WHY?
You expressed a need!
In a 2007 NAD survey, 681 teachers reported having at least
1-4 students with the following needs:
Percent of Teachers:
20%
52%
57%
64%
66%
67%
39%
Student Challenges:
physical
speech/language
math
processing
reading
AD/HD, emotional/behavioral
students with IEP's
Other Reported Challenges
# of Teachers
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
6
5
6
4
13
1
1
3
2
1
1
6
3
5
2
Oppositional/Defiant
Mental retardation/Developmental Disability
Cerebral Palsy
Bipolar or Schizophrenia
Autism/Asperger’s Syndrome
Spina Bifida,
Kleptomania
Tourette’s Syndrome
Epilepsy
Post Traumatic Stress Disorder
Traumatic Brain Injury
Diabetes
Sickle Cell
Clinically Depressed
Obsessive Compulsive
WHY?
• Legitimate concerns about lack of resources,
training, and staffing challenge inclusion
• Many students have “invisible” or minimally
visible challenges
• The number of students with challenges is
increasing
• Parents desire to have their children in our
Christian classrooms for spiritual, social, and
communication goals
The Solution is to
• Create a supportive and caring
environment where spiritual growth and
eternal salvation become a reality
• Commit to support and educate all
students in the typical classroom
JesusWill give us the tools to help all our
students achieve success
Jesus overheard it and answered their question,
“People who are well don’t need a physician, only
people who are sick” (Luke 5:31, Clear word).
Angels Will Aid You!
The teacher who would bring his students under
discipline must himself first come under the
control of Christ. Jesus has said, "He that
followeth Me shall not walk in darkness, but
shall have the light of life." With divine
enlightenment you can work as Christ worked;
for His light may shine through you upon the
pathway of every impenitent transgressor with
whom you are associated.
Are you indeed an instructor in the ways of
God? If you are a converted teacher, you will
be able to win, not drive, to attract, not
repulse, the souls for whom Christ has died.
You will guard and care for the sheep and
lambs of Christ's fold. If they stray, you will
not leave them to perish, but will go forth to
seek and to save that which is lost. All
heaven will be ready to aid you in this good
work.
The angels will aid you in your effort to find
the key to the heart of the most incorrigible
and unruly. You will receive special grace
and strength through Christ, who is able to
supply you from His immeasurable fullness.
You will then be qualified to be a laborer
together with God, one with Christ in your
effort to save the lost, and the result of
your labor of love will be seen not only in
time, but through all eternity.—TSS 80-82.
Successful Inclusion
Dependent on Two necessary attributes
•
A passionate belief in the
value of EVERY human being
•
Basic problem-solving skills
Advantages of Inclusive
Education to
Non-disabled Students
Creating a caring, interdependent community
of learners
Enhancing social competence
Academic growth
Learning to think about one’s own thinking
(metacognition)
Children who have participated in both
inclusive programs and in pull-out programs
have shown that they have more
self-confidence, friendships,
teacher support, better selfesteem, and higher academic
expectations of themselves
when they are in inclusive
classrooms.
The support of the teacher is a very important
part of all inclusive classrooms.
Inclusive teachers are known to exemplify
themselves in teaching and caring for the
children.
This increased support by the teachers results
in the children trusting and believing in their
teachers and in themselves.
(Defina, L. 2003, “How Students Excel in Inclusive Classrooms”)
Practical
REACH Manual Tool
• Designed for ease of use by typical teachers,
not necessarily trained in special education
or inclusion
• Facilitates a problem-solving approach
Characteristics
•
•
•
•
•
Accelerated Learners
Inattention/ Hyperactivity/ Impulsivity
Math
Reading
Writing
Accommodations
•
•
•
•
•
•
•
•
•
Accelerated Learners
Grading
Inattention/Hyperactivity/Impulsivity
Instructional
Math
Reading
Testing (classroom)
Writing
Classroom Management
FLOW CHART
Develop a Reach Team
Pages 58 & 59
↓↓
Identify Characteristics
Pages 18-25
↓↓
Locate appropriate Accommodations
Pages 26-40
↓↓
Determine appropriate accommodations and record on Teacher
Accommodation Worksheet or check IEP, if one exists
Pages 41 & 42
↓↓
If student is still struggling, try other accommodations or proceed to
Letter of Permission to Parents for screening.
Page 55
↓↓
Teacher Screening Tools
Pages 56 & 57
↓↓
Develop a MAP
Pages 60-65
↑
↔
Refer for further public/private assessment Page 70
Simple Accommodations
You Can Easily Incorporate to
Assist Students
REACH Team
•Parents/Guardians
•Teacher (facilitator)
•Principal
•Student
•REACH Conference Support Person
•Pastor or other significant person in the
student’s life
MAP
(Modified Accommodation Plan)
•Identifies student’s strengths and needs
•Lists accommodations
•Indicates responsibility of each team
member
•Permission must be obtained from
parent/guardian before sharing or placing
MAP in cumulative folder
Creating a MAP
•If student is not making satisfactory
progress based on the Teacher
Accommodations Worksheet, the
REACH team needs to meet in order to
create a MAP.
•This is a joint problem-solving process.
Public School/Private Testing
•Public school testing
•Private testing process
•Create new MAP based on test
results or IEP
Creating an
Inclusive Classroom
Spiritual
Physical
• Holy Spirit directs
• Communicates
unconditional love
• Clutter free
• Accommodates multisensory learning
Social
Academic
• Fair does not mean
equal
• Fosters cooperative
working environment
• Accommodates each
students’ needs
w/variety of teaching
techniques
• Celebrates excellence
and perseverance
Systematic Character
Development
• Creates a learning
environment free from threat
• Nurtures reflective thinking
• Helps students assume
responsibilities for their
behaviors
• Establishes a culture of
respect and interdependence
• Cultivates fruits of the Spirit in
students and
teachers
Light-Skills
A list of positive character traits acquired when
individuals learn to listen to and obey the Holy Spirita reflection of Christ’s character in us
• Students are encouraged to ask
the Holy Spirit to enable them to
manifest light-skills
• Integrated into every part of the
school day, not just worship
Escape Place/Australia
• A comfortable place away from the mainstream of the
class where a student can go to relax or get
refocused.
• Never used in a punitive manner or as a “time out”
punishment.
• Generally situated in the back of the
room but within
view of the teacher.
Light-Skill Action Plan
•Assists students to assume responsibilities
for inappropriate behavior.
•Disciplines in a spiritual context
•Helps to repair damaged relationships
•Facilitates restoration of the offending
student
Matthew 18:15-17(Message)
• “If a fellow believer hurts you, go and tell him—
work it out between the two of you. If he listens,
you’ve made a friend. If he won’t listen, take
one or two others along so that the presence of
witnesses will keep things honest, and try again.
If he still won’t listen, tell the church. If he won’t
listen to the church, you’ll have to start over from
scratch, confront him with the need for
repentance, and offer again God’s forgiving love.”
Matthew 18 Processing
• A) “When you _____, it made me feel ___.”
• B) “I know when I ____, it made you feel ____.
What do you want me to do to make it right?”
• A) “Explain to me why you did that!”
• B) “I _______ because _____.”
• A) “What would have been a better choice?”
• B) “A better choice would have been to….”
• A) “What can we do to make sure it doesn’t
happen again?”
• B) “I can….Will you please forgive me for…?”
• A) “I forgive you.”
Phase One
1996-2007—SAU Master’s Degree in Inclusive Education,
the first in the nation.
Conferences begin addressing needs of students with
special needs
2007—NAD receives first grant to assemble Inclusion
Commission to develop a comprehensive plan for
addressing the needs of students with special needs in
SDA classrooms, commission adopts the acronym
REACH
2008—REACH Inclusion Commission débuted the
REACH Manual
Phase Two
2008—REACH Inclusion Commission receives second
grant to develop a program to train teachers in each
union to pilot the protocol of the REACH Manual
—Unions commence 6-8 hour initial training
seminars and working with pilot teachers
Southern Union Conferences receiving Awareness
training: Georgia-Cumberland
Southern Union Conferences receiving full initial
training: South Atlantic, Kentucky-Tenn, Gulf States,
South Central
Phase Three
2009—Third Versa-Care Grant
—Pilot Teacher Advanced Training, SAU
—WRAT
WRAT for each conference
—REACH Teachers & Schools
Identify REACH Teachers
Level One Reach Teachers—
Level Two Reach Trainers—
Identify REACH Schools
Develop innovation configuration
Evaluate and modify the REACH process
REACH Teacher
Evaluation Process
General Eligibility Prerequisite Requirements
• Current Standard Certification
• Minimum ten hours of REACH Training
(over at least two training sessions)
• Have used strategies in classroom
• Participation in ongoing training/professional
growth in inclusive education
Level One REACH Teacher
• Participate in a minimum of ten hours of
REACH training
• Submit a statement of intent to Union’s REACH
Representative by August 31
• Use REACH strategies for one full school year
• Complete self-evaluation
• Complete at least three MAPs
• Obtain recommendation from a Level Two
REACH Trainer after observation and coaching
• Obtain recommendations of supervisors (i.e.
principal and/or superintendent)
Level Two REACH Trainer
• Meets all Level One REACH Teacher
requirements
• Recommended by a Level Two REACH
Trainer
• Conducts training
• Submits unedited video documentation of
classroom instruction, providing evidence of
inclusive practices
• Serves as a coach for Level One REACH
Teachers
• Serves on REACH Teams
Students Committed to Making
the World a Better Place
Jelly Bean Diversity
In a bag of jelly beans you have many different jelly beans.
Each jelly bean has something special which makes
it different from the others.
A bag of jelly beans wouldn't be
attractive if they were identical.
You don't know exactly
what a jelly bean is like unless you taste it and see.
Jelly beans are just like people-you've got to get to know them.
Each person brings something special and worthwhile
to the group, but it is
not always evident on the outside.
Thanks for being such a wonderful jelly bean!