inclusion best practice

Inclusion Best Practice

• What is the NISD model of inclusion?

• What are the communication channels between GenEd and SpEd?

• What is the role of the SpEd assistant in the classroom?

• What should inclusion support look like?

• What are some other best practices we use at CTMS?

Most Restrictive Support

What is the NISD Model of Inclusion?

Least Restrictive Support

CM

Targeted Instruction

Supported Instruction

removal frominstructional environment

AppliedSelf-Contained

Co-teach

What Is The Difference Between Co-teaching and Targeted/Supported Instruction?

Co-Teaching

• Certified GenEd and SpEd Teachers

• GenEd and SpEd teachers regularly plan together

• Shared instruction

• Use of varied instructional arrangements

• More of an equal partnership

Targeted/Supported Instruction

• Certified GenEd teacher with certified SpEd teacher OR para-educator

• Consultative communication, rarely regularly scheduled planning

• SpEd personnel obviously in an assisting role

• Teach & Support/Assist is the prevailing instructional arrangement

• Less of an equal partnership

What are the communication channels between GenEd and SpEd?

SpEd TeacherMath/Sci

GenEd Classroom

Teacher

SpEd TeacherELA/SS

SpEd Instructional

Assistant

What is the role of the instructional assistant?

Support student in classroom

Provide accommodations

Documentation

What is the role of the instructional assistant?

behavior management

Is there a BIP?

No

Review accommodations

If following accommodations, handle exactly the

same as any student

Yes

Review & Follow

Consider for a moment that the school system paid someone to be with you. Now imagine that you had no say over who that support person was or how she or he supported you. Imagine that someone regularly stopped into your place of employment to provide you with one-on-one support. This person is present for all your interactions and at times supported you by touching your back or shoulder. This support person might also give you oral directions for upcoming tasks.

What should inclusion support look like?

On my website; Laura Osborne

When adult support is consistently present, is overbearing, and does not fade appropriately, the student learns to expect adult support. Students quickly perceive their own lack of control and learn to wait for cues, direction, or prompting from an adult before engaging with the material.  

What should inclusion support look like?

Seligman, 1975; Giangreco et al. (2005)

What should inclusion support look like?

I increasingly witness adults who are furnishing support to students with disabilities but who unnecessarily draw attention to that support or to the need for support that the adult perceives. Their actions are frequently too intensive and invasive.

Adults are often unnecessarily close to students during lectures, or they give oral prompts at an overwhelming rate. This invasive support invariably draws undue attention to the student who is receiving support and at the same time interferes with the natural flow of the classroom, student interaction, and community membership. When support becomes invasive, it undermines the purposes of inclusion. The golden rule for adult support in inclusive classrooms is to support others as you would wish to be supported.”

Julie N. Causton-Theoharis, Council for Exceptional Children(Broer, Doyle, & Giangreco, 2005; Giangreco, Yuan, McKenzie, Cameron, & Fialka, 2005)

Praise, Prompt, and Leave

NEXT STEP

State one thing

done well: “Good job on step 2” or “That’s a clear thesis sentence”

State what the next step is- only the next

step: “Simplify the equation” or

“Write an introductory paragraph”

Leave, Simply

walk away, no dialogue necessary

Chapter 6: “Simplifying the Verbal Modality”

What should inclusion support look like?

IDEA does not and never has used the word “inclusion”.

Inclusion is the term that we’ve used to interpret the intent of LRE and continuum of services.

The law does specify ACCESS to the general curriculum.

If we are “doing inclusion”, we need to “provide access”

ACCESS is the key

What should inclusion support look like?

Not all students will… Learn all of the content Do all of the assignments or

instructional activities Be graded the same way

All student should… Be exposed to basic concepts Have meaningful instruction Progress, to the extent possible and

appropriate

What should inclusion support look like?

What should inclusion support look like?

Access to Content

Accommodations

Oral Administration Least Restrictive Environment

with SOLO or Audacity

ÞStudents remain in the regular classroomÞStudents access content independentlyÞStudents experience less stigma

What are some other best practices we use at CTMS?

We have earbuds!

What are some other best practices we use at CTMS?

SMALL GROUP?

Can (and often should) occur within the instructional environment.

Not just for testing; use for instruction too!

What are some other best practices we use at CTMS?

On my website; Laura Osborne

Questions to Consider:

1. Is my main objective to teach ALL students in my classroom?

2. Do I want ALL students to learn some content from this class?

3. If a child has limited memory, what is MOST important for him/her to know?

4. Are my special needs students participating in state or federal assessment tests?

**This answer is YES, for most special education students.

What are some other best practices we use at CTMS?

What are some other best practices we use at CTMS?

“Sliding Scale”

What are some other best practices we use at CTMS?

BEFORE

What are some other best practices we use at CTMS?

AFTER

What are some other best practices we use at CTMS?

Inclusion Best Practice