Inclusive Educational Practices for Children with Developmental Disabilities

1. Inclusive Educational Practices for Children with Developmental Disabilities Jeremy Wilson, MA, BCBA, BICM Tiffany Wilson, MA, Education Specialist, BICM

2. Agenda • Our Goals • Your Experiences • Inclusion, Integration, and Mainstreaming • Brief Overview of IDEA 2004, FAPE, and LRE • Understanding the Commitment • The Role of Assessments • The IEP and Your Team • Implementing the IEP • Link between home and school • Adaptive Skills and Social Skills • Final Thoughts: Role of ABA • Questions

3. Our Goals • Is to simply expose you to what inclusive practices are and how they work • Empower

4. What are your experiences? • Briefly write down your experiences of times you asked for your child to be included with his/her peers • How did that experience make you feel? • Did you attempt to participate more or less during your child’s IEP meeting? • Do you feel like you are a collaborative member of your child’s educational decision making process?

5. Inclusion, Integration, & Mainstreaming Mainstreaming The student is strategically placed in a general education classroom for a specific subject that he/she does not have difficulties with

6. Inclusion, Integration, and Mainstreaming Integration The student is in a special day program and may be placed by that special education teacher strategically in general education setting for part of the day

7. Inclusion, Integration, and Mainstreaming Inclusion The student is a functioning member of the general education classroom setting and educating that student is a team approach, lessons are modified and or adapted, and support staff (SLP, OT, 1:1 paraprofessional) provide support within the context of the classroom instruction

8. Inclusive Educationfor all students • Equal Membership of all students • Shared ownership of all students • Necessary Support for all students • Positive and riched learning environment for all students • Expectations for all students to learn

9. Goals • A sense of belonging • Development of Natural supports • Enhanced skill development in academics and social aspects • Develop more appropriate behaviors • Development of friendships • Educate individuals without DD

10. IDEA 2004, LRE, FAPE • IDEA 2004 embodies the requirements regarding FAPE and LRE • FAPE (free appropriate public education) meaning the student’s education is tailored in order to meet their needs • LRE (least restrictive environment) to the maximum extent possible, students w/ DD be educated with there peers w/o DD

11. Steps to Include students • Understand the commitment • Know your child’s needs • Begin develop your team • Thorough Assessment • Develop a Strong IEP • Implementation and Close Monitoring of IEP

12. Understanding the Committment • This will require changing the attitudes of the teachers, principles, teacher assistants, supplemental supports, the district, and so forth • It require positive rapport building and building collaborative relationships • This will require explanation of needed supports and each team member’s role • Open communication between school and parent • Attempt to eliminate potential barriers (fear)

13. Know Your Child’s Needs • Know and be able to articulate your child’s abilities and difficulties effectively • Offer assistance with developing instructional supports • Behavior acquisition and behavior reduction strategies • 5+5 • Now identify and compose a list of 5 things your child does well and 5 things your child has difficulty with

14. Know Your Child’s Needs • Next to each item under “5 things they do well” indicate what type of subject your child would do well in • For the other column, indicate possible supports you are using at home, or strategies that are used to improve those skills • Remember that these are significant to you!!!

15. Begin to Develop Your Team • Consider this a recruitment process • Understanding of commitment + positive rapport with potential members + willingness to collaborate = favorable recruit

16. Thorough Assessment of Your Child • Indirect Assessments • Questionnaires, Interviews, and record review (student work portfolio), Mapping • Direct Assessment • Observation of the child engaging in learning opportunities in their natural environment throughout the day

17. Thorough Assessment of Your Child • Assessments should be meaningful • What should be assessed: • Functional skills (Self help, Communication, and so forth) • Academic Skills (Math, Language Arts, Social Studies, Science) • Additional Supplemental Supports • Behaviors Targeted for reduction (Behaviors that would significantly impede upon learning without a plan in place) • Current and Future classroom environments • Available staffing, physical organization, available natural supports

18. Development of the IEP Assessment drives instruction!!!! • Essential for the development of a sound IEP • Goals should be developed from the assessments conducted • Level of supplemental supports should be specific, provided within the context of the area of need and outlined in IEP • General supportive instructional procedures should be developed • General procedures for after meeting goals should be developed • Staffing plan should be developed and included • Monitoring and correspondence Plan • Behavior Support Plan (BSP)

19. Development of the IEP Goals and Objectives • Does the goal truly relate to an identified need? • Does the goal indicate the context? Activity based? • Are the goals related to the state standards for student outcomes? • Simple and clear quantifiable criteria?

20. Development of the IEP • Sample Goal: When asked which activity comes next during his school day, Steve will identify the number of his next activity on his daily pictorial schedule by pointing to that the number in 8/10 times per day over 2 months.

21. Implementation of the IEP http://bartholdautism.com/udel/blockc/hdfs435/assignments/instructions/iepmatrix.html

22. Implementation of the IEP http://bartholdautism.com/udel/blockc/hdfs435/assignments/instructions/iepmatrix.html

23. Implementation of IEP • Make sure all needed staff are on board and ready to provide support • Try to avoid having two staff working with your child at one time, unless it is for modeling purposes

24. Implementation of the IEP • ID students abilities and adapt activities to allow participation and skill building • Develop skill table for curriculum • Ensure that there is active learning occurring • Learner is actively involved in all or part of each activity

25. Implementation of the IEP • Purpose of activity? • Intent of the activity? • Meaningfulness of activity? • Instruction/materials be adapted? • Can all students engage with different purposes?

26. Basic Concepts across Subjects • Color ID, matching/sorting • Sameness • Vocab development: Receptive/Expressive • Basic Math concepts • Reading: Pics, words, 3D items

27. Math Skills • 1-1 correspondence • Number writing/ID • Number Matching • Geometry • Big/little, same/different • Ordinal numbers • Recognize sequence • Concept of more • Purchasing items

28. Alternative Math Instruction • When students are doing math: • Uses calculator • Uses manipulatives • Uses sequenced pictorial steps

29. Math Materials • Manipulatives • Magnetic numbers • Sticky labels • Number stamps • Dice • Dominoes • Game boards

30. Students participating in Group Math Lesson

31. Another Math Lesson

32. Alternative Instruction Options When students are reading: • Peer interactively reads to student - asks when to turn page • Student reads adapted material with pictures • Student listens to story in from CD or tape.

33. What to read? • Words/phrases from text • Self authored stories • Comics • Worksheets • Daily schedule • Pictures

34. Techniques • Follow student interest • Ensure repeated exposure • Good font • Use practical meaningful site words

35. Comprehension Check • Student sequences pictures/words/numbers to relate the event • Choose appropriate answers • Respond to yes/no questions • Complete worksheet with partial answers

36. Writing • Student chooses story topic from pictures • Student illustrates/writes using pictures • Student uses computer

37. Writing Materials • Pics, photos, drawings • Written words on magnets, sticker, cards, and so forth • Rubber stamps • stickers

38. Spelling words • Student can: • Match word to picture and picture to words • Indicate first letter to be spelled • Chooses object of interest, write spelling word to go with it • Listening from a tape

39. The Home Setting • Work doesn’t stop when the child leaves school • Additional supports at home to provide further remediation skills, work with behaviors, generalize skills learned in home, and/or prime new skills being taught in school • Use of ABA Services, Social Skills Instruction, and/or Adaptive Skills

40. Social Skills Instruction • Opportunity to address social skill deficits in other environments • An opportunity to build upon peer relationships in a structured environment • Continuing to develop a natural supports in community • Social skills can address conversation skills, play interaction, and so forth

41. Adaptive Skills Instruction • Opportunity to target functional skills in the home and community environments • Build upon skills related to community based instruction • Money skills, requesting items from a clerk, and so forth • Skills need to purposeful and age appropriate

42. Questions

43. Referrences • Downing, June E. (2002), Including Students with Severe and Multiple Disabilities in Typical Classrooms: Practical Strategies for Teachers, Brookes Publishing Co.

44. THANK YOU! Jeremy Wilson, MA, BCBA, BICM Family Centered Practices Providing ABA Services 818.914.4921 805.339.0210 Tiffany Wilson, Education Specialist, MA, BICM Passport to Adaptive Living Social Skills Instruction and Adaptive Skills Instruction 818.914.4921 805.339.0210