www.laspdg.org
Inclusive PracticesMaking it Work!
Presented by Kathy Kilgore
Considerations
• This webinar is being recorded and will be
available for viewing at www.laspdg.org
• If you need to ask a question, please use the
Chat Pod on your screen
• Do download the materials for today, you can
click on the files in the file share pod on your
screen and save them to your computer
• Otherwise, you can download after the
webinar at www.laspdg.org under Inclusive
Practices-Webinars
Roll Call
• At this time, EVERYONE please use your chat
pod and type your first and last name as well
as your district/LEA that you are representing
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. (n.d.) A few words about People First Language. Disability is Natural. Retrieved
August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf
Series of 6 Webinars
1.
2.
3.
4.
5.
6.
Overview of Inclusive Practices
Co-teaching Support Model
Consultant Support Model
Paraeducator Support Model
Scheduling for Inclusive Practice
Logistical Issues
• Grading
• IEPs
• Planning
Definition of Inclusive Practices
“Inclusive Practices are academic and
behavioral supports and strategies
provided to students with disabilities in
general education settings.”
IDEA
•Access to general
curriculum
•LRE
2010 LA Data
• 61.1% SWD included in general education for
more than 80% of their day
• 13.9% SWD in special education settings for
more than 60% of their day
• 30.3% SWD graduated with a high school
diploma
• 35.4% SWD proficient on LEAP in ELA
• 37% SWD proficient on LEAP in Math
THE 3 As
• ACCESS
• ACCOMMODATIONS
• ACCOUNTABILITY
Research
• Increased academic and behavior gains
– Improved performance on standardized
tests
– Mastery of IEP goals
– Improved class work
– Improved report card grades
– Increased on-task behavior
– Better motivation to learn
Research
• Inclusive practices more effective when
combined with broader educational
reform and restructuring.
• Inclusive practices more effective in
schools where general education
teachers are routinely implementing
differentiated instructional strategies.
Goal of Inclusive Practices
Improve outcomes for students with
disabilities through implementation of
appropriate academic and behavioral
supports.
Philosophy of ‘Inclusion’
Shifting paradigms…
• Not focusing on the labels of students
• Special education teachers identifying
themselves as teachers of all students
• General education teachers identifying
themselves as teachers of all students
• SWD identified as students with IEPs
IDEA
• Supports ‘inclusion’ as one option
• SWD must be involved in and progress in
the general curriculum
• IEP teams must consider general education
first
• General education teachers must be
involved in IEP development
• Provision of supplementary aids and
services
IDEA….
• A continuum of settings must be available
• IEP teams make final decision
• May the goals/objectives and support
services outlined on IEP be implemented
only in a special education class or may
they be implemented in a general
education class?
“Inclusion”….what is it?
• A philosophy, a foundation
• A process
• Shared decision team-making
“Inclusion”….what it isn’t?
• Sacrificing needs of general
education students
• Dumping SWD in general education
settings
• Watering down the curriculum
• When implemented appropriately
and responsibly, ‘inclusion’ will meet
the needs of all students.
Teacher Benefits
• Being able to share responsibility for improved
student outcomes with other teachers
• Teachers have more time for explicit teaching
and creative lesson plan design and delivery
• More opportunities for professional growth
Student Benefits
• Placement in LRE
• Exposed to higher expectations
• Increased opportunities for positive
social interactions
Collaborative Support Models for
Inclusive Practices
Co-teaching Support Model
Consultant Support Model
Paraeducator Support Model
Co-teaching Support Model
• As defined by Friend and Cook (2010)…
– Co-teaching is a service delivery option for
providing special education or related services to
students with disabilities or other special needs
students while they remain in their general
education classes.
– Two or more professionals jointly deliver
meaningful instruction to a diverse, blended group
of students in a single physical space.
Co-taught classrooms….
• SpEd teacher partners with GenEd teacher
– Shared responsibility for instruction
– Jointly planned lessons and lesson delivery
styles
– Use of a combination of 6 co-teaching
approaches
– Shared responsibility for assessments
– Shared responsibility for parent
communication
Consultant Support Model
• SpEd teacher provides guidance to GenEd
teacher
• Adapts lessons
• Identifies accommodations and strategies
• Modifies materials
• Provides alternative assessments
• Designs behavior management systems
Paraeducator Support Model
• Supports SWD in general education settings
• Works under direction of GenEd teacher and
guidance of SpEd teacher
• Supervises activities introduced by GenEd
teacher
• Helps implement accommodations
• Helps implement behavior intervention plans
• Helps collect instructional or behavioral data
Para Supports, cont’d…..
• Primary focus is on SpEd students
• May provide some support to GenEd
students
• Primary beneficiary of services and staff
paid for with IDEA funds must be SWD
• Incidental benefits for other students
Collaborative Support Models
• Co-teaching Support Model
• Consultant Support Model
• Paraeducator Support Model
All are effective
Research emphasizes co-teaching
3 Phases
•Planning
•Implementation
•Results
Phase 1: PLANNING
• Occurs at several levels
• Essential to effective inclusive
practices
• All staff involved and sharing
responsibilities
• On-going communication
School Site Leadership
• Strong administrative support is critical
• Site leaders are pivotal
• Truly believe “all students can learn”
– Actions speak louder than words
– “Walk the walk, talk the talk”
– Inspire and empower teachers to achieve great things
for students
– Be creative…“think outside the box”
Phase 3: IMPLEMENTATION
•
•
•
•
•
•
•
Inclusive Practices Leadership Team
Staff awareness and willingness
School resources and supports
On-going support to staff
Parents
Monitoring system
Secure copy of LA’s Co-teaching Resource
Guide
Action Planning
•
•
•
•
•
•
•
Long range goal(s)
Short range objectives
Specific activities
Responsible parties
Leadership team function
Obstacles and challenges
Solutions to obstacles and challenges
• Louisiana Validated Practices Checklists
– 8 themes
• Foundations of Inclusive Practices
• Diversity
• Collaboration
• Instructional Practices
• Behavior Supports
• Professional Development
• Administrative Responsibilities
Implementation Matrix
• Identify major components
– E.g., Organizational Structure, Collaborative
Support Models, Co-teaching Approaches,
Professional Development, and Collaboration
• Identify maximum level of implementation ,
satisfactory or emerging level of
implementation and unsatisfactory level of
implementation
Component: Collaborative Support Models
Maximum Level of
Implementation
Emerging/Satisfactory
Level of Implementation
Unsatisfactory Level of
Implementation
All 3 Collaborative
Support Models
are utilized
throughout the
curriculum in a
variety of classes
based on student
support needs.
The Consultant
and Paraeducator
Support Models
are used
throughout the
curriculum and
the Co-teaching
model is used
sometimes.
None of the
Collaborative
Support Models
are used or only
the Consultant
Support Model.
Implementation Matrix
• Allows districts and schools to determine
their current level of implementation using
a scale based on Maximum, Satisfactory or
Unsatisfactory levels of implementation
• Allows districts and schools to assess how
well they are implementing inclusive
practices
Phase 3: RESULTS
• The quality of implementation of
inclusive practices determines the
outcomes that will be evidenced.
Outcome Data
• Student achievement data
– Report card grades
– LEAP scores
– High school diploma rates
• Attendance data
• Behavior data
• LRE data
Outcome Data
• Attitudinal data
–Teacher/faculty paradigm shifts
–Professional growth of staff
Appropriate and responsible
implementation of Inclusive
Practices results in improved
outcomes for all students.
Challenges “one-size fits all”
approach
“Achieving real and lasting change
requires that everyone in schools
stops, thinks, and works together to
make the kinds of changes that
need to occur.”
National Institute on Urban School Improvement
www.laspdg.org
The contents of this PowerPoint presentation were developed under a grant from the US Department of
Education, #H323A110003. However those contents do not necessarily represent the policy of the US
Department of Education, and you should not assume endorsement by the Federal Government.
Additional Webinars in this Series
•
•
•
•
•
November 14 @ 10:00 am: Co-Teaching Model
December 5 @ 10:00 am: Consultancy Model
January 16 @ 10:00 am: Para-educator Model
February 27 @ 10:00 am: Scheduling
April 17 @ 10:00 am: Logistics
Questions?
• Please use your chat pod if you have questions
related to this presentation (if time permits,
we will answer them, if not please email
questions to contacts below)
• After this webinar, you may email any contentrelated questions to Kathy Kilgore
kkilgore@slc-gno.org
• You may email any grant-related questions to
Melanie Lemoine lemoinem@lsu.edu
We Want Your Feedback
• Please complete a brief feedback form for this
webinar at
http://www.surveymonkey.com/s/inclusivewebinar
• We are going to open the survey on your screen for
you to offer feedback now
• When you are finished, you may exit out of the
webinar