Administrators Speak Out on Successful Inclusion Practices

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Administrators Speak Out on Successful Inclusion
Practices

• Jacquelyn Blamo-Hawthorne
• Principal
• Alexander Street School

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Newark Public Schools Special Education
SummitAdministrators Speak Out On Successful
Inclusion PracticesMarch 28, 2007Agenda

• What is Inclusion? How do we know when weve
  done it?
• What is the intent of Inclusion?
• Discussion of Various Inclusion models
• Supported Instruction Model
• Social Mainstreaming Model
• Pull-Out Model
• Non academic Model
• Mainstreaming Model
• Self-Contained Model
• Home Class Model
• Full Inclusion Model
• Collaborative Model

• Choosing the general education teacher
• Team Teaching
• Classroom Management
• Behavioral Strategies
• Strategies used to help students remember
• Class work and projects
• Assessment accommodations
• Informal meetings to access the needs of
  educators and students
• Staff development and/or support via district
  special education staff and outside agencies
• Evaluation process
• Classroom vignettes

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Self-Contained Model
Full Inclusion
Collaborative Model
Home Class Model
Pull-Out Model
Non Academic Model
Mainstreaming Model
Social Mainstreaming Model
Supported Instruction Model
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Self-Contained Model
Full Inclusion
Collaborative Model
Home Class Model
Pull-Out Model
Non Academic Model
Mainstreaming Model
Supported Instruction Model
Social Mainstreaming Model
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Self-Contained Model
Full Inclusion
Collaborative Model
Home Class Model
Pull-Out Model
Non Academic Model
Mainstreaming Model
Supported Instruction Model
Social Mainstreaming Model
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Self-Contained Model
Full Inclusion
Collaborative Model
Home Class Model
Pull-Out Model
Non Academic Model
Mainstreaming Model
Supported Instruction Model
Social Mainstreaming Model
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Self-Contained Model
Full Inclusion
Collaborative Model
Home Class Model
Pull-Out Model
Non Academic Model
Mainstreaming Model
Supported Instruction Model
Social Mainstreaming Model
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Self-Contained Model
Full Inclusion
Collaborative Model
Home Class Model
Pull-Out Model
Mainstreaming Model
Supported Instruction Model
Social Mainstreaming Model
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Self-Contained Model
Full Inclusion
Collaborative Model
Home Class Model
Pull-Out Model
Supported Instruction Model
Social Mainstreaming Model
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Self-Contained Model
Full Inclusion
Collaborative Model
Home Class Model
Pull-Out Model
Mainstreaming Model
Social Mainstreaming Model
Supported Instruction Model
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Self-Contained Model
Full Inclusion
Collaborative Model
Home Class Model
Pull-Out Model
Mainstreaming Model
Supported Instruction Model
Social Mainstreaming Model
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Full Inclusion
Collaborative Model
Home Class Model
Pull-Out Model
Mainstreaming Model
Supported Instruction Model
Social Mainstreaming Model
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Full Inclusion
Collaborative Model
Home Class Model
Pull-Out Model
Mainstreaming Model
Supported Instruction Model
Social Mainstreaming Model
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Full Inclusion
Home Class Model
Pull-Out Model
Mainstreaming Model
Social Mainstreaming Model
Supported Instruction Model
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Full Inclusion
Home Class Model
Pull-Out Model
Mainstreaming Model
Supported Instruction Model
Social Mainstreaming Model
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Full Inclusion
Home Class Model
Pull-Out Model
Mainstreaming Model
Social Mainstreaming Model
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Full Inclusion
Pull-Out Model
Mainstreaming Model
Social Mainstreaming Model
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Full Inclusion
Pull-Out Model
Mainstreaming Model
Social Mainstreaming Model
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Full Inclusion
Pull-Out Model
Social Mainstreaming Model
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Full Inclusion
Pull-Out Model
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Pull-Out Model
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What Is Inclusion?How Do We Know When Weve Done
It?

• Are your special education, ESL, and at-risk
  staff collaboratively planning lessons and
  activities with general education staff?

• Are special services support staff and general
  educators working or teaching together in the
  same classroom?

• Are general classroom teachers given
  instructionally relevant information about
  students which assists them in accommodating and
  modifying classroom instruction and activities?

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What Is Inclusion?How Do We Know When Weve Done
It?

• Are collaborative teams using IEPs, program
  goals and objectives, special education
  transition information, or Section 504
  accommodation plans as a basis for individual
  accommodations?

• Are students with special needs able to
  participate in general classroom activities and
  benefit from general education curriculum because
  appropriate supports have been put into place?

• Are students with special needs served by a
  variety of service delivery models?

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Inclusion

• Inclusion truly begins with the decision to
  educate as many students as possible within their
  neighborhood schools and general classrooms,
  while providing appropriate services for
  specialized instruction and access to the general
  curriculum.

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What Is The Intent Of Inclusion?

• Commitment, collaboration, and involvement from
  all adults
• A connection for all students to the general
  curriculum
• That all students can benefit and that every
  teacher has something to offer every student

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What Is The Intent Of Inclusion?

• The use of innovative practices and strategies
• The best use of resources
• Decisions based on individual need
• Real efforts to meet a students needs in the
  classroom
• Accommodations that facilitate appropriate
  learning

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Discussion of Various Inclusion Models
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Supported Instruction Model

• Special support services staff provide direct
  support services during general classroom
  instruction.

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Social Mainstreaming Model

• The student is included in the general classroom
  to expose him or her to peers and a more
  normalized environment. The students may not
  be required to complete all, if any, of the
  instructional assignments.

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Pull-Out (Resource) Model

• Special needs staff provide instruction and
  support to the student on a one-to-one basis in a
  special education classroom 21 percent or less
  per day.

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Nonacademic Model

• The student participates in nonacademic general
  class activities such as art, music, and physical
  education.

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Mainstreaming Model

• The student takes part in the general classroom,
  as long as he or she demonstrates an acceptable
  level of academic performance and behavior.

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Self-Contained Model

• The student stays in a special classroom or
  resource room for more than 60 percent of the
  school day.

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Home Class Model

• The student participates in general classroom
  opening and closing activities.

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Full Inclusion Model

• The student is in a general classroom 100 of the
  day. The special education staff supplies
  consultative or direct support to the teacher and
  classroom.

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Collaborative Model

• Special support services staff and general
  educators work together in the general education
  classroom, providing direct and indirect support
  to students and working together to solve
  problems and meet students needs.

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Choosing the General Education Teacher
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Who Should Teach Inclusion?
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Team Teaching

• The special education teacher provides
  consultative support to the general education
  teacher.
• In a team teaching environment the special
  education teacher is viewed as another member of
  the teaching team, which serves a cohort of
  students.
• In the classroom both teachers take on the
  responsibility for all students.
• Both teach in a variety of configurations.
• lecturing in front of a large group
• tutoring in small groups
• tutoring individually

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Team Teaching Contd.

• While lessons are being conducted, teachers work
  together.
• Lessons may be presented by one teacher or by
  both. (Assures all students needs are being
  addressed.)
• At times the special education teacher may pull
  certain students aside to provide further
  explanation. He or she may approach material
  from another perspective or spend more time on
  topic as deemed necessary.

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Classroom Management

• Surround inclusion students with good peer role
  models.
• Avoid placing the students in high traffic areas.
  (garbage can, doors, windows, etc.)
• Certain students may be placed in an area with
  room to walk around and not become a distraction.
  (ADHD)

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Behavioral Strategies

• Focus on what the student can do.
• Lessons are presented in a non threatening
  manner.
• Humor helps foster self-esteem.
• Praises are used regularly for good behavior and
  performances.
• Provide Incentives (pencil, computer pass, etc.).

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Strategies Used To Help Students Remember

• Color Code
• Color Pens
• Highlighters
• Post It Notes

• Incorporate drawings, pictures, tables and
  timelines for self expression and memory
  assistance.
• Rehearsing repeating skills and concepts over
  and over again is a valuable tool.
• Apply acronyms when possible.

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Class Work Projects

• Tasks are explained one at a time.
• Accommodations/Modifications are applied to
  students work depending on their instructional
  level.
• Limit the amount of writing for students by
  providing printed assignment sheets with a
  timeline.
• Printed notes may be supplied depending on their
  note taking skills. (During or After)
• While reading from overhead, teacher points to
  the words as they are being read.
• Demonstrate when possible by providing a sample
  of the task. This will increase understanding and
  display expectations.
• Pair student with higher level learner (Helps
  both students).
• Provide manipulatives when possible.

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Assessment Accommodations

• Accommodations during assessment are used to
  measure what students know and can do.
• Test directions may be read aloud.
• Provide extended time.
• Provide a word bank, multiple choice or matching
  style questions to assist lower level readers.
• Fewer questions on test.
• Small group setting (Permits questions to be read
  aloud).
• Keep I.E.P. in mind when creating and conducting
  assessments.
• Provide a study guide.

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Informal Meetings to Assess the Needs of
Educators and Students
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Staff Developmentand/or Support via District
Special Education Staff and Outside Agencies
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Observation Process
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Conclusion

• It is important to remember that inclusion is not
  just one model. Each students needs may dictate
  a different model throughout the day.