leadership for innovative omani schools in the 21st century 1 providing an education to students...

Leadership for Innovative Omani Schools in the 21st Century

1

Providing an Education to Students with Handicapping Special Needs

2

Inclusive Education: The Principal as Instructional Leader: Education for All 1

What does the research say?

Successful leadership can play a highly significant and often underestimated role in improving learning.

Leadership effects are usually the largest where they are needed the most - in students with special needs

Certain images used copyright © 2007 Seward Inc. and its licensors. All rights reserved.No permission is granted to copy, download, and/or save the image(s) for any purpose.

3

Activity 1

SMALL GROUP CHART ACTIVITY

Defining Inclusive Education

1. What is your definition of inclusive education?

2. Describe a student with handicapping special needs.

3. In what ways are students with handicapping special needs currently provided an education in Oman secondary schools?

4

InclusionInclusionInclusionInclusion

DefinitionDefinition

IdentificationIdentification

PlacementPlacementPlacementPlacement

Support ServicesSupport Services

What are our values?

Who do we include?

What’s the role of the principal as

instructional leader?

Education for All: Students with Handicapping Special NeedsWorldwide Critical Issues

5






What do we mean by students with handicapping special needs?


6






How are students with disabilities assessed and identified?

Who should be involved?


7






Where and how should students be educated? --in regular classrooms? -in separate schools?

What instructional accommodations may be needed?

What services are needed to ensure maximum learning opportunities?


8






What is the role of :

--Psychologists? --Social workers? --School counselors? --Special education resource teachers? --General education teachers?--Medical & health personnel? --Parents? --Community agencies?


9

School to WorkSchool to WorkSchool to WorkSchool to Work

PartnershipsPartnerships

Professional DevelopmentProfessional Development

Quality AssuranceQuality AssuranceQuality AssuranceQuality Assurance

FundingFunding

How can we transition students with handicapping disabilities to the workforce?

What transition program models exist?


10





FundingFunding

What partnerships are needed between the school and:--Family?--Community?

What “best practice” models are available?


11





FundingFunding

What training is needed?

--General education teachers ?

--Special education teachers?

--School administrators--Parents?--Community agency

personnel?


12





FundingFunding

How are we ensuring a quality education for students with disabilities?

Who is accountable?


13





FundingFundingWho pays? How much?


14

1. What are inclusive education critical issues for Oman secondary school educators?

2. In your role as principal as instructional leader, what are your most immediate needs for educating students with handicapping special needs?

Activity 2

SMALL GROUP CHART ACTIVITY

Education for All Inclusive Education Issues and Priorities

15

The Salamanca Statement and Framework for Action: Special Needs Education : Access and Quality 2

Salamanca “Schools for All” World Conference 2

• Salamanca, Spain: 300 people; 92 governments; 25 international organizations

• Focused on inclusive education and strategies for enabling schools to serve all children, especially those with special education needs

• Developed a framework for action for students with special needs to be educated within the “regular education school”.

The Salamanca Framework for Action is based on the 1948 Universal Declaration of Human Rights and the 1993 United Nations Standard Rules on the Equalization of Opportunities for Persons with Disabilities

16

Salamanca World Conference Proclamation2

Every child has a fundamental right to an education and must be given the opportunity to achieve and maintain an acceptable level of learning.

17


Every child has unique characteristics, interests, abilities and learning needs.

18


Education systems should be designed and educational programs implemented to take into account the wide diversity of these characteristics and needs.

19


Those with special educational needs must have access to regular schools which should accommodate them within a child-centered pedagogy capable of meeting these needs.

20

???Reflective Question

What implications does the Salamanca proclamation have for the leadership and management of Oman secondary schools?

21

Salamanca Conference Recommendations for Worldwide Governments 2

Recommendations:

• Give highest priority to improving education systems so all children can be included, regardless of individual differences or difficulties.

• Practice inclusive education.

• Enroll all children in regular schools—unless compelling reasons prevent this.

• Develop demonstration projects.

• Exchange information with countries that have experience with inclusive schools.

22

More Recommendations:

• Establish decentralized and participatory mechanisms to plan for, monitor and evaluate educational programs for children and adults with special needs.

• Include parents, communities, and organizations of persons with disabilities in the planning and decision-making processes for special education needs.

• Invest greater effort in early identification and intervention strategies, as well as in vocational aspects of inclusion education.

Salamanca Conference Recommendations for Worldwide Governments 2

23

The Salamanca Framework for Action

Guiding principles:

• Accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other condition.

• Use “special education needs” to refer to all children with physical disabilities or learning disabilities.

24


Guiding principles:

Use a child-centered pedagogy to avoid:• Wasted resources • Shattered hopes• Poor quality instruction • A “one size fits all” mentality

Child-centered schools support:• A “people-oriented society” • Respect for human differences • Respect for the dignity of all humans

25

Develop a national plan for inclusive education that includes:


Policy & Funding that support

inclusive schools

Coordination of services at

all levels

Needs of all with severe, multiple

disabilities

External Funding

Opportunities

International Partnerships

26


“Regular School” Factors

Instructional

SupportFormative

Assessments

Flexible Curriculum

Experience-based Learning Support

Continuum

Accommodations

27


School leaders play a major role in making schools more responsive to students with special education needs.

School Leadership and Management

28


• Develop flexible management

• Redistribute instructional resources

• Develop parental and community relationships

• Develop a shared decision-making culture

• Develop positive attitudes toward students with disabilities

• Recruit trained personnel - specialists

Leaders need authority to:

29

Recruitment and training of educational personnel


Provide pre and inservice training, that includes:• Assessment

• Curriculum development and adaptation

• Using assistive technology

• Individualizing instruction

• Working in teams• Regular education

• Special education

• Psychologists

• Social workers

• Community agency personnel

30


Decentralization and local planning create greater community involvement in the education and training of persons with disabilities.

Community Involvement

SEEK community involvement

VolunteersVolunteers

Recreation FacilitiesRecreation Facilities

Youth Youth ClubsClubs

31

Salamanca Priorities for Students with Handicapping Special Needs

• Early childhood education

• Preparation for adult life

• Adult Education

32

Application of the Salamanca Framework1. In what ways does the Salamanca Framework for Action

apply to Oman secondary schools?2. What components of the Framework could you implement

in your school?3. What resources would you need?4. What changes to the Framework would you recommend?

Activity 3

SMALL GROUP DISCUSSION

33

The Education of Fahma / Khalid

Read the scenario on the handout. Then answer these questions:

What you will say to Mr. and Mrs. Al Siyabi? What are the philosophical, ethical and educational dilemmas you need to consider in your response?

Activity 4

SCENARIO ACTIVITY

34

Activity 4: SCENARIO ACTIVITY

After working in the United States for several years, Mr. Mohammed Al Siyabi has been recently transferred back to Oman. Since you are the principal of the school, Mr. and Mrs. Al Siyabi have made an appointment to meet with you regarding the education of their 15 year old daughter Fahma/ son Kahlid.

As a result of an automobile accident, Fahma/ Kahlid has suffered a traumatic brain injury which has resulted in a moderate learning disability. Due to other physical injuries incurred in the accident, Fahma/ Kahlid is confined to a wheel chair in order to move about. Mr. and Mrs. Al Siyabi are advocates for inclusive education and want their daughter/son to attend regular education classes with same age peers. What will you say to Mr. and Mrs. Al Siyabi? What are the philosophical, ethical, and educational dilemmas that you need to consider in your response?

35

Inclusive Education: Providing Services to Students with Handicapping Disabilities in the U.S.

What are the critical issues?

• Identifying students – who is eligible?

• Placement controversy - where should & where does special education happen?

• Appropriate instructional models

• Support services (in school and in community)

• Home, school, and agency partnerships

• Transition to work & community

• Quality assurance and accountability

• Teacher shortages

• Funding

36

Inclusive Education: Types of Students with Handicapping Special Needs

Individuals with Disabilities Act (IDEA) A U.S. federal law which ensures students with disabilities have a right to an education in the

LEAST RESTRICTIVE ENVIRONMENTTHE REGULAR EDUCATION CLASSROOM

ZERO REJECT

37

Inclusive Education: Types of Students with Handicapping Special Needs in the U.S.

Handicapping Disability Categories - U.S.3 • Learning Disability

• Emotional / Behavior Disorder

• Physical and other Health Impairments

• Mentally Challenged (mental retardation)

• Blind

• Deaf and/or Hearing Impaired

• Autism Spectrum Disorder

38

• A disorder in one or more of the basic psychological processes involved in understanding, using spoken or written language, which results in an imperfect ability to listen, think, read, write, spell or do mathematical calculations

• Has average or above intelligence

• Discrepancy between ability and achievement

• Includes perceptual disabilities, brain injury, dyslexia, developmental aphasia

• Does not include students who have learning problems primarily as a result of visual, hearing, mental retardation, emotional disturbance or environmental, cultural, or economic disadvantage

Inclusive Education: U.S. Definitions of Handicapping Disability Categories 3

Learning DisabilityLearning DisabilityLearning DisabilityLearning Disability

Health ImpairmentHealth Impairment

Mentally ChallengedMentally Challenged

Emotional-behaviorDisorder


Deaf – Hard of HearingDeaf – Hard of Hearing

BlindBlindAutism

SpectrumAutism

Spectrum

39

Orthopedically handicapped or other health impairments such as amputations, fractures or burns which cause contracture


BlindBlind

Learning DisabilityLearning Disability

Health ImpairmentHealth ImpairmentHealth ImpairmentHealth Impairment





Autism SpectrumAutism

Spectrum

40

Substantial intellectual functioning limitations--related limitations in two or more of the following areas:

• Functional academics• Communication • Self care• Health and safety• Social skills


BlindBlind



Mentally ChallengedMentally ChallengedMentally ChallengedMentally Challenged





Spectrum

41

Inability to build or maintain satisfactory interpersonal relationships with peers and teachers;

Depression, physical aggression which interferes with safety of others


BlindBlind




Emotional-behaviorEmotional-behaviorDisorderDisorder

Emotional-behaviorEmotional-behaviorDisorderDisorder



Spectrum

42

DeafHearing is disabled to the extent that individuals cannot understand speech without the use of a hearing aid (usually 70db loss or more)

Hard of HearingHearing is disabled to the extent that it is difficult to understand speech through the ear alone, with or without a hearing aid (usually 35-69 db loss)


BlindBlind






Deaf – Hard of HearingDeaf – Hard of HearingDeaf – Hard of HearingDeaf – Hard of Hearing


Spectrum

43

A type of sensory, motor, planning, communications and emotional disorder.

The student may not interact with people.

Behaviors may include preoccupation with objects, hand or finger flapping, or rocking


BlindBlind







Autism Autism SpectrumSpectrumAutism Autism

SpectrumSpectrum

44

… or visually impairedLoss of some or all of the ability to see.


BlindBlindBlindBlind








Spectrum

45

Identification of Students with Handicapping Special Needs in the U.S.

The School Special Education Service Team• Principal or designee• Regular education teacher(s)• Special education resource teacher• Social worker• Psychologist• Speech therapist• Parents

Typical consulting team members• Medical and allied health professionals • Community agency staff

46


1 2 3 4 5 6

7

8

Referral to Special Education Service Team

- by school staff member, parent, doctor or other health professional working with the student

47


1 2 3 4 5 6

7

8

Pre-assessment Intervention Option

- may occur in the regular education classroom to determine need for full assessment

48


1 2 3 4 5 6

7

8

Multidisciplinary Assessment

-Multiple types of assessment data are collected and reviewed by the team

• Health history and other medical data• Academic data• Psychological assessment data (if applicable)• Behavior data• Communication skills • Social skills data

49


1 2 3 4 5 6

7

8

Assessment Review

• Assessment data is reviewed by the Special Education Student Services Team.

• Parents attend the meeting.

50


1 2 3 4 5 6

7

8

Needs Identification

• The need for services and the type of special education services is determined.

• Parents must agree to the recommended education program.

51


1 2 3 4 5 6

7

8

Individual Education Plan is Written

The plan (IEP) includes:• Educational goals and objectives• Type and amount of service• Accommodations needed• Persons responsible for providing the service

The parents must agree to the plan.

52


1 2 3 4 5 6

7

8

Placement is Made

Student is placed in the Least Restrictive Environment (LRE) --which is considered the regular education classroom -- as required by federal and state regulations

53


1 2 3 4 5 6

7

8

Review of the Individual Education Plan

Individual Education Plans are regularly reviewed, at least once a year.

Professional staff who work with the student and parents attend the meeting.

54

Cascade Model of Special Education Services –U.S.

LEVEL I – Consultation Only; Regular Classroom Placement

LEVEL I – Consultation Only; Regular Classroom Placement

LEVEL II – Consultation + In-school Supportive Special Education Services

LEVEL II – Consultation + In-school Supportive Special Education Services

LEVEL III – Regular classroom = up to 50% of instruction; Supportive special education services for no more than 50% of the student’s instruction

LEVEL III – Regular classroom = up to 50% of instruction; Supportive special education services for no more than 50% of the student’s instruction

LEVEL IV – Full-time special class or program; May be in a regular school setting

LEVEL IV – Full-time special class or program; May be in a regular school setting

LEVEL V – Special school outside of regular class settingLEVEL V – Special school outside of regular class setting

LEVEL VI – Homebound (due to extended illness; short duration typically)LEVEL VI – Homebound (due to extended illness; short duration typically)

Note: Eligibility and service levels may vary by state

55

Inclusive Education: Education Programming for Students with Handicapping Special Needs

“The one size fits all education, which suggests that everyone learn at the same time, no matter what the individual needs — no longer works for 21st century schools.”4

C. Tomlinson

56

Inclusive Education: Student Progress Monitoring for Students with Special Needs

Assessment Recommendations (Special Needs)• Use standards referenced assessments• Use competency skill-based assessments• Use performance-based assessments • Use portfolios

– exhibits, projects, writing samples

Important to: • Use multiple measures that demonstrate individual

progress on a continuous basis (formative assessments)• Review progress monitoring data on a frequent basis• Make data informed instructional change decisions to

optimize student learning

57

Inclusive Education: Education Programming for Students with Special Needs—Secondary School Level

• Individual differences are studied as a basis for instructional planning (IEP)

• Teacher is a facilitator of authentic, reflective and ACTIVE learning

• Teachers may work in interdisciplinary teams: collaborative planning and decision-making

• Integration of problem and project-based tasks which are authentic to real world application

• Students integrated into flexible work groups based on student skills, interests, and/or similar learning patterns

Using A Differentiated Instruction Model

58


• Continuous student performance assessment – use of portfolios, work samples, exhibits

• Instructional change decisionsare data-driven

Using A Differentiated Instruction Model

59


• Student receives supportive instruction outside of regular education classroom for up to 50% of school day

Example: Traditional Pull-out Model

Student Classroom

60

Classroom


• The regular and the special education teachers team teach

• Example classes:• Communications

• Vocational Education

• Industrial Arts

• Theme Units

Example: Collaborative Classroom Model

Student

Teacher Teacher

61

Collaborative Classroom Diagram

Classroom Teacher

ELL Teacher

Grade Level

Academic Support

Special Education TeacherEducation

Assistant

62

Classroom


Example: Peer Tutoring

Peer

• A regular education student helps the special needs student Student

63


More Examples:

• Transition School to Work Programs

• School and industry partnerships

• Adaptive physical education

• Alternative high schools

64

Special Needs Project Option #1• Develop a model for the educational programming of

students with special needs in your school. Include a process for referral, identification, and student progress monitoring.

Special Needs Project Option #2• Develop a project-based learning experience for students

with special needs in your school.

Activity 5

PROJECT

leadership for innovative omani schools in the 21st century 1 providing an education to students...

Documents

critical issues

special needs certain

handicapping disabilities

general education teachers

school counselors

instructional leader

underestimated role

instructional accommodations