!"#$"$! Dr. Frances Stetson, Ph.D. / '0,12.,345675&4,4163585*11692-4,1:5;39<:51=,92->2?23@5235 1A==60423@51B14,C159+-3@,523519+66>1 !"#$%&" '$&%"()"*$+,"+-"#./0$(+)- / (D,9A42E,5)20,94605-3.51=63160576054+,5;39>A12E,5&9+66>15 123"45637$(+83"9)7":3+-83-(+)-"+-";630+$,"#./0$(+)- F,4G60H5-3.5G,I124,54+-45677,0570,,50,16A09,1:5I>6@1:5-3.5 -0429>,15635,C,0@23@546=2915235,.A9-4263<5 Presenter: Dr. Frances Stetson, Ph.D. President of Stetson & Associates, Inc. / '0,E26A1>B:5J,D-15(.A9-42635*@,39B5-..0,1123@54+,53,,.15 Moderator: Clay Whitehead Co-CEO and Co-Founder, PresenceLearning 67514A.,3415G24+596@3242E,59+->>,3@,1 / K63.A94,.50,1,-09+5-3.53-4263->540-2323@5-3.54,9+329->5 -11214-39,576054+,5L&5),=-04C,345675(.A9-4263<5 / M-15)20,94605675KA0029A>AC5-3.5;3140A94263576054+,5 ,.A9-426351,0E29,59,34,05235N6A1463< %&'()*+,-. %&'()*+,-. May 21, 2015 Special Agents of Change Spring 2015 Webinar Series Trip Hawkins & Janice Toben, M.Ed. WATCH WEBINA R ONL INE How Games Can Help Children with Special Needs Develop Critical Life Skills Dr. Shari Robertson WATCH WEBINA R ONL INE How to Become a Change Agent for Better Readers With Early Collaborative Partnerships 5 EASY WAYS TO Dr. Martha Burns WATCH WEBINA R ONL INE The New Science of Learning: Effective Approaches for Older Students with Autism & Attention Disorders FAIL IN EDUCATION Dr. Frances Stetson WATCH WEBINA R ONL INE Five Easy Ways to Fail in Education Dr. Barry Prizant The Imperative for Reinvention in Special Education Tuesday JUN 16 Uniquely Human: A Different Way of Seeing Autism for Parents, Educators & All Humans !"#$%&#'%()*+,#-.+.,/) Watch the webinars at plearn.co/change-2015 %&'()*+,-. I HA V E 3 RUL E S FOR K E Y NOTE S 5 E A S Y W A Y S TO FA IL I N E DUCA TI ON ! O61,54+,5 P21263 % " Self- Keep it Original &46=5 *.C20,54+,5 Disclose Brief! O,-0323@ '06I>,C $ # ;16>-4,5 *E62.5Q,-0 R6A01,>7 $
!"#$"$! L OS E THE V I S I ON Challenge #1 g Where there is no vision, LOSE THE VISION the people perish. —Proverbs L OS E THE V I S I ON We know what we want Yet some of us… ! Shared ownership ! Lose it ! Every student is a general ! Fail to convey it education student ! Offer inconsistent information ! General education classroom and ! Create confusion with our curriculum as our reference point organizational charts ! Fade supports – Pursue Exits! ! Keep it a secret ! Develop it in a vacuum ! Authentic partnerships (One faculty not several camps!) ! Fail to identify non-negotiables ! Confuse compliance with vision W E CA N A L M OS T B E E X CUS E D 2014 Shifts in student population 1997 Impact of RTI Access & Opportunity 1975 to succeed in the Inclusion general curriculum! IDEA, FAPE, LRE, IEP Confusion What are these? Accountability 1964 Limited models in Christmas in Purgatory Inclusive Practices public schools by Burton Blatt Institutional Model Pull-out the norm Compliance Limited to No Access – Orientation No Equity – No Rights #
!"#$"$! W E CA N A L M OS T B E E X CUS E D 2014 Shifts in student population 1997 Impact of RTI Access & Opportunity 1975 to succeed in the Inclusion general curriculum! IDEA, FAPE, LRE, IEP Confusion What are these? Accountability 1964 Limited models in Christmas in Purgatory Inclusive Practices public schools by Burton Blatt Institutional Model Pull-out the norm Compliance What, if anything, is special Limited to No Access – Orientation No Equity – No Rights about special education? TREND: A CHANGING STUDENT POPULATION SPECIAL EDUCATION POPULATION BY DISABILITY WHY IS THIS IMPORTANT? *A421C #T ST ! Creates re-conceptualization of “what special education is all about” SHRINKI NG INCREA SI NG ),E,>6=C,34->5),>-B !T !T ! Increases student diversity under ! Learning ! Autism and OHI disabilities the general education umbrella UT X4+,05N,->4+5;C=-20C,34 from 6.1% to 4.9% of all quadrupled from 1.5% to 5.8% ##T ! Forces new attention to research students nationwide re: effective practices (C64263->5)214A0I-39, $VT ! Intellectual disabilities ! A shift in teacher comfort zone from 1.3% to 0.9% – more PD/Coaching ;34,>>,94A->5)21-I2>24B ! Emotional Disturbance from 1.0% to 0.8% &=,927295O,-0323@5)21-I2>24B &=,,9+5605O-3@A-@,5;C=-20C,34 W!T "&&& 2009 '"&&! X4+,05)21-I2>242,1 – 2010 RE-IMAGINE SERVICES ! What is the role of general education Challenge #2 g for increasingly diverse students? ADMIRE THE PROBLEM ! What is so special about special education today? S
!"#$"$! DE FI NI TI ON OF TW O K E Y TE RM S A DM I RE THE P ROB L E M ACCOMO DA TIO N MODIFICATI O N A change in HOW procedures A change in WHAT the student for teaching or testing are done, is expected to learn and/or in order to provide a student with demonstrate. While a student may We have been admiring access to information and to be working on modified course create an equal opportunity to content, the subject area remains this problem for decades! demonstrate knowledge and skills. the same as the rest of the class. HOW WHAT S Y S TE M S L E V E L S OL UTI ONS S Y S TE M S L E V E L S OL UTI ONS Eliminate checklists Use FIE to effectively Determine need ! Include the student in of accomms. determine functional for continuing ! Design an Initial Promote the Martha discussions and impact of student existing accomms Assessment message: A versus A decisions re: Include discussion disability/needs. and for revising or preferences for Team process. for accommodations. box linked to FIE deleting them. accom-modations. From admiring to systems level solutions! From admiring to systems level solutions! A DM I RE THE P ROB L E M S Y S TE M L E V E L S OL UTI ONS ! Use IEP meetings as coaching opportunities re: effective selection and use of accommodations. ! Use a Documentation Log to track use of accommodations What other “intractable” challenges do we face in ! Expand knowledge base of the range of accommodations education that a system- through coaching, online newsletters, etc. level approach would solve? ! Build meta-cognitive strategies into the curriculum at every grade level. W
!"#$"$! A PRACTICING MODEL FOR CRI YFXM5KZ; Challenge #3 g AVOID FEAR YFXM5&JL)(FJ& YFXM5&(OQ FRAMEWORK FOR CULTURAL PROFICIENCY UNDE RS TANDING WHI TE P RI VLE GE P r ofi c i enc y E mpa thy & Le a r ni ng “ White privilege is like an invisible weightless Competence knapsack of special provisions, maps, Pre-Competence passports, codebooks, visas, clothes, tools, ” and blank checks. Blindness !"##$%&'()*+,-.%/01213%4-5*"% 675859"#"%:);%<:9"%675859"#"=%>% Incapacity 6"7,+):9%:''+?)*%+@%'+<5)#%*+%,""% '+77",6+);")'"%*-7+?#- A+7B%5)% A+<")C,%,*?;5",D Destructiveness Confl i c t & Bl a me W HI TE P RIV LEGE TAKE 1 STEP FORWARD IF YOU: ! ;75;51+6A>.53,,.5465C6E,:5;59-35I,5=0,44B51A0,56750,3 423@5605=A 09+-123@5 UNPACKING +6A123@5235-35-0,-5G+29+5;59-35-7760. 5-3.5235G+ 29+ 5;5G6A>.5G- 345465>2E,< THE INVISIBLE ! ;59-35I,5=0,44B51A0,54+-45CB53,2@ +I6 0152351A9+5-5>69-42635G2>>5I,53, A40->555 605=>,-1-345465C,< BACKPACK ! ;59-35@651+6== 23@5->63 ,5C61456754+,542C,:5=0,44B5G,>>5-11A0, .54+-45;5G2>>5 3645I,576>>6G,.5605+-0-11, .< ! ;59-354A0356354+,54,>,E2126 356056= ,354654+,57063 45=-@,56754+,5=-= ,05-3 .555 1,,5=,6=>,5675CB50-9, 5G2., >B50, =0, 1,3 4,.< E$%!"##$%&'()*+,- ! M+,35;5-C546>.5-I6A456A053-4263->5+,024-@,5605-I6A 45[92E2>2?-4263 :\5;5-C5 1+6G354+-45=,6=>,5675CB596 >605C-. ,5245G+-4524521< ! ;59-35I,51A0,54+-45CB59+2>.0, 35G2>>5I,5@2E,3 59A0029A>-05C-4,02->154+-4555 4,1427B54654+,5,D214,39,56754+,2050-9,< !
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