinson, 2001).

• Think “universal design” when planning instruction. “The central premise of Universal Design for

Learning is that a curriculum should include alternatives to make it accessible and appropriate for individuals with different backgrounds, learning styles, abilities, and disabilities in widely varied learning contexts” (CAST, 2004,¶ 3). Incorporate three qualities of universal design when planning instruction:

1. Multiple means of representing content (visual and oral strategies), 2. Multiple means of students’ expression of content (writing, illustrating, speaking), and 3. Flexible means of engagement as students learn (videos, software, and role-playing).

For more information on universal design, access the website of the Center for Applied Special Technology, http://www.cast.org/udl.

• Provide opportunities for students to work in small groups and in pairs. If cooperative learning strategies are used, five conditions must be present: (a) The task must be authentic, worthwhile, and appropriate for students working in groups; (b) Small-group learning must be the goal; (c) Cooperative behavior should be taught to and used by students; (d) Group work should be structured so that students depend on one another to complete a task successfully; (e) Students should be held individually accountable (Putnam, 1998).

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• Use graphic organizers to assist students with organizing information in meaningful ways. For example, Bender (2002) suggests providing students with lesson outlines as note-taking tools.

• Use the instructional sequence of “I do” (teacher model), “We do” (group practice), and “You do”

(individual practice). Provide supports or scaffolds to students as they are learning new material and withdraw them when they are able to perform the task on their own (Bender, 2002).

• Employ active learning strategies such as “think, pair, share” to promote recall and understanding

of new learning. This strategy allows students to reflect individually on a question, pair up with a partner to share and compare answers, and finally give the best answer (Kagan, 1994). For more active learning strategies, download the Considerations Packet, Techniques for Active Learning. This packet is available from the College of William and Mary Training & Technical Assistance Center at www.wm.edu/ttac/packets/consideration.html.

• Teach learning strategies along with content material. Strategy instruction may be defined simply

as instruction in how to learn and perform (Lenz, Deshler, & Kissam, 2004). “Learning strategies help students learn and perform by providing them with a specific set of steps for: (a) approaching new and difficult tasks, (b) guiding thoughts and actions, (c) completing tasks in a timely and successful manner, and (d) thinking strategically (Lenz et al., 2004, p. 261). Learning strategies may include organizing materials, memorizing information, taking notes, reading text, and taking tests.

• Use ongoing informal and formal assessments to help inform instruction and monitor student

progress. To ensure success for students with disabilities in general education classrooms, teachers must plan collaboratively, create structured classrooms with clear rules and expectations, and teach content in meaningful and memorable ways. References Bender, W. N. (2002). Differentiating instruction for students with learning disabilities: Best practices

for general and special educators. Thousand Oaks, CA: Corwin Press. CAST. Summary of universal design for learning concepts. Retrieved September 20, 2004, from

http://www.cast.org/udl/index.cfm?i=7 Kagan, S. (1994). Cooperative learning. San Clemente, CA: Kagan. Lenz, B. K., Deshler, D. D., & Kissam, B. R. (2004). Teaching content to all: Evidence-based inclusive

practices in middle and secondary schools. Boston, MA: Pearson Education. Putnam, J. W. (1998). The process of cooperative learning. In J. W. Putnam (Ed.), Cooperative

learning and strategies for inclusion: Celebrating diversity in the classroom (pp. 17-47). Baltimore: Paul H. Brookes.

Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Walther-Thomas, C., Korinek, L., McLaughlin, V. L., & Williams, B. (2000). Collaboration for inclusive education: Developing successful programs. Boston: Allyn & Bacon.

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Revisiting Classroom Rules By Kristin Holst, M.Ed.

The rosy glow that usually surrounds the first month of school is slowly fading. By this time of year, teachers have diligently displayed, taught, and reviewed their classroom rules. However, with upcoming holiday breaks and other departures from the daily routine, a refresher course on behavior expectations may be needed to keep everybody on track. The following describes a creative and entertaining strategy that helps clarify for students what appropriate behavior looks and sounds like. A general education teacher in an inclusive setting was faced with a dilemma last year. His three classroom rules were: Be respectful to teachers; Be respectful to peers; and Be respectful to school property. While many teachers experience success employing similar versions of these basic rules, this teacher quickly found that, to his group of students, the term “respectful” seemed to be written in an obscure dialect that they did not seem to be able to agree upon. Luckily, his co-teacher was able to help. The co-teacher employed an innovative strategy that involved having all students demonstrate correct and incorrect ways of interpreting the rules. She wrote several scripts depicting appropriate and inappropriate behaviors. Over the course of a few days, the co-teacher digitally recorded various groups of students acting out these scripts in different locations in the building. These brief vignettes were then embedded into a lesson designed to teach appropriate behavior in various contexts. The special education co-teacher used PowerPoint to review examples and non-examples of following the classroom rules. The class discussed what correct and incorrect implementation of the rules would look and sound like, and then recorded these characteristics on a T-chart (Johnson, Johnson, & Holubec, 1998). See example at right for an illustration of a T-chart that depicts the information presented in this article. After all rules had been thoroughly examined, she then played the video clips with the children recorded earlier and asked them to identify which behaviors were acceptable and which were not. The students had to use the characteristics generated in the T-chart as justifications for their judgment. It is vitally important that classroom rules be reviewed throughout the school year to remind students of behavioral expectations. This behavioral strategy served as a powerful teaching tool through which the co-teachers were able to remind the class that they knew what respect meant; they had either modeled or identified the appropriate behaviors. The strategy also provided an entertaining, concrete refresher lesson that, once finished, could be used throughout the school year. Acknowledgments: A special thank you to Trish Magner and Steven Holst from Bethel Manor Elementary School, York County Public Schools, Virginia. References Johnson, D., Johnson, R., & Holubec, E. (1998). Cooperation in the classroom. Boston: Allyn and Bacon.

Looks like ... Sounds like ...

Raising your hand Waiting until the teacher calls on you Having eye contact with teacher Listening to others Allowing others to talk

Saying “excuse me” Using a nice voice Demonstrating a pleasant attitude

Respectful Behavior

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SOL Enhanced Scope and Sequence PLUS On T/TAC Online (http://ttaconline.org/)

AVAILABLE NOW- Math Lessons! COMING SOON- English Lessons

Virginia Department of Education

Training and Technical Assistance Centers

The Virginia Department of Education and the Training and Technical Assistance Centers have created the SOL Enhanced Scope and Sequence PLUS. This resource is designed to provide teachers across the Commonwealth with differentiated lessons for delivering SOL-based content instruction to a diverse population of learners, including students with disabilities and/or limited English proficiency. The website features: Lesson plans and activities aligned with the Standards of Learning (SOL), including strategies to facilitate differentiated instruction in the following areas:

• Technology • Multisensory • Community Connections • Small Group Learning • Vocabulary Strategies • Student Organization of Content

Research-based information and links Content-adaptable instructional strategies for all learners Specific content strategies for students with disabilities and/or limited English

proficiency Information on assessment accommodations for students with disabilities

and/or limited English proficiency

Who will benefit from the website? General educators Special educators Co-teaching teams LEP teachers

Stay tuned! Instructions for accessing and navigating the SOL Enhanced Scope and Sequence PLUS will be featured in upcoming issues of T/TAC

newsletters.

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The reauthorization of the Individuals with Disabilities Act 1997 (IDEA ‘97) requires that “to the maximum extent appropriate, children with disabilities … are educated with children who are not disabled, and that special classes, separate schooling, or other removal of children with disabilities from the regular environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily” (IDEA Sec. 612 [5] [A]). School administrators play a critical role in ensuring that students with disabilities are successfully included in general education settings. The Beacons of Excellence Research Initiative, a series of studies sponsored by the U.S. Office of Special Education Programs (OSEP), analyzed the characteristics of high-performing secondary schools, in which all students, including those with disabilities, were successfully meeting high standards. The studies showed that principals in these successful schools: • Challenged all students and teachers to meet high standards • Built an inclusive and collaborative community of learning • Fostered a school culture of innovation and creativity • Engaged stakeholders in school leadership • Promoted professional development • Hired staff who reinforced school values and vision, and • Used data for decision-making and school improvement planning (Bartholomay, Wallace, &

Mason, 2001). Similar behaviors were evident in principals of successful inclusive elementary schools. Principals at such schools were characterized as self-directed risk takers who were willing to try new initiatives. These leaders invested in relationships with staff, parents, and the community. They were accessible to staff and students and were willing to spend time with them. In addition, they used reflective strategies to create a strong sense of direction and then acted decisively to turn vision into reality (Salisbury & McGregor, 2002). In addition to emulating the leadership behaviors listed above, school leaders who want to support inclusive programs should consider the following: • Building school-level planning and leadership teams • Planning early for the next school year • Recruiting and supporting capable participants during the early implementation stages of

inclusion • Providing ongoing professional development to teachers and staff • Creating balanced classroom rosters (i.e., approximately 10 to 20% of the students in a

classroom are in need of special assistance such as English as a second language services, special education services, or other support due to low academic performance)

• Providing scheduled collaborative planning time (Walter-Thomas, Korinek, McLaughlin, & Williams, 2000)

Collaborative Leadership Tips for Promoting and Supporting Inclusive Programs

By Lee Anne Sulzberger, M.Ed.

IDEA ’97 mandates that students with disabilities be educated with their nondisabled peers to the maximum extent possible. It is a school leader’s responsibility to ensure that inclusive programs are successful. For further information on creating inclusive schools, see Considerations: Strategies for Creating Inclusive Schools. This free T/TAC W&M publication and others may be ordered online at http://www.wm.edu/ttac/packets/consideration.html.

References Bartholomay, T., Wallace, T., & Mason, C. (2001). The leadership factor: A key to effective

inclusive high schools. Minneapolis: University of Minnesota, Institute on Community Integration.

IDEA ’97 law and regulations. Retrieved September 20, 2004, from http://thomas.loc.gov/cgi-bin/query/F?c105:1:./temp/~c105a1HuOe:e76919 Salisbury, C.L., & McGregor, G. (2002). The administrative climate and context of inclusive

elementary schools. Exceptional Children, 68(2), 259-274. Walter-Thomas, C., Korinek, L., McLaughlin, V., & Williams, B. (2000). Collaboration for inclusive

education: Developing successful programs. Needham Heights, MA: Allyn and Bacon.

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Communities of Practice Forums (CoP) The purposes of T/TAC CoP are to share information, create/support leadership, and problem solve around topics identified by CoP members. The following CoP forums are offered free to professionals in Regions 2 and 3. Content Enhancement Routines and Learning Strategies CoP Date: January 10 Time: 3:30 p.m. — 5:30 p.m. Location: William and Mary Peninsula Center, Newport News, VA Contact: Sue Land (757-221-1925 or saland@wm.edu) Virginia Transition Outcomes Project (VTOP) CoP Dates: November 30; January 28; April 15 Time: 10:00 a.m. — 2:30 p.m. Location: William and Mary Peninsula Center, Newport News, VA Contact: Dale Pennell (757-221-1708 or dppenn@wm.edu) Region 2 Inclusion CoP Dates: November 17; March 23 Time: 3:30 p.m. — 5:30 p.m. Location: William and Mary Peninsula Center, Newport News, VA Contact: Denyse Doerries (757-221-1927 or dbdoer@wm.edu) Region 3 Inclusion CoP Dates: November 10; February 23 Time: 3:30 p.m. — 5:30 p.m. Location: Essex Intermediate School, Tappahannock, VA Contact: Denyse Doerries (757-221-1927 or dbdoer@wm.edu) If you are interested in attending any of these forums, please email or call the appropriate contact person listed above at least one week prior to the forum dates.

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Parents play an important role in helping their children achieve in school. For children to do their best, teachers and families must communicate clearly and work together. Helpful ways include letting your children’s teachers know that you want to be involved, asking questions when you have concerns, and requesting specific suggestions about what you can do to build on school activities at home (VDOE, 2001). Parents are often key to improving learners’ academic and homework success (Baker, 2003; Bryan, Burstein, & Bryan, 2001). Family members should not be expected to teach new concepts or skills at home; nor should they complete homework for their children or redo assignments done incorrectly. Teachers need to see how well students understand the skills involved in order to adjust instruction. But parents can promote and monitor homework completion. The following suggestions help families succeed with homework (Coordinated Campaign for Learning Disabilities, 1999; Harvey, 2004). • Set a designated study time and space. Your child or teen should study and complete homework at approximately the same time each day in a space that is free of distractions. Some students need time to unwind after school; for others, it is better to finish homework early and have the rest of the evening free. Needed materials and supplies (e.g., pencils, paper, calculator) should be readily available. Including your child in making homework time and space decisions helps develop time management and organizational skills. • Use planners or checklists. Many schools require students to record assignments in planners or notebooks. Otherwise, students may develop a list of assignments to be done. Determining the order of tasks and checking them off as they are completed gives students a sense of control and accomplishment. • Organize materials in a binder or folders. Help your child keep track of papers and materials for each class by using notebooks with labeled dividers or color-coded folders for different classes. With your son or daughter, decide upon a special place for

assignments to be done and papers to be signed as well as a place for completed work. On a weekly basis, encourage your child to sort through papers, removing old items to a separate file for end-of-term reviews or documentation of completed work. • Make homework a positive experience! Although homework requires time and effort from both students and parents, it should not turn into a battleground. Keeping the emphasis on what your child or teen is doing right, on progress and accomplishments, and on supporting your child rather than reprimanding or threatening will make homework time more productive for all. Family activities, a snack, TV, or computer time might follow homework completion (or designated portions of homework) to help students feel rewarded for their efforts. If parents and children are experiencing undue difficulties with homework, communicating with teachers to work out solutions can improve the situation. Many more suggestions are offered on websites such as http://www.schwablearning.org and http://www.ldonline.org designed to support families and teachers in helping students with disabilities achieve. Parents are vital partners in promoting school success! References Baker, L. (2003). The role of parents in motivating

struggling readers. Reading & Writing Quarterly: Overcoming Learning Difficulties, 19, 87-106.

Bryan, T., Burstein, K., & Bryan, J. (2001). Students with learning disabilities: Homework problems and promising practices. Educational Psychologist, 36, 167-180.

Coordinated Campaign for Learning Disabilities. (1999). Tips for developing organizational skills in children. Retrieved September 24, 2004, from http://www.ldonline.org/article

Harvey, V. S. (1998). Study skills: A handout for parents. Retrieved September 24, 2004, from http://www.ldonline.org/article

Virginia Department of Education. (2001). A parent’s guide to special education. Richmond, VA: Author.

Family Partnerships Parents’ Part in Promoting Achievement

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The Inclusive Classroom, Strategies for Effective Instruction

By Margo A. Mastropieri and Thomas E. Scruggs The strength of this resource is its emphasis on practical, research-based teaching and learning strategies for general educators in inclusive environments. This edition presents the fundamentals of inclusive teaching and a range of strategies that can be applied across curriculum areas, grade levels, and specific academic areas. Special features include research highlights, inclusion checklists, classroom scenarios, and links to various websites. (IN155)

Administrator’s Guide to Student Achievement and Higher Test Scores

By Marcia Kalb Knoll, Ed.D. This is a practical resource guide for principals and supervisors who work directly with teachers to make classroom instruction successful for students. The book is organized into six parts, each focusing on one of the elements required for student success. In addition, it provides specific strategies, case examples, and reproducible forms that may be photocopied or readily adapted. This resource provides an action plan for those who support and assist teachers to reach the highest levels of effectiveness with their students. (AL85)

A Recipe for Life Produced by Patty Waletzko and

Suzanne Ressemann

This touching video was developed to encourage viewers to embrace and celebrate inclusive thinking. The tape consists of thought-provoking affirmations designed to promote positive ideas about diversity. The short viewing time allows for endless

possibilities. For example, the tape may be used to introduce or reinforce presentations in the classroom, at motivational staff development sessions, or wherever inspiration is desired. Video-5 minutes (IN103)

ADHD: Inclusive Instruction and Collaborative Practices

By Sandra Reif This video demonstrates successful and proven teaching techniques that are positive, practical, and educationally sound for use by teachers in general education classrooms. Real teachers in real classroom situations are observed as they successfully educate students with ADHD and similar challenges. This resource focuses on what general education teachers can do to meet the unique needs that these students present. An emphasis on active learning and teamwork capitalizes on the strengths of students with ADHD. Video-38 minutes (AD8.2)

Complexities of Collaboration With Marilyn Friend

The collaborative relationship is multifaceted and unique. Understanding its variations and having strategies to overcome common concerns is essential to a success. This video highlights significant dilemmas that can occur when school professionals work together and provide the stimulus for collaborators to examine their own relationships with their partners and team members. Differing perspectives of student performance, teaching styles, discipline, time management, and coping with the many demands of being an educator in today’s world are some of the issues explored. Video-54 minutes (CL9.1)

Check It Out!

The following “staff favorites” materials are available on loan from the T/TAC William and Mary lending library. To request materials, please call 1-800-323-4489 and leave a message. The materials will be sent to you along with a postage-paid return mailer. A complete listing of professional resources available through the T/TAC William and Mary lending library may be viewed at http://www.wm.edu/ttac. Simply click on the “Library” link to view holdings, complete an online search, or order materials.

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Transition Time Self-Determination, Part 2: Curricular Components

By Dale Pennell, C.A.S.

“Self-determination is a combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior” (Field, Martin, Miller, Ward, & Wehmeyer, 1998a, p. 2). A number of authors (e.g., St. Peter, Field, & Hoffman, 1992; St. Peter, Field, Hoffman & Keena, 1992; Wehmeyer, 1997) have identified specific curricular components associated with self-determination. These skills, knowledge, and beliefs include: • Self-awareness understanding of one’s personality and individuality • Self-knowledge recognition of one’s capabilities, character, feelings,

and motivations • Self-concept mental image of oneself • Self-esteem confidence in and satisfaction with oneself • Self-efficacy “belief that one can achieve goals and attain outcomes” (Field et al.,1998, p. 14) • Self-advocacy the “ability to know rights, determine supports, and

conduct own affairs” (Field et al., 1998, p. 14) • Assertiveness willingness to compel recognition of one’s rights • Choice making ability to consider and select options carefully • Internal locus of control ability to guide or manage one’s own life • Problem solving process by which one resolves a complex question or

an unsettled matter • Decision making “ability to set goals and standards, generate strategies,

and complete a plan” (Field et al., 1998, p. 14) • Goal setting establishment of an end toward which effort is directed • Goal attainment achievement of an end toward which effort has been

directed • Self-observation the ability to recognize, note, and make inferences from

what one has observed about one’s actions • Self-evaluation the “ability to compare performance to a standard and

evaluate” the effectiveness of one’s plan (Field et al., 1998, p.14)

• Self-reinforcement the ability to reward oneself for effective achievement of one’s plan

Field and colleagues (1998b) report that students with disabilities do not learn the skills related to self-determination informally. These skills and attitudes must be structured into the school curriculum. “Reexamination and re-focusing of educational programs to address these important skills must occur so that more students will attain … the postsecondary outcomes they desire” (Field et al., 1998b, p. 118).

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References Field, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M. (1998a). A practical guide for

teaching self-determination. Reston, VA: Council for Exceptional Children. Field, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M. (1998b). Self-determination for

persons with disabilities: A position statement of the division on career development and transition. Career Development for Exceptional Individuals, 21(2), 118.

St. Peter, S., Field, S., & Hoffman, A. (1992). Self-determination: A literature review and synthesis. Detroit, MI: Wayne State University, The Developmental Disabilities Institute and The College of Education.

St. Peter, S., Field, S., Hoffman, A., & Keena, V. (1992). Self-determination: An annotated bibliography. Detroit, MI: Wayne State University, The Developmental Disabilities Institute and The College of Education.

Wehmeyer, M. (1997). Self-directed learning and self-determination. In M. Agran (Ed.), Student directed learning: Teaching self-determination skills (pp. 28-59). Pacific Grove, CA: Brooks/Cole.

Coming in the Next Issue of Link Lines:

Self-Determination, Part 3: Instructional Strategies

Riverside School Presents

Dr. Mel Levine

“Educating All Kinds of Minds: A Non-Labeling Approach to Understanding Differences in Learning”

March 2, 2005

Dr. Mel Levine, author of A Mind at a Time and The Myth of Laziness, will be presenting an optimistic and scientifically supported approach dealing with individual learning differences among school-age children from kindergarten through college. He will provide an overview of eight key areas of brain function entitled the “neurodevelopmental constructs:” controls of attention, temporal-sequential ordering, spatial ordering, memory, language, neuromotor function, social cognition and higher order cognition. Within this framework, different children possess distinct profiles, including the rate of processing, the ability to handle large amounts of information, the capacity to make good use of strategies to facilitate function, the use of self-monitoring, the habit of thinking about thinking while thinking, and the influences of specific kinds of subject matter on the functions themselves. The conference will be held at Second Baptist Church, 9614 River Road, Richmond, VA, 8:30 a.m. - 3:00 p.m. The registration fee is $100; it includes a box lunch. For more information and to register, please call 804-741-1718 or visit http://riversideschool.org.

1-800-323-4489 FAX: (757) 221-5053 http://www.wm.edu/ttac

Dr. Denyse Doerries, Co-Director and Sue Land, Co-Director and Behavior/Moderate Disabilities Specialist Inclusion Specialist (757) 221-1927, dbdoer@wm.edu (757) 221-1925, saland@wm.edu

Kristin Holst Dale Pennell Secondary Education/Behavior Specialist Secondary and Transition Specialist (757) 221-5086, kjhols@wm.edu (757) 221-1708, dppenn@wm.edu Louise Smith Tina Spencer Inclusion/Instructional Support Team Specialist Inclusion/Standards of Learning (SOL) Specialist (757) 221-7821, llsmit@wm.edu (757) 221-7822, clspen@wm.edu Donni Stickney Lee Anne Sulzberger Inclusion/Instructional Support Team Specialist Secondary Education Specialist (757) 221-7736, dlstic@wm.edu (757) 221-2313, lasulz@wm.edu Cindy Catlett Administrative Assistant (757) 221-5052, cacatl@wm.edu

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Training & Technical Assistance Center The College of William and Mary School of Education P.O. Box 8795 Williamsburg, VA 23187-8795

Please share this newsletter with others. It may be copied. Call 1-800-323-4489 to be added to our mailing list or visit our website.

Old Dominion University T/TAC Old Dominion University is responsible for training and technical assistance for Regions 2 and 3 in early childhood special education/primary developmental delay (through age 9) and severe disabilities. You may contact T/TAC ODU at (757) 683-4333, or 1-888-249-5529, or visit their website at http://www.ttac.odu.edu.

T/TAC LINK LINES EDITORS:

Sue Land Dr. Lori Korinek

Managing Editor Executive Editor

Cindy Catlett Layout & Design