inclusive practices: making it work!

Inclusive Practices: Making it Work!

Katy Independent School District

Students with Disabilities

Basic Facts…

• Approximately 10% of the general population would be eligible for special education services

School of 1000 students - approximately 100 students would be identified for special

education services

• Of this 10%, approximately 70-80% would be individuals with mild to moderate learning disabilities and/or speech impairments requiring “accommodations” to make adequate yearly progress (AYP)

With 100 students identified for special education services - approximately 80 students would need accommodations

• The remaining students would require modifications and/or alternate curriculum

With 100 students identified for special education services - approximately 20

students would need modifications or an alternate curriculum

Students with Disabilities

Basic Facts…

…the presumption that children with disabilities are most appropriately educated with their peers without disabilities and that special class, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily

(34 CFR §300.550)

Individual with Disabilities Education Act (IDEA) 2004

Least Restrictive Environment

• Participation in State and district-wide assessments

• with accommodations, as necessary• through alternative assessments, if

necessary

• Performance goals and indicators• Goals must be consistent to the

maximum extent appropriate “with other goals and standards established by the State”

IDEA also requires for students with disabilities:

Least Restrictive Environment (LRE)

Assessments of Students with Disabilities (2007-2008)

General Assessment (with or without

accommodations)

TAKS includes

TAKS Accommodated (TAKS-A)

Alternate assessment based on modified

academic achievement standards (2%)

TAKS-Modified(TAKS-M)

Alternate assessment based on alternate

academic achievement standards (1%)

TAKS-Alternate (TAKS-ALT)

TAKS-Modified (TAKS-M)

Same content as TAKS but increased accessibility for students with disabilities:

Reading guidanceSimplified vocabularySimplified sentencesFewer steps

Different Format:

Larger font sizeMore white spaceFewer questions per

pageFewer answer choices

A way of thinking -- a philosophy

A continuum of services and supports to meet the needs of ALL students

Possible only with COLLABORATION

A PROCESS -- not a person, place or event

Inclusion is…

Mandated by law (however LRE is)

Simply putting students with special needs back into

the general education classroom

A means to cut costs

Just beneficial for students receiving special education services and supports

Inclusion is not…

• Social

• Academic

Types of Inclusion

• Physical

Types of Inclusion

Occasionally , a student may have difficulty functioning in new environments (i.e., larger spaces,

smaller spaces, with a large number of people present, with a particular kind of lighting, with a

particular volume or type of noise). The IEP goals/objectives for that student may focus on

working toward just physically including him/her in different environments.

PhysicalLearn from and function in different physical

environments

Example: Given visual cues and a schedule of reinforcers, Juan will remain in the classroom for thirty minutes with no more than two reminders of appropriate behaviors for four out five days.

Types of Inclusion

Sometimes the student’s needs require goals/objectives that focus on teaching the student how to interact with different people or in different

social situation (i.e., play, group work, lunch, on-the-job). In this case, the IEP goals/objectives may require

services and supports to ensure social inclusion.

SocialLearn from and function in different social

environments

Example: Given a specific task(s), Juan will assist other students, under the supervision of a paraeducator/teacher, to complete small group activities three out of five times.

Types of Inclusion

Sometimes the student may require assessment based on modified achievement standards.

AcademicAccess and learn general education curriculum for the grade in which the

student is enrolled.

The ARD committee determines that the student meets the following criteria:

1. There is objective evidence demonstrating that the student’s disability has precluded the student from achieving grade-level proficiency in the content area assessed.

The ARD committee determines that the student meets the following criteria:

2. The student’s progress to date in response to appropriate instruction, including special education and related services designed to address the student’s individual needs, is such that, even if significant growth occurs, the ARD committee is reasonably sure that the student will not achieve grade-level proficiency within the year covered by the student’s IEP.

3. If the student’s IEP includes goals for subject assessed under §200.2, those goals must be based on the academic content standards for the grade in which the student is enrolled.

Sometimes a student requires a combination of inclusion such as:

physical and social;

physical and academic;

social and academic;

physical, social and academic.

Types of Inclusion

In-Class Support

To assist in the inclusion of students in the general education classroom, in-class support may be proposed by the ARD Committee.

In-class support may be through either a co-teacher and/or paraeducator.

A co-teacher is a certified special education teacher

A paraeducator is a non-certified staff member, who is under the direct supervision of a special education teacher.

Accommodations

Changes made to the sequence, timeline and/or instruction without making changes to the content (TEKS), performance expectations and/or outcomes - these students would be taking the TAKS, with allowable accommodations, or the TAKS-A

Examples:

• Provide extra time for oral responses

• Reduce length of assignments

• Allow use of math facts charts, calculator

• Allow student to respond orally

• Check with student to be sure s/he understands directions

• Sit closer to the teacher

• Use scratch paper during math testing

• Divide worksheet into smaller segments

• Do not penalize for spelling

TransitionalThe amount of support (low, medium or

high) is provided temporarily to assist a student in gaining independence in new environments, activities and/or

acquisition of new concepts

LowThis support is always available but not needed on a regular basis by the student. The student would be able

to function in the environment without the support, just not as

successfully.

Levels of Support

Paraeducator Support

• Any level of physical or social support.

• Transitional or low levels of “academic” support

Although the roles and responsibilities of a paraeducator may be very similar to that of a co-teacher, a paraeducator must always be under the direct supervision of a certified

teacher.

It is important for the general education teacher to know if a student is being

supported by a paraeducator or certified special education teacher.

A paraeducator is typically used to provide the following kinds and levels of support:

Modified Academic Achievement Standards

• Are based on the TEKS for the grade in which the student is enrolled.

• It is not the academic content standard (TEKS) that is modified. The expectations for whether a student has mastered those standards may be less difficult than grade-level academic achievement standards.

• These students would have IEP objectives to guide instruction in the general education environment.

• In English, Math and/or Reading, these IEP objectives would target specific gaps.

• In Science or Social Studies IEP objectives would be written such that instructional activities and assessment can be modified for each instructional unit.

MediumThis level of support is necessary

on a regular basis in order for the student to be successful

or to learn in the environment.

HighHigh levels of support are generally

intrusive in nature. The support is absolutely necessary for the student

to learn and must be provided consistently. The student could not function in the environment without

the support.

Levels of Support

Co-Teacher Support

Medium to high levels of “academic” support where

modifications to the curriculum are required

A co-teacher is typically used to provide the following levels of support:

In some instances, a paraeducator could provide medium to high levels of support under

the direct supervision of a certified special education teacher. However, the teacher is

always responsible for designing and evaluating instruction.

A team-teaching model with side-by-side teaching by a general educator and

special education teacher. Students with disabilities are included in the general

education classroom 100% of the instructional period/class. Both teachers

instruct students with disabilities and students without disabilities. Planning, direct instruction, monitoring student

progress, modifications and grading are collaborative responsibilities.

Co-Teaching Defined

Special Education & General Education Teacher Roles/

Responsibilities in Co-Teaching Environments

Special Education Teacher

• Share information about strengths/ weaknesses of the individual students

• Suggest and demonstrate alternative instructional and behavioral techniques, strategies, materials

• Review information regarding IEPs, modifications, and BIPs

• Share individual criterion-referenced tests

• Develop modified instructional objectives, materials, strategies, techniques and evaluation procedures



General Education Teacher

• Share “on-level” materials

• Work with special education teacher to ensure that all students are included and make progress in the general education curriculum

• Model “general” strategies (i.e., group management, introduction of content)



Both Teachers

• Implement discipline procedures

• Establish and conduct assessment, grading, etc.

• Communicate with parents

• Plan, implement and deliver instruction including re-teaching and extension activities

• Give input to the ARD committee

• Collect and share student data with the ARD committee

• Implement IEP goals/objectives, accommodations and modifications

• Create a classroom environment that honors all student learning styles

Teaming Formats – General & Special Education Teachers & Paraeducators

1. Teaming

2. One Teach - One Assist

3. One Teach - One Observe

4. Alternative Teaching

5. Parallel Teaching

6. Station Teaching

Writing IEP Objectives for Academic Inclusion

• If the student is included in an environment, there must be some objectives that the teacher is responsible for implementing in that environment.

• The IEP must include some objectives that can be taught in the “natural rhythm” of the classroom throughout the school year.

• If there are no objectives that the general education teacher can take responsibility for teaching the student, then the IEP is not well written and/or the placement is not appropriate for the student.

Sample IEP Objectives for Academic Inclusion in Science

and/or Social Studies

1. Following a unit of study with related instruction and activities, James will read five vocabulary words with 70% accuracy.

2. Given a unit of study with related instruction and activities, James will match five vocabulary words with their definitions with 80% accuracy.

3. Given a unit of study with related instruction and activities, James will point to pictures of key people when given their name and/or their contribution with 70% accuracy.

4. Given a unit of study with related instruction and activities, James will demonstrate comprehension of key concepts (e.g., filling in a timeline, putting steps in the correct order, completing a graphic organizer, demonstrating the procedure) with 70% accuracy.

Alternate Curriculum

• Students with developmental disabilities (cognitively significantly delayed) need curriculum and instruction that is very concrete and allows for repetition.

• These students need peers to model appropriate language and behavior.

• To academically include these students in general education classrooms, joint planning between special and general education teachers is critical.

• This planning ensures a link between the IEP objectives, instruction and documentation of Adequate Yearly Progress (AYP).

Responsibility of the general education teacher:

1. Review IEP objectives and identify which objectives will be addressed in the general education classroom.

2. Identify the topic(s), chapter and/or unit along with state and/or district mandated standards and/or benchmarks.

3. Identify the materials that will be used (e.g., chapter, unit, labs, activities, worksheets).

4. Read or skim the materials

5. Identify the key vocabulary, concepts, people, events and/or steps that will be taught. (What is it that the students should remember?)

Modified or Alternate Curriculum: Making it a

Reality

Responsibility of the special education teacher with input from the general education teacher:

1. Identify the key vocabulary, events/steps and or people that: reflect the student’s instructional level, have a life-long application, go across subjects and will be the focus of instruction in the classroom.

2. Identify the modified/alternate instructional objectives for the unit of study based on the student’s needs and IEP objectives. As units are developed by teachers and submitted to KMAC, these will become available to all teachers.

3. Determine and develop evaluation methods.

4. Find and/or create activities.

5. Find and/or create independent activities to reinforce new or previous materials.

Examples

Challenge:The social studies teacher has asked for

assistance in determining what James should be expected to master in the next chapter. She will be covering Chapter 8 - The Thirteen Colonies

Rebel. Her strategies for teaching typically include independent reading, lecture, worksheets

and some small group activities. James is a student reading at approximately a 3.5 grade

level. His conceptual reasoning is at approximately the same level. His behavior is

excellent and he enjoys being a part of the general education classroom. He is very

attentive during the class lecture and discussion. He occasionally answers questions. He does,

however, become frustrated when given work he feels he will be unable to complete.

Modified/Alternate Activities: Chapter 8 -The Thirteen Colonies Rebel

Given a list of words, James will read the following words with 70% accuracy:

taxfreedomcolonistRed Coatscity

statecountryEnglandEnglishliberty

Given the definitions in writing and orally, James will match the following words to their definitions with 70% accuracy:

taxfreedomcolonistliberty

EnglandEnglishDeclaration of Independence

When given a description of a person and/or his accomplishments, James will identify the following key people with 70% accuracy:

Paul RevereGeorge Washington

Thomas JeffersonJohn Hancock

Solution:

Modified/Alternate Activities: Chapter 8 -The Thirteen

Colonies Rebel

James will respond to the following questions describing what life for the colonists was like giving at least one correct answer for the question:

What did most of them do for a living?What did they eat?What problems did they have?

Given a timeline, James will put the following events in order with 70% accuracy:

• the colonists formed thirteen colonies in the United States.

• the king of England put new tax laws on the colonists.• the colonist threw all the tea in the water (Boston Tea

Party.• the colonists started a war for freedom from England

(American Revolution)• the Declaration of Independence was written


tax money added on to the price of something

freedom can make you own decisions

colonist people who first came from England and settled in the United States

liberty can make you own decisions

England the country from which most of our first colonists came

English people who are from England

Declaration of Independence

a paper written by leaders of the colonists listing our freedoms

Concepts


Concepts Flash Cards

taxmoney added onto

the price of something

freedom can make your own decisions

colonistpeople who first came

from England and settled in the United

States

Englishpeople who are from

England

Declaration of Independence

a paper written by leaders of the colonists

listing our freedoms


Paul Revere

rode a horse shouting a warning that Red Coats were coming

George Washington

first commander of the colonists’ army and first president

Thomas Jefferson

did most of the writing of the Declaration of Independence

John Adams

one of the leaders who signed the Declaration of Independence

John Hancock

the first person to sign the Declaration of Independence

Key People

Key People Flash Cards

Paul Revere

Rode a horse and shouted a warning about

the red coats coming

George Washington

First commander

of the colonists’

army and first president of the United

States

Thomas Jefferson

Did the most writing on the Declaration of Independence

John AdamsOne of the leaders who

signed the Declaration of Independence

John Hancock

First person to sign the Declaration of Independence

Timeline of Key Events

Colonists formed 13 colonies

King of England put new taxes

on the colonists

Colonists threw all of

the tea in the water (Boston

Tea Party)

Colonists started war for freedom from

England (American Revolution)

The Declaration of Independence

was written

Modified/Alternate Activities: The Branches of

Government

Challenge:The social studies and special education

teachers have identified objectives, activities and evaluation methods for Laticia. Laticia is reading

at the fourth grade level. The teacher is concerned, however, that there are times when

Laticia is finished with her work and needs some appropriate activities to work on when the other

students are working independently. The paraeducator is in the room and can assist

Laticia with these activities.

Modified/Alternate Activities: The Branches of Government

Solution:

1. Have Laticia go on-line and find the Senators from Texas. (She can print out this information or write it down.)

2. Have Laticia go on-line and count the number of Representatives from Texas. (She can print out this information or write it down.)

3. Have Laticia go on-line and find the names of Representatives for their district. (She can print out this information or write it down.)

4. Using a newspaper(s), have Laticia find pictures of the Senators/Representatives.

5. Have Laticia go on-line and count the number of Supreme Court Justices. (She can print out this information or write it down.)

6. Have Laticia find a symbol that will help her remember what each branch of the government does - makes, enforces, interprets & punishes. She could add this to her mind map of the branches of government.

Modified/Alternate Activities: Chapter on Regions of Texas

Challenge:Clarice is a student reading at approximately 1st-

2nd grade level with conceptual reasoning at approximately the 1st grade level. Her social

studies teacher has found that Clarice does best when engaged in small group activities. Her

peers have done an excellent job of supporting Clarice and allowing er to contribute to small group activities. They will be starting a new

chapter - Regions of Texas. The social studies teacher has asked for assistance in identifying appropriate expectation for Clarice for this unit.


Given a list of words, Clarice will read the following words with 70% accuracy:

regionalliescustoms

adobeteepee

Given the definitions in writing and orally, Clarice will match the following words to their definitions with 70% accuracy:

1. region - an area that is seen as belonging together because it has has something that the other areas around it do not have

2. custom - ways of doing things

3. allies - friends

4. adobe - bricks made by drying clay in the sun

5. teepee - movable homes made from animal skins stretched over poles

Solution:


Flash Cards

region An area that is seen as belonging together because

of something it has that other areas around it do not have

customWays of doing things

alliesfriends


Flash Cards

adobeBricks made by

drying clay in the sun

Movable homes made from

animal skins stretched over

poles

teepee


Given a map of Texas showing four cultural regions (Plains, Southeastern, Western Gulf and Pueblo), when given the label both verbally and in writing, Clarice will place the label for each region on the map with 80% accuracy.

Given pictures representing each of the four cultural regions, Clarice will place the pictures on the correct cultural region.

Plains - open fields, buffalo huntersSoutheastern - forests, farmers, cornWestern Gulf - water, fishingPueblo - desert, plants

Modified/Alternate Activity: Regions of Texas

Challenge:Anthony and Justin both read at the second grade level. In the Texas History class, the teacher has

the class identify the four regions of Texas, and the relative location, elevation, agribusiness, and four major cities in each of the regions. Together with

the special education teacher, a modified version of the region map was created to help Anthony and

Justin learn the regions and a major city in each.

Given a list of the names of the four regions and a foldable map of Texas with the areas indicated, Justin/Anthony will correctly identify each region with 100% accuracy.

Given a list of at least four cities and a foldable map of Texas with the areas indicated, Justin/Anthony will correctly identify a major city in each region with 100% accuracy.


Original map


Modified/Alternate map


Modified Quiz

Modified/Alternate Activities: Scientific Method

Challenge:It is the first six weeks of school and the science

teacher has asked for direction in setting expectations for Juan, who is functioning

approximately at the 2nd grade level. The class is reviewing the “scientific method”, which will be

used throughout the school year.

Modified/Alternate Activities: Chapter on Scientific Method

Given pictures showing an experiment and the steps of the scientific method, Juan will match the steps to the pictures.

Solution:

Given pictures showing an experiment, Juan will put the pictures in the correct order showing the scientific method.

Given the steps of the scientific method, Juan will put the steps in the correct order.

Using the cards showing the steps of the scientific method, Juan will complete an experiment in the correct order.

Modified/Alternate Activities: Chapter on Body

SystemsChallenge:

Brittany is a student with reading and conceptual skills at approximately 2.5 grade-level. She is presently in science with a paraeducator. The

science teacher has asked for appropriate objectives for upcoming chapters on body

systems.

Modified/Alternate Activities: Body Systems

Given pictures of the different body systems (muscular, skeletal, circulatory, nervous, respiratory, digestive and excretory), when verbally given a description of the system and its function, Brittany will identify correct system with 80% accuracy.

Given pictures of parts from various body systems (I.e., lungs, heart, intestines), Brittany will name the part with 70% accuracy.

Solution:

Given pictures of parts from various body systems and pictures of body systems, Brittany will match the part to the system with 70% accuracy.

Brittany will name one thing for each of the body systems that she can do to keep healthy (i.e., respiratory -- walk, not smoke; digestive - eat fresh fruits and vegetables)

Modified/Alternate Activities: Body Systems

Pa ra l lel Cur r i cu lum a t the Secon d a ry Level

Modified/Alternate Activities: Chapter on

Motion, Force & Machines

Challenge:Clarice is a student reading at approximately 1st-

2nd grade level with conceptual reasoning at approximately the 1st grade level. The science teacher has many small group activities planned

for the upcoming unit on motion, force and machines. Clarice does well in small group

activities and the teacher is confident that Clarice will learn through these experiences. She does,

however, want to have clear instructional objectives on which to focus instruction and

evaluation.

Modified/Alternate Activities: Chapter on Motion, Force & Machines

Given a list of words, Clarice will read the following words with 70% accuracy:

speedforcepushpull

machinesimple machinecompound machine

Given the definitions in writing and read out loud, Clarice will match the following words to their definitions with 70% accuracy:

Speed - how fast or slow something is moving

Force - what makes an object move

Push - move an object away

Pull - move an object closer

Machine - an object that makes work easier

Simple machine - a machine that only uses one movement

Compound machine - two or three simple machines working together

Solution:

Modified/Alternate Activities: Chapter on Motion, Force &

MachinesWhen the word(s) is read to her (wheel & axle, inclined plane, pulley, lever), Clarice will identify the picture to go with the word with 80% accuracy.

When given a mind map of the concepts from this unit, Clarice will place the words/pictures in the appropriate location on the mind map with 70% accuracy.

Simple Machines

lever

pulley

wedgeinclined

plane

wheel and axle

screw

Machines

Simple Machines

ComplexMachines

Modified/Alternate Activities: Sample Test

Challenge:Ashley is a student reading at approximately the

4th grade level. The social studies teacher is pleased with the objectives and activities identified during this chapter on the American Revolution. Ashley has participated in the class discussion,

small group activities and individualized instruction. Although she has used “demonstration

of mastery” with Ashley, she would like to start having her take more traditional paper-and-pencil tests, too. She would like an example of what this

kind of test would look like for Ashley.


The American Revolution Test

Directions: Read the following words: (1 point each)alliance independence treatyrevoltRevolution

betrayloyalLoyalistsPatriotssoldiers

Directions: Match the definition to the vocabulary word and write the matching letter in the space. (5 points each)

To refuse to follow the government leaders

A person who is a member of an army

Freedom to make your own decisions

A. Independence

B. Revolt

C. soldier

An agreement to work together to get something done

To stick with an idea or person no matter what happens

To give help to the enemy

D. loyal

E. alliance

F. betray


Directions: Match the definition to the vocabulary word and write the matching letter in the space. (5 points each)

Those people who backed Americans

To refuse to follow the government or leaders

Those people who backed England

G. Patriots

H. Loyalists (red coats)

I. revolution

Directions: Write T next to each sentence that is true. Write F next to each sentence that is false. (5 points each)

1.___ Americans wanted to write their own laws.

2.___ George Washington was the leader of the American army.

3.___ The French helped the Americans in the American

Revolution.

4.___ American started out with twenty-five colonies.

Thank you for attending this presentation and best of luck on expanding your inclusive efforts!

inclusive practices: making it work!

Documents

remaining students

majority of students

students names

alternate curriculum

general education environment

small number of students

general education classrooms

special class