Post on 15-Jan-2016
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Inclusive Services:An Overview
Presented by the Department of
Exceptional Education
Is inclusion the law?
Defining LREDefining LRESec.612(a)(5)Sec.612(a)(5)In general.—In general.—To the maximum extent appropriate, children with
disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, 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 general education classes with the use of supplementary aids and services cannot be achieved satisfactorily.
Is MNPS going to be a fully inclusive district?
MNPS will always provide a continuum of services.
We have adopted an Integrated Comprehensive Service Delivery
Model Organizes professional staff by the needs
of each learner instead of clustering learners by label.
Does not assign staff members to a program or place them in separate classrooms.
School and community environment is collaborative (general education and exceptional education work collaboratively)
Inclusive ModelAcademic and social
Instruction occursStrictly in the
Special education setting
Inclusive services in general educationActivities with special education support, academicInstruction occurs primarily in the special education
setting
Inclusive services in one to three GeneralEducation subjects and activities with
Support from the exceptional education teacherIncluding pull-out services
Inclusive services in most General Education subjects and activities
with some support from the exceptional education teacher
Inclusive services in all General Education subjects and activities with no support from the exceptional education teacher
Least restrictive environment
Most restrictive environment
West Tennessee RISE Project, 2007
Implementation is a 3-5 year process
MNPS will offer a continuum of services based on LRE
2009-2010 all middles schools will provide all services
Middle school students will return to their school of zone
Elementary will be the next focus
High Schools currently have all services
Will focus on how we can provide services and support to SWD in general education classes vs. “pulling out” and servicing in segregated programs
How do I include SWD?
Ways to IncludeWays to Include
“Community of Care and Belonging”
Physical Inclusion Social Inclusion
Academic Inclusion
PhysicalPhysicalAssigned to grade level hallwayLockers assigned with grade level peersSWD transition with peersAssign peer buddies to assist with transitionClassrooms and teachers are not labeled by “programs”
Social Social
Field tripsExtra-curricular activitiesInclusive awards and ceremoniesLunch and related arts with grade level peersPeer buddiesOffer social skills curriculum to all students who will benefit
Academic Ensure that all students have access to grade level
textbooks and materials
Schedule SWD first, not last
Provide accommodations and modifications
View paraprofessionals as educators who support all teachers and all students
Require collaboration between general and exceptional educators and service providers (i.e. SLP, OT, Therapists)
Collapse separated lunches and related arts-integrate students at grade level.
The IEP teams will determine that each student with a disability will spend at least part of each day with students without disabilities.
Classrooms serving students with disabilities are located within the buildings on grade-level hallways.
Explore ways to utilize both general and special education staff including itinerants, psychologists, custodians, food service etc. to maximize services for every student.
Weekly lesson plans should be required of all teachers serving students with disabilities
Year 1 Targets for SchoolsGoal: June 1, 2010
Year 1 Targets, continued
All staff including administrators, school counselors, campus supervisors etc. should be trained in Integrated/Inclusive Service Delivery
Administrative walk through/critiques of all classes servicing students with disabilities (co-taught and pull out– all services) one time per nine week grading period (the department will provide a guide).
Lockers etc. for students with disabilities are located amongst grade levels with typical peers.
Development of the school level teams for sustainability
Conduct at least one parent/community meeting per semester to inform parents of the changes in service delivery and include them in the decision making for the changes.
How can I get more information about inclusive services?
District-Wide Professional Development
Check ERO regularly for course offerings
Attend PD designed for Related Arts teachers
School-based Professional School-based Professional DevelopmentDevelopment
Contact the Department of Exceptional Education in order to schedule school-based trainings
Some recommended PD’s include:Accommodation & Modifications Inclusive ServicesCo-TeachingDifferentiated Instruction Inclusion Strategies for low incidence
disabilitiesFBA/BIP implementation
What Questions Do You Have?
For more information…
Kristi Cogginkristi.coggin@mnps.
orgInstructional Facilitator
Krista McAteekrista.mcatee@mnps
.orgInstructional Facilitator