Integrated, Inclusive Services
Part 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
 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
WORKSHOP: 8:00-3:30
LUNCH: 11:45-1:00
A.M. BREAK ~ 9:45-10:00
P.M. BREAK ~ 2:00-2:15
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
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
People First Language
IN MNPS WE USE
INSTEAD OF
OLD LANGUAGE
Inclusive practices or Integrated Services
Inclusion, Full Inclusion,
Mainstreaming
General Education
Regular Education
General Education with Supplemental
Supports and Services
Resource
Exceptional or Special Educator or
Teacher
Resource Teacher
Life Skills Teacher
CBIP Teacher
MIS Teacher
Speech/Language Pathologist or SLP
Speech Teacher
Teacher of the Visually Impaired or TVI
Vision specialist
Disability
Handicap
Student/child with _______
MR student
Autistic child
LD student
Behavior kid
SEASONAL PARTNERS
1. Find your winter partner.
2. 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
integrated comprehensive services.
4. For 1 minute, A’s share with B’s while B’s listen.
5. 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.
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)
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.
Inclusive Model-Continuum of
Services
Academic and social
Instruction occurs
Strictly in the
Special education setting
Most restrictive environment
Inclusive services in general education
Activities with special education support, academic
Instruction occurs primarily in the special education
setting
Inclusive services in one to three General
Education subjects and activities with
Support from the exceptional education teacher
Including pull-out services
Inclusive services in most General Education
subjects and activities
with some support from the exceptional education teacher
Least restrictive
environment
Inclusive services in all General Education subjects and activities with no support
from the exceptional education teacher
West Tennessee RISE Project, 2007
1. Find your summer partner.
2. 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.
5. 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
Let’s Clarify
Inclusive Services
LRE-Least Restrictive
Environment
VS
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.
Mainstreaming vs. Inclusive Services
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 prove that he is able to “keep
up” with the work assigned by the regular
classroom teacher.
• This concept is closely linked to traditional
forms of special education service delivery.
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
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)
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.”
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.
*Schools are a microcosm of
society. Alter attitudes.
ALL children respect and
value diversity. ALL children
learn they are valued.
*ALL children learn
best when educated
together.
-- Mutual benefits.
Basic Human Needs
SURVIVAL
TO COMMUNICATE
FEELINGS OF COMPETENCE
Attitudes & Perceptions
About Classroom Climate:
 I feel accepted by
teachers and peers
 I experience a sense of
comfort and order
Outcomes of Education:
The Same for ALL Children!
FOR SALE
Houses 'R' us
Realty
Be a
Life-Long
Learner
Live as a
Valued and
Respected
Member
Have a Have
Satisfying Meaningful
Career Relationships
LRE for LIFE Project 8/97
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.
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.
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.
Characteristics of
Inclusive Schools
Committed leadership
Democratic Classroom
Supportive School Culture
Engaging and Relevant Curriculum
Responsive Instruction
Kluth, 2005
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 help staff members as new ways of “doing business”
are adopted
• They provide encouragement and support as teachers take
risks and try new approaches
• They educate families and community members about the
school's beliefs and their inclusive mission
• They help to celebrate day-to-day successes and problemsolve day-to-day struggles.
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.
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
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.
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.
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
“Four Corners”
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
•
•
•
•
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
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
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
WAYS TO INTEGRATE
Physical Integration
Social Integration
“Community of Care and Belonging”
Academic Integration
Physical Integration
“Community of Care and Belonging”
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 physically included at your
school
• Be prepared to share your responses
Social Integration
Physical Integration
“Community of Care and Belonging “
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 socially included
at your school
• Be prepared to share your responses
Academic Integration
Physical Integration
Social Integration
“Community of Care and Belonging”
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 academically included at your
school
• Be prepared to share your responses
Friends
Physical Integration
Social Integration
“Community of Care and Belonging”
Academic Integration
Friends
Factors Associated with
Friendship Development
Opportunity
Proximity
Competence
Perceptions of
Similarity
Year 1 Targets for Schools
•
•
•
•
•
•
•
•
•
•
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.
Lockers etc. for students with disabilities are located amongst grade levels with typical
peers.
Weekly lesson plans should be required of all teachers serving students with
disabilities
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).
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 do we determine if a student
is ready for inclusion??
Identifying
Scheduling
IEP changes/documentation
How do we know/identify…?
• Review relevant data (i.e. Think Link, DIBELS,
district reading assessments, TCAP, Gateway,
End of Course assessments, behavioral data)
• Communicate with students and parents
• Review current and previous IEP
Scheduling
• The master schedule should be designed to
encompass inclusive service delivery (i.e.
common planning times, identifying teacher
of record etc.)
• Students with disabilities should be scheduled
first, “NOT” last
IEP Changes/Documentation
• Schedule an IEP meeting within 10 days of
change of service delivery.
• Ensure that the IEP reflects service
provider as the exceptional educator if it is
a co-taught class.
• The IEP should reflect the location of
service as the general education classroom.
Models of Inclusive Services
Inclusive Models
• Consultant Model
• Teaming Model
• Collaborative/Coteaching Model
Collaboration
• Comes from “co-labor”= to work together
• Collaboration is a style of interaction between at
least two co-equal parties voluntarily engaged in
shared decision making as they work toward a
common goal (Cook & Friend, 1995).
• The most common goal of teachers is to boost
student achievement.
• One model of collaboration is co-teaching
L. Cook and M. Friend(1995). Co-teaching guidelines for creating effective practices. Focus on Exceptional Children, 28, 3, 1-16.
Consultant Model
A process in which the special education and general
education teachers, parents, and other staff collaborate
to plan, implement and evaluate instruction conducted
in general education classrooms.
The exceptional educator is made available to re-teach a
difficult skill or to help the students practice a newly
acquired skill.
Consultant Model
Cont’d
This is a non-intrusive approach that provides the student with
disabilities more support in order to help with curriculum
problems.
The intent is to reduce the need for pullout special education
programs by enabling the general education teacher to
successfully instruct students with disabilities.
Regularly scheduled meetings are recommended rather than
communication on an as-needed basis.
Huefner, D.S. (1988). The consulting teacher model: Risk and opportunities. Exceptional Children, 54, 404-413.
Jigsaw Directions
• In your table groups, number off 1-6 to
form your expert groups
• Members 1-3 will read the article
“Beginning Teachers Views of their
Collaborative Role”
#1-Read pages 1-3, Introduction and Method
#2- Read pages 3-6, Results
#3- Read pages7-11, Discussion and
Conclusion
Jigsaw Directions
Cont’d
• Members 4-6 will read the article
“Educators Perceptions of Collaborative…”
• #4- Read pages 60-63, the introduction
and Methods
• #5- Read pages 63-67, Results
• #6- Read pages 67-69, Discussion
Expert Groups (12 min.)
• Find your expert group (same #)
• Discussion: What would it take to get our
schools from where they are to a more
collaborative approach to teaching? What,
specifically, can we do as teachers to
facilitate more collaborative relationships
in our buildings?
• Come up with a short description that you
can share back in your home groups.
Home Group Activity (15 min.)
• Return to your home group
• Share around short descriptions from each
expert
• As a whole group, talk about what it would
take to help your schools develop better
collaborative relationships
Teaming Model
• The exceptional educator is assigned to one grade level/content
area team with one planning period per week for the team.
• The exceptional educator provides student information, possible
instructional strategies, modification ideas for assignments/tests,
and behavior strategies.
• The team meets on a regular basis, establishing
consistent communication among the team members.
Dick and Rick Hoyt
www.teamhoyt.com
Teaming Model
Cont’d
• The team model is presented so teachers are
not
working independently to achieve success
with
their students.
• All team members work together and
broaden their knowledge in various areas,
whether they are from general education or
special education.
Team Model
Table Activity (15 min.)
• Using the agenda provided for you, assign
roles (Facilitator, Timekeeper,
Taskmaster, and Scribe)
• As a team, review the data that is provided
• Determine which students need extra
support, which interventions or strategies
will be beneficial and who will be
responsible for providing those supports
as well as when the support will occur
Co-Teaching
• A teaching relationship in which general
and special education teachers share
responsibility for planning, delivery and
evaluation of instruction for a
heterogeneous group of students.
• These teachers work in coactive and
coordinated fashion in which they use
techniques which allow students of varying
abilities to achieve their potential.
US Department of Education 2008-Teacher to Teacher Initiative
Why Learn to Co-Teach
• Every general education teacher at some point will
have a child with a disability, 504 Plan, or Behavior
Intervention Plan integrated into his or her
classroom.
• This child may be serviced by a special education
teacher or some other specialist, such as a speech
therapist.
• Co-teaching allows two adults with different areas
of expertise to work together in one classroom for
the benefit of ALL children.
• Allows for a wider range of instructional techniques
and strategies.
Benefits of Co-Teaching
• Increases learning options for all students.
• Improves program intensity and continuity.
• Reduces the stigma of students disabilities and
learning difficulties.
• Increases support for teachers and related service
personnel.
• Most importantly, co-teaching utilizes the unique
perspectives of general and exceptional educators
who share their strengths to create teaching
approaches that could not occur if only one teacher
were present.
Co-Teaching Approaches
Supportive Teaching
Complementary Teaching
Parallel Teaching
Team Teaching
***Additional Models
Alternative Teaching
Station/Center Teaching
Co-Teaching Video
When co-teaching, two or more people are responsible
for doing what one person has historically had to do.

 Co-teachers share in the responsibility for student
outcomes and make planning a priority.
 Decisions are made together.
 Teachers share ALL roles.
 Student needs determine classroom practice.
 Both teachers facilitate learning and impact knowledge.
Gallery Walk
It is not because things are
difficult that we do not dare.
It is because we do not dare
that things are difficult
By: Senecca
Questions
Inclusive Service Delivery Pt. I
DEPARTMENT OF
EXCEPTIONAL
EDUCATION
Special Education
Instructional
Facilitators