Inclusive Practices: Making it Work!
Katy Independent School District
Students with Disabilities
Basic Facts…
• Approximately 10% of the general population would be eligible for special education services
School of 1000 students - approximately 100 students would be identified for special
education services
• Of this 10%, approximately 70-80% would be individuals with mild to moderate learning disabilities and/or speech impairments requiring “accommodations” to make adequate yearly progress (AYP)
With 100 students identified for special education services - approximately 80 students would need accommodations
• The remaining students would require modifications and/or alternate curriculum
With 100 students identified for special education services - approximately 20
students would need modifications or an alternate curriculum
Students with Disabilities
Basic Facts…
…the presumption that children with disabilities are most appropriately educated with their peers without disabilities and that special class, 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 regular classes with the use of supplementary aids and services cannot be achieved satisfactorily
(34 CFR §300.550)
Individual with Disabilities Education Act (IDEA) 2004
Least Restrictive Environment
• Participation in State and district-wide assessments
• with accommodations, as necessary• through alternative assessments, if
necessary
• Performance goals and indicators• Goals must be consistent to the
maximum extent appropriate “with other goals and standards established by the State”
IDEA also requires for students with disabilities:
Least Restrictive Environment (LRE)
Assessments of Students with Disabilities (2007-2008)
General Assessment (with or without
accommodations)
TAKS includes
TAKS Accommodated (TAKS-A)
Alternate assessment based on modified
academic achievement standards (2%)
TAKS-Modified(TAKS-M)
Alternate assessment based on alternate
academic achievement standards (1%)
TAKS-Alternate (TAKS-ALT)
TAKS-Modified (TAKS-M)
Same content as TAKS but increased accessibility for students with disabilities:
Reading guidanceSimplified vocabularySimplified sentencesFewer steps
Different Format:
Larger font sizeMore white spaceFewer questions per
pageFewer answer choices
A way of thinking -- a philosophy
A continuum of services and supports to meet the needs of ALL students
Possible only with COLLABORATION
A PROCESS -- not a person, place or event
Inclusion is…
Mandated by law (however LRE is)
Simply putting students with special needs back into
the general education classroom
A means to cut costs
Just beneficial for students receiving special education services and supports
Inclusion is not…
• Social
• Academic
Types of Inclusion
• Physical
Types of Inclusion
Occasionally , a student may have difficulty functioning in new environments (i.e., larger spaces,
smaller spaces, with a large number of people present, with a particular kind of lighting, with a
particular volume or type of noise). The IEP goals/objectives for that student may focus on
working toward just physically including him/her in different environments.
PhysicalLearn from and function in different physical
environments
Example: Given visual cues and a schedule of reinforcers, Juan will remain in the classroom for thirty minutes with no more than two reminders of appropriate behaviors for four out five days.
Types of Inclusion
Sometimes the student’s needs require goals/objectives that focus on teaching the student how to interact with different people or in different
social situation (i.e., play, group work, lunch, on-the-job). In this case, the IEP goals/objectives may require
services and supports to ensure social inclusion.
SocialLearn from and function in different social
environments
Example: Given a specific task(s), Juan will assist other students, under the supervision of a paraeducator/teacher, to complete small group activities three out of five times.
Types of Inclusion
Sometimes the student may require assessment based on modified achievement standards.
AcademicAccess and learn general education curriculum for the grade in which the
student is enrolled.
The ARD committee determines that the student meets the following criteria:
1. There is objective evidence demonstrating that the student’s disability has precluded the student from achieving grade-level proficiency in the content area assessed.
The ARD committee determines that the student meets the following criteria:
2. The student’s progress to date in response to appropriate instruction, including special education and related services designed to address the student’s individual needs, is such that, even if significant growth occurs, the ARD committee is reasonably sure that the student will not achieve grade-level proficiency within the year covered by the student’s IEP.
3. If the student’s IEP includes goals for subject assessed under §200.2, those goals must be based on the academic content standards for the grade in which the student is enrolled.
Sometimes a student requires a combination of inclusion such as:
physical and social;
physical and academic;
social and academic;
physical, social and academic.
Types of Inclusion
In-Class Support
To assist in the inclusion of students in the general education classroom, in-class support may be proposed by the ARD Committee.
In-class support may be through either a co-teacher and/or paraeducator.
A co-teacher is a certified special education teacher
A paraeducator is a non-certified staff member, who is under the direct supervision of a special education teacher.
Accommodations
Changes made to the sequence, timeline and/or instruction without making changes to the content (TEKS), performance expectations and/or outcomes - these students would be taking the TAKS, with allowable accommodations, or the TAKS-A
Examples:
• Provide extra time for oral responses
• Reduce length of assignments
• Allow use of math facts charts, calculator
• Allow student to respond orally
• Check with student to be sure s/he understands directions
• Sit closer to the teacher
• Use scratch paper during math testing
• Divide worksheet into smaller segments
• Do not penalize for spelling
TransitionalThe amount of support (low, medium or
high) is provided temporarily to assist a student in gaining independence in new environments, activities and/or
acquisition of new concepts
LowThis support is always available but not needed on a regular basis by the student. The student would be able
to function in the environment without the support, just not as
successfully.
Levels of Support
Paraeducator Support
• Any level of physical or social support.
• Transitional or low levels of “academic” support
Although the roles and responsibilities of a paraeducator may be very similar to that of a co-teacher, a paraeducator must always be under the direct supervision of a certified
teacher.
It is important for the general education teacher to know if a student is being
supported by a paraeducator or certified special education teacher.
A paraeducator is typically used to provide the following kinds and levels of support:
Modified Academic Achievement Standards
• Are based on the TEKS for the grade in which the student is enrolled.
• It is not the academic content standard (TEKS) that is modified. The expectations for whether a student has mastered those standards may be less difficult than grade-level academic achievement standards.
• These students would have IEP objectives to guide instruction in the general education environment.
• In English, Math and/or Reading, these IEP objectives would target specific gaps.
• In Science or Social Studies IEP objectives would be written such that instructional activities and assessment can be modified for each instructional unit.
MediumThis level of support is necessary
on a regular basis in order for the student to be successful
or to learn in the environment.
HighHigh levels of support are generally
intrusive in nature. The support is absolutely necessary for the student
to learn and must be provided consistently. The student could not function in the environment without
the support.
Levels of Support
Co-Teacher Support
Medium to high levels of “academic” support where
modifications to the curriculum are required
A co-teacher is typically used to provide the following levels of support:
In some instances, a paraeducator could provide medium to high levels of support under
the direct supervision of a certified special education teacher. However, the teacher is
always responsible for designing and evaluating instruction.
A team-teaching model with side-by-side teaching by a general educator and
special education teacher. Students with disabilities are included in the general
education classroom 100% of the instructional period/class. Both teachers
instruct students with disabilities and students without disabilities. Planning, direct instruction, monitoring student
progress, modifications and grading are collaborative responsibilities.
Co-Teaching Defined
Special Education & General Education Teacher Roles/
Responsibilities in Co-Teaching Environments
Special Education Teacher
• Share information about strengths/ weaknesses of the individual students
• Suggest and demonstrate alternative instructional and behavioral techniques, strategies, materials
• Review information regarding IEPs, modifications, and BIPs
• Share individual criterion-referenced tests
• Develop modified instructional objectives, materials, strategies, techniques and evaluation procedures
Special Education & General Education Teacher Roles/
Responsibilities in Co-Teaching Environments
General Education Teacher
• Share “on-level” materials
• Work with special education teacher to ensure that all students are included and make progress in the general education curriculum
• Model “general” strategies (i.e., group management, introduction of content)
Special Education & General Education Teacher Roles/
Responsibilities in Co-Teaching Environments
Both Teachers
• Implement discipline procedures
• Establish and conduct assessment, grading, etc.
• Communicate with parents
• Plan, implement and deliver instruction including re-teaching and extension activities
• Give input to the ARD committee
• Collect and share student data with the ARD committee
• Implement IEP goals/objectives, accommodations and modifications
• Create a classroom environment that honors all student learning styles
Teaming Formats – General & Special Education Teachers & Paraeducators
1. Teaming
2. One Teach - One Assist
3. One Teach - One Observe
4. Alternative Teaching
5. Parallel Teaching
6. Station Teaching
Writing IEP Objectives for Academic Inclusion
• If the student is included in an environment, there must be some objectives that the teacher is responsible for implementing in that environment.
• The IEP must include some objectives that can be taught in the “natural rhythm” of the classroom throughout the school year.
• If there are no objectives that the general education teacher can take responsibility for teaching the student, then the IEP is not well written and/or the placement is not appropriate for the student.
Sample IEP Objectives for Academic Inclusion in Science
and/or Social Studies
1. Following a unit of study with related instruction and activities, James will read five vocabulary words with 70% accuracy.
2. Given a unit of study with related instruction and activities, James will match five vocabulary words with their definitions with 80% accuracy.
3. Given a unit of study with related instruction and activities, James will point to pictures of key people when given their name and/or their contribution with 70% accuracy.
4. Given a unit of study with related instruction and activities, James will demonstrate comprehension of key concepts (e.g., filling in a timeline, putting steps in the correct order, completing a graphic organizer, demonstrating the procedure) with 70% accuracy.
Alternate Curriculum
• Students with developmental disabilities (cognitively significantly delayed) need curriculum and instruction that is very concrete and allows for repetition.
• These students need peers to model appropriate language and behavior.
• To academically include these students in general education classrooms, joint planning between special and general education teachers is critical.
• This planning ensures a link between the IEP objectives, instruction and documentation of Adequate Yearly Progress (AYP).
Responsibility of the general education teacher:
1. Review IEP objectives and identify which objectives will be addressed in the general education classroom.
2. Identify the topic(s), chapter and/or unit along with state and/or district mandated standards and/or benchmarks.
3. Identify the materials that will be used (e.g., chapter, unit, labs, activities, worksheets).
4. Read or skim the materials
5. Identify the key vocabulary, concepts, people, events and/or steps that will be taught. (What is it that the students should remember?)
Modified or Alternate Curriculum: Making it a
Reality
Responsibility of the special education teacher with input from the general education teacher:
1. Identify the key vocabulary, events/steps and or people that: reflect the student’s instructional level, have a life-long application, go across subjects and will be the focus of instruction in the classroom.
2. Identify the modified/alternate instructional objectives for the unit of study based on the student’s needs and IEP objectives. As units are developed by teachers and submitted to KMAC, these will become available to all teachers.
3. Determine and develop evaluation methods.
4. Find and/or create activities.
5. Find and/or create independent activities to reinforce new or previous materials.
Examples
Challenge:The social studies teacher has asked for
assistance in determining what James should be expected to master in the next chapter. She will be covering Chapter 8 - The Thirteen Colonies
Rebel. Her strategies for teaching typically include independent reading, lecture, worksheets
and some small group activities. James is a student reading at approximately a 3.5 grade
level. His conceptual reasoning is at approximately the same level. His behavior is
excellent and he enjoys being a part of the general education classroom. He is very
attentive during the class lecture and discussion. He occasionally answers questions. He does,
however, become frustrated when given work he feels he will be unable to complete.
Modified/Alternate Activities: Chapter 8 -The Thirteen Colonies Rebel
Given a list of words, James will read the following words with 70% accuracy:
taxfreedomcolonistRed Coatscity
statecountryEnglandEnglishliberty
Given the definitions in writing and orally, James will match the following words to their definitions with 70% accuracy:
taxfreedomcolonistliberty
EnglandEnglishDeclaration of Independence
When given a description of a person and/or his accomplishments, James will identify the following key people with 70% accuracy:
Paul RevereGeorge Washington
Thomas JeffersonJohn Hancock
Solution:
Modified/Alternate Activities: Chapter 8 -The Thirteen
Colonies Rebel
James will respond to the following questions describing what life for the colonists was like giving at least one correct answer for the question:
What did most of them do for a living?What did they eat?What problems did they have?
Given a timeline, James will put the following events in order with 70% accuracy:
• the colonists formed thirteen colonies in the United States.
• the king of England put new tax laws on the colonists.• the colonist threw all the tea in the water (Boston Tea
Party.• the colonists started a war for freedom from England
(American Revolution)• the Declaration of Independence was written
Modified/Alternate Activities: Chapter 8 -The Thirteen Colonies Rebel
tax money added on to the price of something
freedom can make you own decisions
colonist people who first came from England and settled in the United States
liberty can make you own decisions
England the country from which most of our first colonists came
English people who are from England
Declaration of Independence
a paper written by leaders of the colonists listing our freedoms
Concepts
Modified/Alternate Activities: Chapter 8 -The Thirteen Colonies Rebel
Concepts Flash Cards
taxmoney added onto
the price of something
freedom can make your own decisions
colonistpeople who first came
from England and settled in the United
States
Englishpeople who are from
England
Declaration of Independence
a paper written by leaders of the colonists
listing our freedoms
Modified/Alternate Activities: Chapter 8 -The Thirteen Colonies Rebel
Paul Revere
rode a horse shouting a warning that Red Coats were coming
George Washington
first commander of the colonists’ army and first president
Thomas Jefferson
did most of the writing of the Declaration of Independence
John Adams
one of the leaders who signed the Declaration of Independence
John Hancock
the first person to sign the Declaration of Independence
Key People
Key People Flash Cards
Paul Revere
Rode a horse and shouted a warning about
the red coats coming
George Washington
First commander
of the colonists’
army and first president of the United
States
Thomas Jefferson
Did the most writing on the Declaration of Independence
John AdamsOne of the leaders who
signed the Declaration of Independence
John Hancock
First person to sign the Declaration of Independence
Timeline of Key Events
Colonists formed 13 colonies
King of England put new taxes
on the colonists
Colonists threw all of
the tea in the water (Boston
Tea Party)
Colonists started war for freedom from
England (American Revolution)
The Declaration of Independence
was written
Modified/Alternate Activities: The Branches of
Government
Challenge:The social studies and special education
teachers have identified objectives, activities and evaluation methods for Laticia. Laticia is reading
at the fourth grade level. The teacher is concerned, however, that there are times when
Laticia is finished with her work and needs some appropriate activities to work on when the other
students are working independently. The paraeducator is in the room and can assist
Laticia with these activities.
Modified/Alternate Activities: The Branches of Government
Solution:
1. Have Laticia go on-line and find the Senators from Texas. (She can print out this information or write it down.)
2. Have Laticia go on-line and count the number of Representatives from Texas. (She can print out this information or write it down.)
3. Have Laticia go on-line and find the names of Representatives for their district. (She can print out this information or write it down.)
4. Using a newspaper(s), have Laticia find pictures of the Senators/Representatives.
5. Have Laticia go on-line and count the number of Supreme Court Justices. (She can print out this information or write it down.)
6. Have Laticia find a symbol that will help her remember what each branch of the government does - makes, enforces, interprets & punishes. She could add this to her mind map of the branches of government.
Modified/Alternate Activities: Chapter on Regions of Texas
Challenge:Clarice is a student reading at approximately 1st-
2nd grade level with conceptual reasoning at approximately the 1st grade level. Her social
studies teacher has found that Clarice does best when engaged in small group activities. Her
peers have done an excellent job of supporting Clarice and allowing er to contribute to small group activities. They will be starting a new
chapter - Regions of Texas. The social studies teacher has asked for assistance in identifying appropriate expectation for Clarice for this unit.
Modified/Alternate Activities: Chapter on Regions of Texas
Given a list of words, Clarice will read the following words with 70% accuracy:
regionalliescustoms
adobeteepee
Given the definitions in writing and orally, Clarice will match the following words to their definitions with 70% accuracy:
1. region - an area that is seen as belonging together because it has has something that the other areas around it do not have
2. custom - ways of doing things
3. allies - friends
4. adobe - bricks made by drying clay in the sun
5. teepee - movable homes made from animal skins stretched over poles
Solution:
Modified/Alternate Activities: Chapter on Regions of Texas
Flash Cards
region An area that is seen as belonging together because
of something it has that other areas around it do not have
customWays of doing things
alliesfriends
Modified/Alternate Activities: Chapter on Regions of Texas
Flash Cards
adobeBricks made by
drying clay in the sun
Movable homes made from
animal skins stretched over
poles
teepee
Modified/Alternate Activities: Chapter on Regions of Texas
Given a map of Texas showing four cultural regions (Plains, Southeastern, Western Gulf and Pueblo), when given the label both verbally and in writing, Clarice will place the label for each region on the map with 80% accuracy.
Given pictures representing each of the four cultural regions, Clarice will place the pictures on the correct cultural region.
Plains - open fields, buffalo huntersSoutheastern - forests, farmers, cornWestern Gulf - water, fishingPueblo - desert, plants
Modified/Alternate Activity: Regions of Texas
Challenge:Anthony and Justin both read at the second grade level. In the Texas History class, the teacher has
the class identify the four regions of Texas, and the relative location, elevation, agribusiness, and four major cities in each of the regions. Together with
the special education teacher, a modified version of the region map was created to help Anthony and
Justin learn the regions and a major city in each.
Given a list of the names of the four regions and a foldable map of Texas with the areas indicated, Justin/Anthony will correctly identify each region with 100% accuracy.
Given a list of at least four cities and a foldable map of Texas with the areas indicated, Justin/Anthony will correctly identify a major city in each region with 100% accuracy.
Modified/Alternate Activity: Regions of Texas
Original map
Modified/Alternate Activity: Regions of Texas
Modified/Alternate map
Modified/Alternate Activity: Regions of Texas
Modified/Alternate map
Modified/Alternate Activity: Regions of Texas
Modified/Alternate map
Modified/Alternate Activity: Regions of Texas
Modified Quiz
Modified/Alternate Activities: Scientific Method
Challenge:It is the first six weeks of school and the science
teacher has asked for direction in setting expectations for Juan, who is functioning
approximately at the 2nd grade level. The class is reviewing the “scientific method”, which will be
used throughout the school year.
Modified/Alternate Activities: Chapter on Scientific Method
Given pictures showing an experiment and the steps of the scientific method, Juan will match the steps to the pictures.
Solution:
Given pictures showing an experiment, Juan will put the pictures in the correct order showing the scientific method.
Given the steps of the scientific method, Juan will put the steps in the correct order.
Using the cards showing the steps of the scientific method, Juan will complete an experiment in the correct order.
Modified/Alternate Activities: Chapter on Body
SystemsChallenge:
Brittany is a student with reading and conceptual skills at approximately 2.5 grade-level. She is presently in science with a paraeducator. The
science teacher has asked for appropriate objectives for upcoming chapters on body
systems.
Modified/Alternate Activities: Body Systems
Given pictures of the different body systems (muscular, skeletal, circulatory, nervous, respiratory, digestive and excretory), when verbally given a description of the system and its function, Brittany will identify correct system with 80% accuracy.
Given pictures of parts from various body systems (I.e., lungs, heart, intestines), Brittany will name the part with 70% accuracy.
Solution:
Given pictures of parts from various body systems and pictures of body systems, Brittany will match the part to the system with 70% accuracy.
Brittany will name one thing for each of the body systems that she can do to keep healthy (i.e., respiratory -- walk, not smoke; digestive - eat fresh fruits and vegetables)
Modified/Alternate Activities: Body Systems
Pa ra l lel Cur r i cu lum a t the Secon d a ry Level
Modified/Alternate Activities: Body Systems
Pa ra l lel Cur r i cu lum a t the Secon d a ry Level
Modified/Alternate Activities: Chapter on
Motion, Force & Machines
Challenge:Clarice is a student reading at approximately 1st-
2nd grade level with conceptual reasoning at approximately the 1st grade level. The science teacher has many small group activities planned
for the upcoming unit on motion, force and machines. Clarice does well in small group
activities and the teacher is confident that Clarice will learn through these experiences. She does,
however, want to have clear instructional objectives on which to focus instruction and
evaluation.
Modified/Alternate Activities: Chapter on Motion, Force & Machines
Given a list of words, Clarice will read the following words with 70% accuracy:
speedforcepushpull
machinesimple machinecompound machine
Given the definitions in writing and read out loud, Clarice will match the following words to their definitions with 70% accuracy:
Speed - how fast or slow something is moving
Force - what makes an object move
Push - move an object away
Pull - move an object closer
Machine - an object that makes work easier
Simple machine - a machine that only uses one movement
Compound machine - two or three simple machines working together
Solution:
Modified/Alternate Activities: Chapter on Motion, Force &
MachinesWhen the word(s) is read to her (wheel & axle, inclined plane, pulley, lever), Clarice will identify the picture to go with the word with 80% accuracy.
When given a mind map of the concepts from this unit, Clarice will place the words/pictures in the appropriate location on the mind map with 70% accuracy.
Simple Machines
lever
pulley
wedgeinclined
plane
wheel and axle
screw
Machines
Simple Machines
ComplexMachines
Modified/Alternate Activities: Sample Test
Challenge:Ashley is a student reading at approximately the
4th grade level. The social studies teacher is pleased with the objectives and activities identified during this chapter on the American Revolution. Ashley has participated in the class discussion,
small group activities and individualized instruction. Although she has used “demonstration
of mastery” with Ashley, she would like to start having her take more traditional paper-and-pencil tests, too. She would like an example of what this
kind of test would look like for Ashley.
Modified/Alternate Activities: Sample Test
The American Revolution Test
Directions: Read the following words: (1 point each)alliance independence treatyrevoltRevolution
betrayloyalLoyalistsPatriotssoldiers
Directions: Match the definition to the vocabulary word and write the matching letter in the space. (5 points each)
To refuse to follow the government leaders
A person who is a member of an army
Freedom to make your own decisions
A. Independence
B. Revolt
C. soldier
An agreement to work together to get something done
To stick with an idea or person no matter what happens
To give help to the enemy
D. loyal
E. alliance
F. betray
Modified/Alternate Activities: Sample Test
Directions: Match the definition to the vocabulary word and write the matching letter in the space. (5 points each)
Those people who backed Americans
To refuse to follow the government or leaders
Those people who backed England
G. Patriots
H. Loyalists (red coats)
I. revolution
Directions: Write T next to each sentence that is true. Write F next to each sentence that is false. (5 points each)
1.___ Americans wanted to write their own laws.
2.___ George Washington was the leader of the American army.
3.___ The French helped the Americans in the American
Revolution.
4.___ American started out with twenty-five colonies.
Thank you for attending this presentation and best of luck on expanding your inclusive efforts!