INTRODUCTION TO INCLUSION

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INTRODUCTION TO INCLUSION CO-TEACHING
Calhoun City Schools

• Children that learn together, learn to live
  together.

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Essential Question

• What do you want to learn from this workshop?

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(No Transcript)
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Relevant Terminology

• Adaptations
• Any procedure intended to meet an educational
  situation with respect to individual differences
  in ability or purpose.
• Individualized Education Program (IEP)
• A written statement for a child with a disability
  that is developed, reviewed, and revised.
• Least Restrictive Environment (LRE)
• To the maximum extent appropriate, children with
  disabilities, including children in public or
  private institutions or other care facilities,
  are educated with children who are not disabled.

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• Modifications
• Changes made to the content and performance
  expectations for students.
• Accommodations
• Adaptations provided to students that level the
  playing field with their non-disabled peers.
• Present Level of Educational Performance
• An evaluation and a summary statement which
  describes the students current achievement in
  the areas of need.
• Related Services
• Developmental, corrective, and other services
  (e.g., occupational and/or physical therapy,
  speech, transportation) required to assist an
  individual with a disability to benefit from
  special education.

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The Legislation of LRE True or False?

• Each state must have procedures that assure
  students with disabilities are educated with
  students who are not disabled to the maximum
  extent appropriate.
• 2. Some types of disabilities are excluded
  from receiving Free and Appropriate Public
  Education (FAPE).
• 3. The Individuals with Disabilities
  Education Act (IDEA) was once entitled Education
  for All Handicapped Children Act.
• The Least Restrictive Environment (LRE) is always
  the general education classroom.
• 5. Related Services includes transportation.
• At least one general education teacher must be
  represented at all IEP team meetings.

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Legal Issues

• IDEA states
• Each State must establish procedures to assure
  that, to the maximum extent appropriate, children
  with disabilitiesare educated with children who
  are not disabled, and that special education,
  separate schooling, or other removal of children
  with disabilities from the regular educational
  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. 20 U.S.C. 1412(5)(B).

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• Rehabilitation ActSection 504
• Legal mandate of Least Restrictive Environment
  and the use of supplementary aids and services
  for students with disabilities.
• Ensures nondiscrimination on the basis of
  disability.

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GEORGIAS PERFORMANCE GOALS FOR STUDENTS WITH
DISABILITIES

• Overall Goal Ensure that all students with
  disabilities have available to them a free
  appropriate public education that emphasizes
  special education and related services designed
  to meet their unique needs and prepares them for
  employment and independent living.

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Georgia Department of EducationPerformance Goals
and Indicators for Students with
Disabilities(Calhoun City Schools will be
concentrating on italicized items for FY 2007)

• 1. Improve post-school outcomes for students with
  disabilities
• Decrease the percentage of students with
  disabilities who drop out of
• school.
• Increase the percentage of students with
  disabilities who earn a regular high school
  diploma.
• Increase the percentage of students with
  disabilities who transition to
• employment or post-secondary
  education.
• Increase the percentage of transition aged
  students with disabilities who have coordinated
  and measurable IEP goals and transition services
  that will lead to attainment of post-secondary
  goals.

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Georgia Department of EducationPerformance Goals
and Indicators for Students with
Disabilities(Calhoun City Schools will be
concentrating on italicized items for FY 2007)

• 2. Improve services for young children (ages 3
  5) with
• disabilities
• Increase the percentage of young children
  referred by parents, or other agencies prior to
  age three who are determined eligible and have an
  IEP implemented by the third birthday.
• Increase the percentage of time young children
  with disabilities spend in natural environments
  with typically developing peers.
• Increase the percentage of young children with
  disabilities who show
• improved positive social/emotional
  skills, acquisition and use of knowledge and
  skills, and use of appropriate behaviors.

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Georgia Department of EducationPerformance Goals
and Indicators for Students with
Disabilities(Calhoun City Schools will be
concentrating on italicized items for FY 2007)

• 3. Improve the provision of a free and
  appropriate public education to
• students with disabilities
• Increase the percentage of students who are
  evaluated and determined
• eligible for special education
  within 60 days.
• Increase the percentage of students with
  disabilities who receive their
• instruction in the general
  education setting with appropriate supports and
• accommodations.
• Increase the performance of students with
  disabilities on statewide assessments when
  given appropriate accommodations.
• Decrease the percentage of students with
  disabilities who are removed from
• their school or placements for
  disciplinary reasons.
• Decrease the disproportionate representation of
  students with disabilities
• due to inappropriate policies,
  procedures, and practices.
• Increase the percentage of parents of children
  receiving special education

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Georgia Department of EducationPerformance Goals
and Indicators for Students with
Disabilities(Calhoun City Schools will be
concentrating on italicized items for FY 2007)

• 4. Improve compliance with state and federal laws
  
• and regulations.
• All identified noncompliance will be corrected as
  soon as possible, but no later than one year from
  identification.
• Dispute resolution procedures and requirements
  are followed within any applicable timelines.
  Includes formal complaints, mediation, due
  process hearings, and resolution sessions.
• Reports are submitted in a timely manner.

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In response to NCLB, the State of Georgia has
instituted the 90-80 Rule that is, 90 of our
students with disabilities will receive
instruction in the general education setting for
at least 80 of the school day.
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Rationale

• The development of children who are typically
  developing does not decelerate when a diverse
  array of children are in the classroom (Odom,
  Deklyen, Jenkins, 1984).
• Academic achievement of elementary age students
  is not compromised by the presence of students
  with disabilities in the classroom (Sharpe, York,
  Knight, 1994).
• Students without disabilities do not model or
  copy inappropriate behavior from students with
  disabilities (Staub, Schwartz, Gallucci, Peck,
  1994).

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Rationale

• When students with disabilities are separated
  from their classmates who are typically
  developing, all students come to understand that
  people who are different do not belong. Students
  in the early elementary grades begin to adopt
  this attitude when their classmates with
  disabilities come and go throughout the day to
  receive services outside the general classroom.
  (Schnorr, 1990).

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Rationale

• Negative consequences of educating students with
  disabilities in separate classes, including
• Poorer quality IEPs (Hunt Farron-Davis, 1992)
• Lack of generalization of learning to
  environments outside of the separate classroom
  (Stokes Baer, 1977)
• Disrupted opportunities for sustained
  interactions and social relationships with
  students without disabilities (Strully Strully,
  1992)
• A decrease in the confidence that general class
  teachers have for teaching diverse learners
  (Giangreco et al., 1993)
• Absence of appropriate behavior and role models.

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Rationale

• Students who are well supported in general
  education classrooms also learn the hidden
  curriculum, consisting of expectations,
  routines, behaviors, relationships, and culture,
  which is significantly different from that of the
  special education classroom (Apple, 1979).
• There is no difference in the amount of attention
  teachers give to students without disabilities in
  inclusive classrooms (Hollowood, Salisbury,
  Rainforth, Palombaro, 1994/1995).

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Rationale

• Students who are typically developing report an
  increase in their own self-concept, growth in
  social cognition, and reduced fear of human
  differences (Peck, Donaldson, Pezzoli, 1990).
• Students who are typically developing viewed
  their classmates with disabilities as being just
  one of the guys and just like us (Jorgensen,
  Mroczka, Williams, 1998).
• Students with disabilities learn more social
  skills, develop closer relationships with peers
  who are typical developing, acquire a greater
  repertoire of functional skills, and develop
  better communication skills in inclusive
  environments than in segregated settings
  (McGregor Vogelsbert, 1999).

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Percentage of Students Removed from General
Education for
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Estimated Number and Percentage of Students
Removed from General Education for Schoolfor FY 2007

• CPS
• Number 38/63
• Percentage 60.32
• CES
• Number 60/80
• Percentage 75
• CMS
• Number 54/103
• Percentage 52.43
• CHS
• Number 66/88
• Percentage 75
• Total
• Number 218/334
• Percentage 65.27

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Inclusion Models

• Supportive Instruction
• Student with disability receives service from
  personnel other than a certified teacher (i.e.
  paraprofessional, interpreter, job coach, etc.)
  in the general education classroom.
• Co-Teaching
• The special education teacher provides service
  in the general education classroom by sharing
  teaching responsibility with the general
  education teacher for a FULL segment everyday.

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6 Models of Co-Teaching

• One teach/One observe
• A traditional approach that depends on good
  planning and preparation. One teacher may
  demonstrate an effective lesson and the other
  observes, analyzes, and prepares for a later
  discussion.
• One teach/One drift
• Building on the traditional model, the teacher
  who is not presenting the lesson may assist a
  student in need, monitor group or center
  activities, and check work. The drifter drifts
  to all students, not just students with
  disabilities.
• Parallel teaching
• The class can be split into two groups with both
  of the teachers teaching the same content or
  skills.

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• Alternative teaching
• One teacher can work with an identified small
  group of students (NEVER more than 6) for
  remedial, enrichment, or other targeted, but
  alternative, instruction. The teacher works with
  a mix of studentsnot just students with
  disabilities.
• Team teaching
• When the two teachers have complimentary styles,
  they may together teach a class combing each
  teachers strengths and knowledge. Usually the
  general education teacher provides content and
  the special education teacher provides
  strategies.
• Station teaching
• Two teachers can allow for additional stations
  (centers) to be developed, monitored or managed.
  Students rotating from one center to another
  would have additional instruction and assistance
  available.

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Co-TeachingCollaborative ConsultationCollabor
ative Teaching

• Two teachers two specialties one class one
  goal.

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10 Rules for Co-Teaching

• Limits
• Multi-service delivery models
• Planning time (Float)
• Program evaluation
• Feedback on successes
• Program continuation
• Defined collaboration
• Parent information
• Strategic scheduling
• Voluntary participation

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General and special education teachers need the
following competencies

• Ability to solve problem
• Ability to take advantage of childrens
  individual interests
• Ability to set high, but alternative expectations
• Ability to make appropriate accommodations
• Ability to determine how to modify assignments
• Ability to learn how to value all kids of skills
  that students bring
• Ability to provide daily successes
• Realization that every child in the class is
  their responsibility
• Knowing a variety of instructional strategies
• Ability to work as a team with parents and
  teachers
• Ability to be flexible with a high tolerance level

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General Education Teachers Responsibilities

• Model positive attitude
• Plan as a team
• Teach as a team
• Provide detailed lesson plans for modification by
  the special education teacher
• Facilitate inclusion and acceptance of the
  special education student
• Share details of classroom procedures
• Make special education teacher feel welcome in
  the classroom
• Avoid paraprofessional trap
• Participate in the IEP process
• Be flexible
• Share responsibility for assessing students
  mastery level.
• Discuss your differences with the special
  education teacher.

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Special Education Teachers Responsibilities

• Model positive attitude
• Plan as a team with the regular classroom teacher
• Teach as a team with the regular classroom
  teacher
• Adapt lesson plans, methods, and materials
• Facilitate inclusion and acceptance of students
  with disabilities by their non-disabled peers
• Be willing to assume role of support
• Be flexible and unobtrusive
• Assume responsibility for IEP and due process of
  students with disabilities
• Share responsibility for assessing students
  level of mastery
• Discuss your differences with the regular
  classroom teacher

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Checklist for Effective Collaborative Practices

• A positive collaborative atmosphere exists in the
  classroom.
• Each teacher demonstrates a positive attitude of
  mutual respect and support toward collaborative
  partner.
• Special education teacher is made to feel welcome
  in the classroom and is treated as an equal
  professional partner.
• Both teachers are thought of as equals by
  students.
• A system of conflict resolution is in place to
  resolve professional differences, or no
  differences are evident.
• A problem solving system is in place to resolve
  difficulties with students.
• Both teachers are willing to assume secondary
  roles of support.

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• Both teachers share routine classroom
  responsibilities.
• Both teachers are familiar with every student in
  the classroom.
• Goals are cooperatively established and prepared
  by both general and special education teachers.
• Discipline is consistent no matter who is
  teaching.
• Expectations are expressed and consistent on the
  part of both teachers.
• Structure and consistent routines are evident in
  the classroom.
• Teachers plan for and instruct classes jointly,
  utilizing each persons skills, competencies, and
  interests.

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• Both teachers participate in parent conferences,
  IEP development, etc., for students with
  disabilities.
• Detailed lesson plans are provided to the special
  education teacher with sufficient time allowed
  for modifications.
• Special education teacher has easy access to all
  curriculum materials, including teachers
  editions of textbooks.
• Special education teacher adapts lesson plans,
  methods, and materials.

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• Both teachers are open and willing to learn and
  implement new strategies for effective teaching
  for all students.
• Both teachers seek and participate in staff
  development related to collaborative practices.
• Teachers plan together.
• Both teachers are involved in assessment, program
  development, and grading for students with
  disabilities.
• Both teachers teach and are accountable for all
  students.
• A variety of instructional strategies and
  teaching styles are used.
• A variety of co-teaching models are used in the
  classroom.