Including ALL Students: WHY and HOW? The Journey Toward Inclusive - - PowerPoint PPT Presentation

Including ALL Students: WHY and HOW?

The Journey Toward Inclusive Practices

Arlington Public Schools November 14, 2015

Welcome!

• Our Journeys
• Where are we

going today?

– Overview – What you can expect – Operating procedures

Where do you want to go?

• What can you take

away from today to start or continue on your journey toward inclusive practices?

• Try to find three

things today that you can take with you

Where have we been?

A Definition

Inclusion is not a set of strategies or simply a placement issue. Inclusion is about belonging to a community-a group of friends, a school community, or a neighborhood.

Ilene Schwartz (2015). The power of inclusive education. TEDxEastsidePrep.

Placement Matters!

General education

classrooms deliver more instruction, provide a comparable amount of 1:1 instruction time, address content more, and used non- disabled peers more and adults less.

Helmstetter, Curry, Brennan, &

Sampson-Saul, 1998 special ed classes inclusive GE classes

We’ve Come a Long Way…

0.00% 20.00% 40.00% 60.00% 80.00% LRE A- Inside General Education <80% LRE B- Inside General Education 40%-79% LRE C- Inside General Education >40% Seperate School Placement Other

2010 LRE Placement Data-U.S. Age 6-21 All Disabilities

Average Percent Placement-U.S. Age 6-21 All Disabilities 2010

…But Not for All Students with Disabilities

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% LRE A- Inside General Education <80% LRE B- Inside General Education 40%-79% LRE C- Inside General Education >40% Seperate School Placement Other

Average Percent Placement- U.S. Age 6-21 All Disabilities 2010 Average Percent Placement- U.S. Age 6-21 Intellectual Disabilities Average Percent Placement- U.S. Age 6-21 Multiple Disabilities Average Percent Placement- U.S. Age 6-21 Autism

What about students with ASD?

NLTS2

More time in general education positively correlated with: a) fewer absences b) fewer referrals c) better outcomes in the areas of employment and independent living

Wagner, M., Newman, L., Cameto, R., and Levine, P. (2006). The Academic Achievement and Functional

Performance of Youth with Disabilities: A Report from the National Longitudinal Transition Study-2 (NLTS2). (NCSER 2006-3000). Menlo Park, CA: SRI International.

Research Findings

Students with disabilities

• Better IEPs
• More engagement
• More instructional

time

• Maintained

individualized supports

All Students

• More
• pportunities to

participate

• More support for

skill development

Students without disabilities

• Reduced fear of

human differences

• Growth in social

cognition

• Warm and caring

friendships

• Increased

willingness to help and be helped

The Legal Basis

“We conclude that in the field of education, the doctrine of ‘separate but equal’ has no place.”—Brown v. Board of Education, 347 U.S. 483, 495 (1954)

Current Thinking: Inclusion is a civil right

• Students should not have to earn their way into a

general education classroom.

• Excluded students are relegated to a devalued social

role and taught dependence and subordination

• Inclusion in schools is part of a broader civil rights

movement for inclusion of people with disabilities in all aspects of society

• Inclusion in school is key to preparing youth with

disabilities for independent living, employment, building relationships with non‐disabled peers, and learning to make decisions and self‐advocate

The journey toward inclusive practices is a process!

Stop 1 – Rethink Students

• Presume competence
• Make the least

dangerous assumption

• Think about language
• Meet Carly

Stop 2 – Know where you’re going

• Importance of having a vision
• Aligning your attitudes and beliefs
• Meet Dan

Stop 3 – Know who to take with you

• Importance of involving

families, your community,

• ther stakeholders

What will you take with you?

See you in 15 minutes!

Stop 4 – Look at Effective Practices

Age-Appropriate Classes

Natural Proportions

“Zero-Reject”, not “Readiness”

Meaningful Participation

Collaborative Practices

Why is Inclusion Controversial?

• Schools may not have a vision for what it could look like to truly

include ALL students in the neighborhood who “belong” there.

• Teachers may not have the skills and clear role expectations needed

to teach ALL students.

• Systems may use the practice of "dump and hope" in the name of

inclusion -- placing students in general education classrooms without needed supports, without training teachers, with only the "hope" that it will work.

• The belief that the curriculum for students with the most significant

disabilities consists only of instruction on “functional skills”.

Stop 5 – Building Capacity

People Experiencing Change

Trailblazers and Innovators Settlers Pioneers and Early Adapters Stay-at-Homes Saboteurs

Factors in Managing Complex Change

Identifying & Delivering Support

What will you take with you?

Stop 6 – Look to Others

• Meet Thaysa

Stop 7 – Keep the focus on success for ALL

Goal: Reverse Harm Specialized Group Systems for Students At-Risk Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings

Academic Behavioral Social

Comprehensive, Integrated, Three-Tier Model of Prevention

(Lane, Kalberg, & Menzies, 2009)

Tertiary Prevention (Tier 3) Secondary Prevention (Tier 2) Primary Prevention (Tier 1)

≈ ≈ ≈

PBIS Framework Validated Curricula

Lane & Oakes Goal: Reduce Harm Specialized Individual Systems for Students with High-Risk

Catch!

Undvari-Solner & Kluth (2007). Joyful Learning. Corwin Press. [adapted from Bowman]

See you in 45 minutes!

Stop 8 – Think about Academic Supports

Supports for ALL

Research: What About Students Without Disabilities?

• Students without disabilities made significantly greater progress in

reading and math when served in inclusive settings. (Cole, Waldron, Majd, 2004)

• No significant difference was found in the academic achievement of

students without disabilities who were served in classrooms with and without inclusion. (Ruijs, Van der Veen, & Peetsma, 2010; Sermier Dessemontet & Bless, 2013)

• Kalambouka, Farrell, and Dyson’s (2007) meta-analysis of inclusive

education research found 81% of the reported outcomes showed including students with disabilities resulted in either positive or neutral effects for students without disabilities.

Research: What About Students With Disabilities?

• Time spent engaged in the general education curriculum is strongly

and positively correlated with math and reading achievement for students with disabilities. (Cole, Waldron, & Majd, 2004; Cosier, Causton-Theoharis, & Theoharis, 2013)

• Students with intellectual disabilities that were fully included in

general education classrooms made more progress in literacy skills compared to students served in special schools. (Dessemontet, Bless, & Morin, 2012)

• Students with autism in inclusive settings scored significantly higher
• n academic achievement tests when compared to students with

autism in self-contained settings. (Kurth & Mastergeorge, 2010)

UDL

• Goals
• Instructional Materials
• Instructional Methods
• Assessment
• Multiple and flexible ways:

– to present what is to be learned so that all students will be able to access the content of the curriculum – for students to be able to demonstrate what they have learned – of engaging students so that all will be motivated to learn

UDL: Goals- Meet Ms. Donaldson

The students will read the novel “Invisible Man” and write a three-page, typed paper about its depiction of cultural, economic, political and social development in mid-20th century America.

Potential Barriers

• Students with visual problems or

physical disabilities may not be able to read and hold the book/turn the pages; students with certain learning disabilities may not be able to decode and understand the printed text

• Students with organizational problems

may not be able to put their ideas together to create a coherent paper; some students with physical disabilities may not be able to use a computer to type their paper

• Some students may find it uninteresting
• r just not have an interest in reading

fiction

New Goal: The students will learn about the cultural, economic, political and social development in mid-20th century America U.S. and then create a presentation demonstrating what they have learned.

UDL Solutions

• Some students may still want to read the print

version of Invisible Man, but now students can also choose to access relevant content in other formats such as; audio book, digital text, video, audio speeches, images – to suit their abilities and their learning preferences

• Some students may still want to write a paper, but

now students can also choose to give an oral presentation, make a video or create a short drama – again, based on their abilities and preferences

• Some students may still want to read, but some

may want to choose from other resources Ms. Donaldson can suggest – a book about Jackie Robinson for students who like sports, a documentary film for particularly visual students – whatever it takes to engage students in the content

How many ways can you read a book in your classroom?

Audio books Partner reading Bookshare.org PowerPoint Books Rewordify.com Kurzweil

How do you use visuals to support learning?

Anchor Charts help make sense of information

Walk It To Know It

Udvari-Solner & Kluth (2007). Joyful learning. Corwin Press.

• This structure is an effective tool for helping

students memorize, retain, and review content.

• To prepare for this structure, teachers or

students design flow charts (   ) or series-of-events chains on paper and then transfer each square to a separate piece of poster board or butcher paper.

• The squares are then laid out on the

classroom floor and all students walk through the sequence.

How many ways can students write in your classroom?

Students jot down an answer to the question posed – This technique:

• -builds in wait time and allows Ss to compare their

private response to a given answer

• -consistently increases response rates of students

who are unlikely to volunteer verbal answers

• -can be done with slates that are held up

After brief writing time ask: How many would be willing to read what they wrote?

dry erase boards mini-chalkboards paper plates grease pencil & sheet protectors laminated cardstock large sheets of scrap construction paper

Question-All Write

teaching & learning

How many ways can students show what they’ve learned in your classroom?

How do students move in your classroom?

Match Game

Udvari-Solner & Kluth (2007). Joyful learning. Corwin Press.

The teacher needs two groups of cards (A & B); each card in one group (A) must have a matching card in the other group (B). The teacher distributes a card to every student in the class. Every student is given one index card and told to walk around the room, talking to other students and comparing their cards. Once students have found the card and the individual who matches their card, they should sit down next to that person and wait for others to find their matches.

review

antonyms synonyms

adaptation idea:

cut unique notches into cards so certain learners don’t have to review all choices in the group before finding their match From: Finding Joy in 6th Grade: http://joyin6th.blogspot.com/

www.differentiationdaily.com www.paulakluth.com

goalbookapp.com

Lesson Plan

Roles of Adults and Peers SUPPORT

Teachers and Paras..

• Encourage independence/interdependence by:
• Taking data on cues/support that is being given
• Providing direct support only when necessary
• Providing indirect support when possible
• Ensuring peers are cued/involved constantly
• Ensuring student is being taught new skills
• Having a written support plan!

Adapted from Paula Kluth, 2014.

What will you take with you?

Stop 9 – Think about Behavioral Supports

General Prevention Strategies

• Physical Environment
• Effective Communication
• Engaging Instruction
• Appropriate Challenge
• Opportunities for Choice
• Clear, effective rules
• Systematic and consistent reinforcement

Separate spaces for separate tasks Flexibility for different groupings Clear boundaries Room to move, but not too much!

Setting up the space: prepare for student success!

Promoting Independence

Labels

Easily accessible materials

Clear routines

Showing without Telling

• Classroom rules
• Transition charts
• Prompts and reminders

Between Within When Where Who Reject Terminate

Choices

Establish Expectations and Rules

Clear, concise, & explicit Reasonable Positively worded Relatively few in number Posted and Visible

Basic Behavioral Principles

• 3 – 5
• Positively stated
• Applied throughout the day
• School-wide or class-specific

Expectations to Rules Matrix

Entering the Classroom Independent Seat Work Small Group Activity Leaving the Classroom

Respect Responsibility Ready

Routines E x p e c t a t i

• n

s

Teach, Practice, Reinforce

Define Teach Practice Model Remind Monitor Reward Adjust

Responding to Behavior

• Actively and continually

supervise

• Have a plan to address

behavior

• Respond to inappropriate

behavior quickly and directly

• Be CONSISTENT

Behavior Management Strategy/Response Strategy Off-task behavior 1. Attend to students on task and delay responding to student off task 2. Redirect student to task at hand and do not respond directly to off task behavior 3. Present choice between on task direction and negative consequence 4. Follow through on student choice

Response Strategies

Reinforcement for Desired Behavior

• Intermittent Reinforcement

– “Catch Them Being Good”

• Scheduled Reinforcement

– Points – Tokens – Tangibles

• Contingent Privileges

Strive for 4:1!

Group Contingencies

What will you take with you?

Stand and Stretch for 5 minutes!

Stop 10 – Think about Social Supports

Peer and Social Supports

• Students who provided peer supports for students with

disabilities in general education classrooms demonstrated positive academic outcomes, such as increased academic achievement, assignment completion, and classroom

• participation. (Cushing & Kennedy, 1997)
• Peer support strategies:

– are evidenced-based – address curricular access and social interaction within inclusive classrooms and extracurricular activities – foster natural supports as an avenue for promoting inclusion in service-learning, after-school, and community activities. (Carter, 2011)

Creating Classroom Community

Help students get to know

• ne another

Celebrate strengths All give and get support Share responsibilities Collaborate on projects and goals Redefine “fair”

Kluth,(2010) You’re Going to Love this Kid

Rapport Building Activities

• Greeting students with a smile when they enter
• Establish rules with your students
• Planned ice-breakers
• Flip book of students
• Mailbox Messages
• Use student interest surveys to inform your instruction
• Toss and talk ball
• Icebreaker cubes
• Use humor
• Create a collaborative culture
• Plan ways to celebrate student strengths
• Plan ways to embrace student diversity

• Human treasure hunt
• Purposeful puzzles & partner puzzles
• Tutor Scripts

Plan for Peer Connections

Kluth,(2010) From Tutor Scripts to Talking Sticks; Kluth, (2014) From Text Maps to Memory Caps

Roles of Peers SUPPORT

Peers Provide Supports by...

• Walking with them from one class to the next
• Helping keep their assignments and class materials organized
• Reminding them how to follow established classroom routines
• Helping them to pass out class materials
• Encouraging interactions with other classmates
• Helping them check the accuracy of their assignments and class work
• Sharing notes or assisting them to take complete guided notes
• Paraphrasing lectures or rephrasing key ideas
• Prompting them to answer a question or contribute an idea during class

discussion

• Helping clarify a key concept
• Helping them self-direct their own learning and self-manage their own

behavior

• Writing down answers given orally or using a communication device

Adapted from E. Carter, Peer Supports Webinar, 2015

Peers-Also need a plan!

Source: E. Carter, Peer Supports Webinar, 2015

What will you take with you?

Stop 11 – Plan Where You Will Go Next

What’s your vision?

Exchanging Viewpoints

Udvari-Solner & Kluth (2007). Joyful learning. Corwin Press.

• Write your name and ideas on the note card.
• STAND UP…move to a new location
• Pair off with a partner and exchange ideas.
• Exchange note cards.
• Find a new partner.
• With this partner, share the views of the person

who was your last partner.

• Continue the process until you hear the music.

3 things from today I’m taking with me are…..

Q & A

Thank You!