Integrated, Inclusive Services Part I

1. Integrated, Inclusive ServicesPart I Department of Exceptional Education Contacts: Debbie McAdams, Executive Director Victoria Greer, Director 259-8698 259-3282x8126 Debra.mcadams@mnps.org Victoria.greer@mnps.org

2. Session Outcomes • Define Integrated Comprehensive Service Delivery • Discuss ways to shape the culture of schools for inclusive services • Discuss the differences between mainstreaming and inclusive services • Discuss the Continuum of Services • Discuss the myths and truths about inclusive practices • Discuss the benefits of inclusive practices • Discuss the various inclusive models • Discuss best practices for implementing meaningful inclusive practices

3. WORKSHOP: 8:00-3:30 LUNCH: 11:45-1:00 A.M. BREAK ~ 9:45-10:00 P.M. BREAK ~ 2:00-2:15

4. Ground Rules • Keep an opened mind • Feel free to ask questions and share experiences. • Be respectful of the change. • Silence all cell phones. • Use the parking lot for questions. • Use PEOPLE FIRST Language • Use opportunities to reflect in order to improve your practices

5. What is People First Language? “People First Language puts the person before the disability, and describes what a person has, not who a person is.” Kathie Snow

6. People First Language

7. SEASONAL PARTNERS

8. 1. Find yourwinterpartner. • Within your partners, determine • who will be anAand who will be aB. • 3. For one minute, silently think about your definition of integrated comprehensive services. • 4. For 1 minute,A’sshare withB’s whileB’s listen. • A’s: “Thank you for listening.” • B’s: “Thank you for sharing.” • 6. Reverse.B’sshare for one minute.A’slisten. • 7. Group share.

9. What is Integrated Comprehensive Service Delivery? • 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)

10. Integrated and Comprehensive • Integrated- Refers to the environments that ALL students, regardless of need or eligibility access throughout their day in school and non-school settings. • Comprehensive- Refers to the array of services and supports in addition to a differentiated curriculum and instruction.

11. Inclusive Model-Continuum of Services Most restrictive environment Least restrictive environment West Tennessee RISE Project, 2007

12. 1.Find your summerpartner. • Within your partners, determine • who will be an A and who will be a B. • 3. For one minute, silently think about your definition of inclusive services. • 4. For 1 minute, A’s share with B’s while B’s listen. • A’s: “Thank you for listening.” B’s: “Thank you for sharing.” • 6. Reverse. B’s share for one minute. A’s listen. • 7. Group share

13. Let’s Clarify Inclusive Services LRE-Least Restrictive Environment VS

14. Defining LRE Sec.612(a)(5)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.

15. Mainstreaming vs. Inclusive Services

16. Defining Mainstreaming • Refers to the selective placement of students with disabilities in one or more“general” education classes. • The student must “earn” general education classes out and provethat he is able to “keep up” with the work assigned by the regular classroom teacher. • This concept is closely linked to traditionalforms of special education service delivery.

17. What mainstreaming is NOT! • It is “not” inclusion • It is “not” a privilege • It is “not” only for “certain students” • It is “not” a reward

18. Inclusive Services : What is it?

19. Definition of Inclusive Services Inclusive Services meshes general and special education reform initiatives and strategies in order to achieve a unified system of public education that incorporates every child and youth as active, fully participating members of the school community; that views diversity as the norm; and that ensures a high quality of education for each student by providing meaningful curriculum, effective teaching, and necessary supports for each student. (Ferguson, 1995; Villa, Thousand, & Nevin, 2004)

20. What Inclusive Services is NOT! • It is “not” a special education “issue.” • It is “not” something that you necessarily do. • It is “not” a set of strategies. • It is “not” a place or placement. • It is “not” a “privilege.”

21. Inclusive Services: Why Do It?

22. WHY? It maximizes learning for all students It connects students to their peers and community It strengthens the connection to real-world experiences It embraces a more caring and accepting community of learners.

23. *Schools are a microcosm of society. Alter attitudes. ALLchildren respect and value diversity. ALL children learn they are valued. *ALLchildren learn best when educated together. -- Mutual benefits.

24. Basic Human Needs GENEROSITY HUMAN DIGNITY SURVIVAL HUMOR AND FUN BELONGING EMPOWERMENT TO COMMUNICATE FEELINGS OF COMPETENCE

25. Attitudes & Perceptions About Classroom Climate: • I feel accepted by teachers and peers • I experience a sense of comfort and order

26. FOR SALE SOLD Houses 'R' us Realty Live as a Valued and Respected Member Be a Life-Long Learner Have a Satisfying Career Have Meaningful Relationships Outcomes of Education: The Same for ALL Children! LRE for LIFE Project 8/97

27. 7 Myths about Inclusive Services “My class is going to be so big that I can’t manage it,” says the general educator. “I’m going to end up being a high paid teacher’s assistant,” says the exceptional educator. “Those are not my kids, those are their kids,” says the general educator. “I can’t teach like that,” says the exceptional educator. “Why do they have to come to my room,” says the general educator. “I won’t have a classroom anymore,” says the exceptional educator. “I don’t have time for all of this,” says both teachers.

28. Barrier Activity You will work in groups at your tables. In your group you will have a “brief”. discussion about the foreseeable barriers to inclusive services for the district. Make a list of the barriers and possible ways to overcome those barriers. Choose a spokesperson from your group to share. You will have 3 minutes to work and 3 minutes to share.

29. Things to Remember We all have basic needs, including the students we teach. There are dimensions of learning that shape our attitudes and perceptions. Our attitudes and perceptions shape the climate in our classrooms as well as our schools and school district.

30. Characteristics of Inclusive Schools Committed leadership Democratic Classroom Supportive School Culture Engaging and Relevant Curriculum Responsive Instruction Kluth, 2005

31. Committed leadership • Administrators and other leaders help students, staff, and the local community understand inclusion as a philosophy or ideology that will permeate the school • They helpstaff members as new ways of “doing business” are adopted • They provide encouragementand supportas teachers take risks and try new approaches • They educate families and community members about the school's beliefs and their inclusive mission • They helpto celebrate day-to-day successes and problem-solve day-to-day struggles.

32. Democratic Classroom • Students in democratic classrooms often share ideas, make rules, challenge classroom practices, help to create curriculum, and make decisions about their learning and their environment. In addition. • They often direct their own learning experiences on their own- they must be able to talk, to move, and to share. • The curriculum and instruction is directly related to real-life experiences and student-centered interests.

33. Supportive School Culture • Involves openness, acceptance and caring • Competitive,individualistic, and, authoritative cultures make it impossible to grow inclusive schools. • Cultivating a safe, positive, and robust school culture may be the most difficult piece of creating an inclusive school, but it is also, perhaps, the most critical piece

34. Engaging and Relevant Curricula • Teachers in inclusive classrooms must design curriculum and instruction and engineer classroom activities that are: • personally and culturally appropriate • engaging for a range of learning styles • suitable for learners with various talents and interests. • This is critical not only for students with unique learning or social needs, but for every student in the classroom as they grow and learn not just from the daily curriculum, but from the ways in which schools respond to differences.

35. Responsive Instruction • Teachers in inclusive classrooms are • concerned about reaching and motivating all learners. • versed in adapting materials, lesson structures, instructional arrangements, curricular goals and outcomes, and teaching techniques • Meet both the academic and social needs of students.

36. Self-Assessment: Characteristics of Inclusive Schools Activity • Check off all items that are currently in place in your school and classroom • Highlight the unchecked items that you will commit to implementing when you return to your school • Be prepared to share with the group

38. “Four Corners”

39. Benefits to Students Without Disabilities Greater acceptance of differences Encourages diversity of friendships Encourages cooperation Helps children become more resourceful and creative Strengthens the perception that differences are important to a democracy More positive perception of diverse learners Develops leadership skills

40. Benefits to Students With Disabilities They become a part of their community Their peers serve as role models Their peers provide a reason to communicate Encourages the acquisition of motor, communication, and other skills within natural setting Provides affirmation of individuality Enhances self respect

41. Benefits to Teachers Develop a positive, realistic attitude toward inclusion. Receive additional training, that enhances the learning experience of all students. Develop new relationships with professional colleagues from various disciplines. Improved planning and collaboration skills Increases ways of creatively addressing challenges Enhances accountability skills

42. Benefits to Administrators Holistically addresses the needs of all students Creates a school community of acceptance School community models the real-world More positive outcomes for students academically

43. Where Do We Begin?

44. WAYS TO INTEGRATE “Community of Care and Belonging” Physical Integration Social Integration Academic Integration

45. Physical Integration “Community of Care and Belonging”

46. Inclusive Service Activity #1 Find your fall partner You will have 3 minutes to generate a list of at least 5 strategies that will help facilitate students being physicallyincluded at your school Be prepared to share your responses

47. Social Integration “Community of Care and Belonging “ Physical Integration

48. Inclusive Service Activity #2 Find your spring partner You will have 3 minutes to generate a list of at least 5 strategies that will help facilitate students being sociallyincluded at your school Be prepared to share your responses

49. Academic Integration “Community of Care and Belonging” Physical Integration Social Integration

50. Inclusive Services Activity #3 Find your fall partner You will have 3 minutes to generate a list of at least 5 strategies that will help facilitate students being academicallyincluded at your school Be prepared to share your responses