Inclusion is More Than “Just Being In:” P ractical Strategies for Supporting the Authentic Participation & Learning of Students with Complex Support Needs Wachusett School District May 13, 2019
Resources for This Presentation
Agenda ◼ “Is It Really Inclusion?” ◼ Accessible Instructional Materials Overview ◼ Commercial sources ◼ Other internet sources ◼ Light tech “make your own” ◼ High tech ◼ Practice
Not Part of Our Agenda Today Augmentative and Alternative Communication
Introductions ◼ Name ◼ Grade/s ◼ Role ◼ What would you like to learn today?
Jack’s Story ◼ “Included” in grades 1 - 3 ◼ Passionate about flying machines – will spend hours looking out the window trying to spot a plane or helicopter ◼ Experiences autism ◼ Communication system: ◼ gestures (2 finger pt.) ◼ some signs ◼ vocalizations ◼ no speech ◼ Gets very anxious during transitions ◼ Described by latest evaluation as “functioning at 2 yr. Level”
Jack’s Communication Device
WHEN I FIRST VISITED 4 TH GRADE Jack with Assistant JACK: CASTS General Jack’s Desk Education Teacher
What Did It Take to Make the 5th Jack Scenario Successful?
Value & Dignity Vision of an Ordinary Life Presuming Competence Membership in General Education Class & Reciprocal Social Relationships Participation in UDL General I count Education Instruction I belong Learning Academics I have friends Gen Ed Curriculum Life Skills Everything Else Social & Other Collaborative Teaming & Administrative Support
Presuming Competence
The Least Dangerous Assumption It is the least dangerous assumption to presume that all students are competent to learn & communicate about some age- appropriate general education curriculum content in the general education classroom.
Least Dangerous Assumption “The criterion of least dangerous assumption holds that in the absence of conclusive data, educational decisions ought to be based on assumptions which, if incorrect, will have the least dangerous effect on the likelihood that students will be able to functional independently as adults” and “problems of student learning are presumed to be problems of instruction.” Anne Donnellan, 1985
#1 Expectations Matter "Simply put, when teachers expect students to do well and show intellectual growth, they do; when teachers do not have such expectations, performance and growth are not so encouraged and may in fact be discouraged in a variety of ways." James Rhem on the “Pygmalion effect.”
#2 Traditional Assessments are Flawed Traditional assessments of people with disabilities are seriously flawed. Those that purport to measure students’ intelligence and adaptive behavior usually measure what they can’t do, rather than what they might be able to do with the right supports .
#3 Science without Values Has Caused Harm
#4 Research on Access to Communication Research shows that a growing number of people labeled “retarded” show they are competent when they have a means to communicate.
How Competent Would You Appear If This Were Your Communication Device? YES BREAK BATHROOM NO HELLO GOODBYE DRINK HUNGRY
#5 Presuming Competence Leads to More Options in School and After
#6 To Presume Incompetence Could Cause Harm if We Are Wrong
#7 Even If We Are Wrong… Even if we are wrong about students’ capacities to learn general education curriculum content, the consequences to students of that incorrect presumption are not as dangerous as the alternative .
AIM MATERIALS used in instruction and assessment and TECHNOLOGY = AIM (Accessible Instructional Materials)
Accessible Instructional Materials When the Individuals with Disabilities Education Act (IDEA) was reauthorized in 2004, it included a requirement that elementary and secondary school students with disabilities who need print instructional materials in an accessible format receive them in a timely manner. This means that school districts must take reasonable steps to provide accessible instructional materials (AIM) to eligible students with disabilities without delay, typically at the same time as other students receive instructional materials. A GREAT resource: PACER CENTER: “ Accessible Instructional Materials (AIM) A Technical Guide for Families and Advocates” available at http://www.pacer.org/stc/pubs/STC-22.pdf
In an Ideal World… Universal Design for Learning
Without UDL All Instruction Accommodations Universal & Design & Modifications Elements Materials
With UDL All Instruction A & Materials & M are Universally Designed
Accommodations & Modifications Acommodations change how a student learns the material or demonstrates her learning. Modifications change what a student is expected to learn, is taught, or is expected to demonstrate on an assessment. On an IEP they may be listed under a category called Accommodations & Modifications or under Supplementary Aids and Services.
Accommodations ◼ If a student has reading difficulties she might listen to an audio recording of a text. ◼ Using a spell-checker might help a student with writing difficulties take notes during class but wouldn’t be appropriate during a weekly spelling test. However, this student might benefit from extra time to complete the spelling test or using typing technology if the physical act of writing is difficult. ◼ Statewide assessments allow certain accommodations like extra time or taking a computerized exam. Ideally these are the same accommodations a child uses to take class tests.
Modifications ◼ Students who are far behind their peers may need changes to the curriculum. A student could be assigned shorter or easier reading assignments. Kids who receive modifications are not expected to achieve the same standards as their classmates. ◼ Modifications in testing often involve requiring a student to cover less material or material that is less complex. For example, in the case of the spelling test, if the class was given 20 words to study, the student with modifications might only have to study 10 of them. Or she might have a completely different list of words. ◼ The gym teacher might modify the number of laps a student needs to run.
Alternate Assessment ◼ Students who participate in a state’s alternate assessment based on alternate achievement standards are learning material that is reduced in depth, breadth, and complexity – that is greatly modified – but still aligned with grade level standards. ◼ These assessments may only be taken by 1% of students in a school district. ◼ Be very cautious about choosing this assessment because there might be implications for the diploma a student may earn upon graduation from high school.
IDEA Regulations Say… ◼ § 300.116 Placements (pg. 46765). A child with a disability is not removed from education in age- appropriate regular classrooms solely because of needed modifications in the general education curriculum. U.S. Department of Education 34 CFR Parts 300 and 301 “ Assistance to States for the Education of Children With Disabilities and Preschool Grants for Children With Disabilities; Final Rule” – August 14, 2006
First and foremost… Determine what you want the student to learn! Same as typical students ◼ Same as typical students, with ◼ accommodations? General education standards, but ◼ reduced in depth, breadth, and complexity (i.e., with modifications)
Six Rules for Making Accessible Materials Make sure that the essential content of the 1. academic standards are represented. Always have the un-adapted materials available. 2. Provide more than text-to-speech access. 3. Use symbols, pictures, animation, and sound to 4. support comprehension. Accommodate for vision, hearing, and movement 5. difficulties. Focus on removing barriers to full participation. 6. Don’t simply provide alternate materials to be used in an alternate activity in a different setting.
Commercial Sources
Commercially Available Adapted Text ◼ Readtopia - http://donjohnston.com/readtopia/ ◼ Ablenet Curriculum Materials ◼ Stem - https://www.ablenetinc.com/curriculum/stem/focus- on-stem-digital-edition ◼ Math - https://www.ablenetinc.com/curriculum/mathematics ◼ Don Johnson Literacy Starters and Core Curriculum - http://donjohnston.com/start-to-finish-core-curriculum/ ◼ Learning A to Z - https://www.learninga- z.com/site/products/readinga- z/overview?gclid=EAIaIQobChMI0cWv6ICM3gIVnEwN Ch1uoQziEAAYASAAEgIfpfD_BwE
More Accessible Text Resources https://newsela.com/ http://udleditions.cast.org/ http://coedpages.uncc.edu/access/adapt edbooks.htm http://tarheelreader.org/ http://www.apple.com/apps/ibooks/ https://itunes.apple.com/us/app/book- creator-for-ipad/id442378070?mt=8
◼ http://www.ric.edu/sherlockcenter/wwslis t.html ◼ http://staff.bbhcsd.org/kolism/2012/11/03/a -modified-charlottes-web-unit/ - entire Charlotte’s Web unit materials
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