Inclusive Practices-Making it Work!

Presented by Kathy Kilgore

www.laspdg.org

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Roll Call

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People First Language

Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf

“People First Language puts the person before the disability and describes what a person has, not who a person is.”

Series of 6 Webinars

1. Overview of Inclusive Practices2. Co-teaching Support Model3. Consultant Support Model4. Paraeducator Support Model5. Scheduling for Inclusive Practice 6. Logistical Issues• Grading• IEPs• Planning

Definition of Inclusive Practices

“Inclusive Practices are academic and behavioral supports and strategies provided to students with disabilities in general education settings.”

IDEA

•Access to general curriculum•LRE

2010 LA Data

• 61.1% SWD included in general education for more than 80% of their day

• 13.9% SWD in special education settings for more than 60% of their day

• 30.3% SWD graduated with a high school diploma

• 35.4% SWD proficient on LEAP in ELA• 37% SWD proficient on LEAP in Math

THE 3 As

• ACCESS

• ACCOMMODATIONS• ACCOUNTABILITY

Research• Increased academic and behavior gains– Improved performance on standardized

tests–Mastery of IEP goals– Improved class work – Improved report card grades– Increased on-task behavior–Better motivation to learn

Research

• Inclusive practices more effective when combined with broader educational reform and restructuring.

• Inclusive practices more effective in schools where general education teachers are routinely implementing differentiated instructional strategies.

Goal of Inclusive Practices

Improve outcomes for students with disabilities through implementation of appropriate academic and behavioral supports.

Philosophy of ‘Inclusion’

Shifting paradigms…• Not focusing on the labels of students• Special education teachers identifying

themselves as teachers of all students• General education teachers identifying

themselves as teachers of all students• SWD identified as students with IEPs

IDEA• Supports ‘inclusion’ as one option• SWD must be involved in and progress in

the general curriculum• IEP teams must consider general education

first• General education teachers must be

involved in IEP development• Provision of supplementary aids and

services

IDEA….

• A continuum of settings must be available• IEP teams make final decision• May the goals/objectives and support

services outlined on IEP be implemented only in a special education class or may they be implemented in a general education class?

“Inclusion”….what is it?

• A philosophy, a foundation• A process• Shared decision team-making

“Inclusion”….what it isn’t?

• Sacrificing needs of general education students• Dumping SWD in general education

settings• Watering down the curriculum

• When implemented appropriately and responsibly, ‘inclusion’ will meet the needs of all students.

Teacher Benefits

• Being able to share responsibility for improved student outcomes with other teachers

• Teachers have more time for explicit teaching and creative lesson plan design and delivery

• More opportunities for professional growth

Student Benefits

• Placement in LRE• Exposed to higher expectations• Increased opportunities for positive

social interactions

Collaborative Support Models for Inclusive Practices

Co-teaching Support Model Consultant Support Model

Paraeducator Support Model

Co-teaching Support Model

• As defined by Friend and Cook (2010)…– Co-teaching is a service delivery option for

providing special education or related services to students with disabilities or other special needs students while they remain in their general education classes.

– Two or more professionals jointly deliver meaningful instruction to a diverse, blended group of students in a single physical space.

Co-taught classrooms….• SpEd teacher partners with GenEd teacher – Shared responsibility for instruction– Jointly planned lessons and lesson delivery

styles–Use of a combination of 6 co-teaching

approaches– Shared responsibility for assessments– Shared responsibility for parent

communication

Consultant Support Model• SpEd teacher provides guidance to GenEd

teacher• Adapts lessons• Identifies accommodations and strategies• Modifies materials• Provides alternative assessments• Designs behavior management systems

Paraeducator Support Model• Supports SWD in general education settings• Works under direction of GenEd teacher and

guidance of SpEd teacher• Supervises activities introduced by GenEd

teacher• Helps implement accommodations • Helps implement behavior intervention plans• Helps collect instructional or behavioral data

Para Supports, cont’d…..

• Primary focus is on SpEd students• May provide some support to GenEd

students • Primary beneficiary of services and staff

paid for with IDEA funds must be SWD• Incidental benefits for other students

Collaborative Support Models

• Co-teaching Support Model• Consultant Support Model• Paraeducator Support Model

All are effectiveResearch emphasizes co-teaching

3 Phases

•Planning • Implementation •Results

Phase 1: PLANNING

• Occurs at several levels• Essential to effective inclusive

practices• All staff involved and sharing

responsibilities• On-going communication

School Site Leadership• Strong administrative support is critical• Site leaders are pivotal• Truly believe “all students can learn”

– Actions speak louder than words– “Walk the walk, talk the talk”– Inspire and empower teachers to achieve great things

for students– Be creative…“think outside the box”

Phase 3: IMPLEMENTATION• Inclusive Practices Leadership Team• Staff awareness and willingness• School resources and supports• On-going support to staff • Parents• Monitoring system • Secure copy of LA’s Co-teaching Resource

Guide

Action Planning

• Long range goal(s)• Short range objectives• Specific activities• Responsible parties• Leadership team function• Obstacles and challenges• Solutions to obstacles and challenges

• Louisiana Validated Practices Checklists– 8 themes• Foundations of Inclusive Practices• Diversity• Collaboration• Instructional Practices• Behavior Supports• Professional Development• Administrative Responsibilities

Implementation Matrix

• Identify major components– E.g., Organizational Structure, Collaborative

Support Models, Co-teaching Approaches, Professional Development, and Collaboration

• Identify maximum level of implementation , satisfactory or emerging level of implementation and unsatisfactory level of implementation

Component: Collaborative Support Models

Maximum Level of Implementation

Emerging/Satisfactory Level of Implementation

Unsatisfactory Level of Implementation

All 3 Collaborative Support Models are utilized throughout the curriculum in a variety of classes based on student support needs.

The Consultant and Paraeducator Support Models are used throughout the curriculum and the Co-teaching model is used sometimes.

None of the Collaborative Support Models are used or only the Consultant Support Model.

Implementation Matrix

• Allows districts and schools to determine their current level of implementation using a scale based on Maximum, Satisfactory or Unsatisfactory levels of implementation

• Allows districts and schools to assess how well they are implementing inclusive practices

Phase 3: RESULTS

• The quality of implementation of inclusive practices determines the outcomes that will be evidenced.

Outcome Data

• Student achievement data–Report card grades– LEAP scores–High school diploma rates

• Attendance data• Behavior data• LRE data

Outcome Data

• Attitudinal data–Teacher/faculty paradigm shifts–Professional growth of staff

Appropriate and responsible implementation of Inclusive Practices results in improved outcomes for all students.

Challenges “one-size fits all” approach

“Achieving real and lasting change requires that everyone in schools stops, thinks, and works together to make the kinds of changes that need to occur.”

National Institute on Urban School Improvement

The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

www.laspdg.org

Additional Webinars in this Series

• November 14 @ 10:00 am: Co-Teaching Model• December 5 @ 10:00 am: Consultancy Model• January 16 @ 10:00 am: Para-educator Model• February 27 @ 10:00 am: Scheduling• April 17 @ 10:00 am: Logistics

Questions?• Please use your chat pod if you have questions

related to this presentation (if time permits, we will answer them, if not please email questions to contacts below)

• After this webinar, you may email any content-related questions to Kathy Kilgore kkilgore@slc-gno.org

• You may email any grant-related questions to Melanie Lemoine lemoinem@lsu.edu

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