9/22/2011 building inclusive user features and directions ... · building inclusive schools...

9/22/2011

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Funded by the Florida Department of Education, Bureau of Exceptional Education and Student Services, through federal assistance under the

Individuals With Disabilities Education Act (IDEA), Part B.

Brought to you by The Florida Inclusion Network (FIN)

www.FloridaInclusionNetwork.com

Building Inclusive Schools

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PROPERTIES

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―My brother was born in 1955. I was six years old

then. He was diagnosed with Down Syndrome and

the doctor told my parents…he used the word

Mongoloid...that they should put him in a state

institution 200 miles away. My parents said no!

Instead Tom grew up with us. He was never babied

and had lots of responsibilities at home. My parents

have both passed away, but today Tom lives in a nice

nursing home near me. He helps the other residents

and he can read a little. I am proud of Tom, and of

my parents who said no.‖

Tom’s sister


Session One:

What is Inclusion?

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PROPERTIES

On passing, 'Finish' button: Goes to Next Slide

On failing, 'Finish' button: Goes to Next Slide

Allow user to leave quiz: At any time

User may view slides after quiz: At any time

User may attempt quiz: Unlimited times

“Everything is tiled except the mattresses. It might make a good public toilet or

subway, but they call this a „cottage‟.”

Blatt & Kaplan (1966)

Christmas in Purgatory

Prevailing Attitudes of ―Ableism‖

“Society‟s pervasive negative attitude about disability.

Similar to racism and sexism, “ableism” results in attitudes that

promote discrimination and prejudice for people with disabilities.”

Tom Hehir (2005). New Directions in Special Education:

Eliminating Ableism in Policy and Practice. Cambridge, MA: Harvard Education Press.

PROPERTIES

Allow user to leave interaction: After viewing all the steps



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NCLB IDEA

Academic content and achievement standards

Annual assessment and accountability

Highly qualified teachers

Individual Educational Plan Least Restrictive Environment

Access to General Education

Participation in all state and

district assessments

Highly qualified special education teachers and

therapists

Inclusion means:

All students learning together

Regardless of labels and ability levels

With appropriate services and supports

Access to general education

Curriculum and instruction

In classrooms and other school locations

During typical school activities

Is Is not

A culture of belonging, equality, and individual worth

Collaborative, integrated services

Highly effective instruction

Appropriate supports and services provided in general education setting

Reduced expectations for learning

Homogeneous classrooms

Educators working alone

“One size fits all” instruction

Students always receiving instruction “in the back of the room”

Inclusive Education

Inclusion = Access to Learning

General education

academic classes Vocational classes Electives classes Specials (Music, Art, Drama)

Lunchroom, auditorium, media center, multi-purpose areas, hallways, etc.

Student gathering areas

http://www2.ed.gov/nclb/landing.jhtml

http://idea.ed.gov/

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Inclusion Also Means Access to:

Clubs Field trips Job training and career activities Assemblies, pep-rallies Dances Sporting events Athletics, cheerleading Award ceremonies

Paco’s Education

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Another Look at Tom

• Tom would learn general education content, like science

facts, with the right amount of support from teachers and peers.

• People in Tom’s community and school would accept him as their equal, not as someone who was less competent.

• Tom would be in a job, doing useful work and earning a living wage.

• Tom would live in an apartment with roommates, along with a paid assistant who provided support for independent living.

How would Tom’s life be different if he had access to inclusive schools and communities?

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A New Era for Education

“Although it is true that special education has created a base of

civil rights and legal protections, children with

disabilities remain those most at risk of being left behind. The

facts create an urgency for reform that few can deny.”

President's Commission on Excellence in Special Education Report: A New Era: Revitalizing Special

Education for Children and Their Families, July 2002

Click on the ―Attachments‖ button above to download a copy of this

report. PROPERTIES






Session

Two: Why is

Inclusion Important?

“No child is labeled in our general

education classrooms. It is never

obvious that some children in the

room have an Individual

Educational Plan.

All children are grouped and

provided with support based on

specific strengths and needs, and

the groups constantly change.”

Florida Elementary School Principal


PROPERTIES




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PROPERTIES






Is… Is not…

A human right

An earned right

Inclusive Education

All Students Benefit

“With inclusion, we saw learning gains across the board…the ESE teachers bring strategies to the classroom that can help ANY student.”

Elementary School Principal

With Disabilities Without Disabilities

Improve social and communication skills

Increase academic achievement

Attain meaningful IEP goals

Participate more in school activities

Develop peer relationships

Learn from new and effective instructional strategies

Value and advocate for those who are different

Develop cooperation and teamwork skills

Cultivate leadership skills

Student Benefits

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Schoolwide Benefits

Increased student performance Enhanced culture of collaboration and teamwork Expanded professional development opportunities Improved trust and respect among staff Creative use of existing resources Greater flexibility Increased family

involvement

PROPERTIES




Family and Community Benefits

Participate more in family and community activities

Be more successful in adult life Employment Housing Relationships Leisure and recreation

Be a better-prepared worker Contribute financially

Life-changing Outcomes

Honor roll Award programs Graduation!

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PROPERTIES






Session Three:

Who Makes Inclusion

Work?

“Last year our school had the lowest discipline rates and the highest FCAT scores of all the middle schools in our district.

I think it‟s partly due to teachers using differentiated instructional

(DI) strategies, planning meaningful lessons together, and

holding higher expectations for all our students.”

Florida Middle School Principal


PROPERTIES






Together We’re Better!

Teamwork represents a set of values that encourage behaviors such as listening and constructively responding to points of view expressed by others, giving others the benefit of the doubt, providing support to those who need it, and recognizing the interests and achievements of others.

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Administrators Leading the Way

Establish shared vision and beliefs Engage in courageous conversations Build a culture of mutual respect and trust Align school improvement plans to inclusive

practices Set goals based on student data and needs Involve families and other stakeholders

Teachers Sharing Responsibility

“General education and special education share responsibilities for children with

disabilities. They are not separable at any level—cost, instruction or even

identification.” President’s Commission on Excellence Special Education, Executive Summary, July 1, 2002

Teachers Working Together

“In a truly inclusive classroom, the teachers operate as co-teachers

...and ALL children in the classroom benefit from having two highly qualified

teachers.”

Florida Elementary School Principal

Teachers Collaborating to…

Share decision making based on student data Plan and deliver instruction together Continually assess for student understanding Learn together “on-the-job”

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Families: Partners for Learning

Families Share information about their child Work positively with teachers and

other staff to support their child Understand their child’s right to

an inclusive education. Keep their child at the

center of all educational decisions

Believe that their voice and their child’s voice is important

Involving Families

The National Parent-Teacher Association (PTA) has

endorsed three types of parental involvement:

1. Parents as the first educators in

the home 2. Parents as partners with the

schools 3. Parents as advocates for all

children and youth in school and society

http://www.floridainclusionnetwork.com/Research_Centers/CRSRL/Florida_Inclusion_Network/Products/Family_Fact_Folios.aspx

PROPERTIES


On failing, 'Finish' button: Goes to Previous Slide




Session

Four:

What Makes Inclusion

Work?

“By carefully choosing teaching strategies, we are able to respond to a

variety of student learning needs and still keep expectations high.”

Florida teachers working in an inclusive

classroom




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PROPERTIES






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State Requirements for Teachers

All teachers in the state of Florida must meet certain certification requirements to teach students with

disabilities in general education classrooms.

For more information regarding highly qualified teacher requirements, please contact your local school district or

visit the following Florida Department of Education websites:

http://www.fldoe.org/edcert/

http://www.fldoe.org/articulation/CCD/

http://www.fldoe.org/

http://www.fldoe.org/edcert/



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Access to Accountability Measures

Florida Comprehensive Assessment Test

(FCAT) Florida Alternate Assessment (FAA) Progress monitoring and ongoing

assessment Grading and reporting systems Grading scales (Florida Statute 1003.437)

Progress reports

R

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Access to Curriculum and Instruction

General education, subject-area content:

Next Generation Sunshine State Standards (NGSS) Course Information and Descriptions Next Generation Sunshine State Access Points

www.floridastandards.org/index.aspx

PROPERTIES




Problem-solving/Response to Intervention

For more information on the

Problem-solving/Response to

Intervention Process,

please check out the resources on the

Florida Department of Education’s

website for PS/RtI:

http://www.florida-rti.org/

Positive Behavior Intervention and Support

PBIS is the application of evidence-based strategies and systems to increase academic performance, increase safety,

decrease problem behavior, and establish positive school cultures.

The PBIS process results in the

creation of effective intervention plans that will impede problem behaviors, teach new skills, and

create support systems for the student. For more information on

PBIS, visit Florida’s Positive Behavior Support Project at the

following website:

http://flpbs.fmhi.usf.edu/index.asp

http://www.floridastandards.org/index.aspx

http://www.floridastandards.org/index.aspx





http://flpbs.fmhi.usf.edu/index.asp

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Universal Design for Learning

What is Universal Design for Learning?

UDL is A flexible approach to curriculum design that offers all learners full and equal opportunities to learn. Based on

research on the diverse ways people learn, UDL offers practical steps for giving everyone the chance to succeed.

For more information on UDL, visit the National Center on Universal Design for Learning:

http://www.udlcenter.org/aboutudl

Research-based Instructional Strategies

These key research-based strategies have impact

on student achievement—helping

all students, in all kinds of classrooms.

To find out more about effective instructional practices, check out

the website:

http://netc.org/focus/

For ALL: For SOME: Differentiated instruction

Formative assessment

Universal design

Multi-sensory instruction

Cooperative learning structures

Flexible grouping

Tiered lessons

Scaffolding

Visual support systems

Accommodations

Modifications (for students with

significant cognitive disabilities only)

Positive behavioral supports

Assistive technology

Special communication systems

Peer supports

Social supports

Effective Instructional Strategies

Differentiating Instruction

• Teachers who differentiate instruction recognize that all students vary according to their background knowledge, readiness, language, learning preferences, and interests.

• Differentiated instruction is a process to teaching and learning that is responsive to students of differing abilities in the same class.

• Teachers differentiate to maximize each student’s potential by meeting each student where he or she is and supporting the learning process.



http://netc.org/focus/

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PROPERTIES




Cooperative Learning

Cooperative learning is when students work together to accomplish shared learning goals.

It involves the use of small groups where students

learn and work together to maximize their own and each other’s potential.

Instead of competing against each another,

students develop positive interdependence as they learn academic content together.

Cooperative Learning

Whether it’s young children working together to make a “pretend” cake or middle school students working together to complete a science lab experiment, cooperative learning benefits ALL

students. Research shows that cooperative learning can result in: • Higher student achievement and productivity

by ALL students • More positive relationships among students • Greater emotional adjustment

Johnson, Johnson, & Holubec (1994)

Peers Supporting Peers

• They motivate students to participate

and communicate with peers and adults.

• They model and facilitate routines, social skills, play, and cooperative learning interactions.

• They shape meaningful friendships.

Peers without disabilities play a vital role in supporting students with disabilities:

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Accommodations Modifications

Change how students are taught and demonstrate what they know

Allow students to work toward a standard diploma

Are aligned with Next Generation Sunshine State Standards (NGSSS) and FCAT

Support high expectations for learning across all subject areas

Change what students are expected to learn and demonstrate

Allow students to work toward a special diploma

Are aligned with NGSSS Access Points and the Florida Alternate Assessment

Support high expectations for learning across all subject areas

Instructional Supports

PROPERTIES




For more information on Accommodations and Modifications…

PROPERTIES




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Scheduling Support for Students in Inclusive Classrooms

For more information on the inclusive scheduling process, please click the ATTACHMENTS menu

tab above, then select and download the following

resource:

CUE Card for Inclusive

Scheduling PROPERTIES






Session

Five:

Laying the Foundation

“Both faculty and staff realize that making inclusion work is

an ongoing process. With the support of the

administration, the dedication and hard work of

teachers, and the flexibility of the entire staff, all students are gaining knowledge to

prepare them for life!”

Dawn Kirkpatrick

Florida Inclusion Network


PROPERTIES






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Steps to Building Inclusive Schools

•Awareness

•Knowledge

•Skills

•Attitudes and beliefs

Language Matters!

People-First Language…

Focuses on the person, not the disability

Presumes competence, not incompetence For example: “The boy with autism.” Instead of: “The autistic boy.”

Respectful Language

Kathy is confined to a wheel chair.

The Down Syndrome

girl.

Darien is mentally

retarded.

Anita suffers from cerebral palsy.

Kathy uses a wheelchair.

The girl with Down

Syndrome.

Darien has an

intellectual disability.

Anita has cerebral palsy.

Or…

Or…

Or…

Or…

Which way is better?

The Power of Language

Florida Down Syndrome Teen Crowned Homecoming Queen USA Today, 11/28/2010

Down Syndrome Student Crowned Homecoming Queen First Coast News, 11/10/2010

Down Syndrome Girl Tops Homecoming as Queen The Florida Times-Union, 11/13/2010

Opportunity of a Lifetime Comes for Homecoming Queen

www.beachesleader.com, 11/11/2010

High School Students Honor Fellow Student www.fox30jax.com, 11/10/2010

http://disabilityisnatural.com/

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PROPERTIES




Building Attitudes and Beliefs

Self-reflection Conduct case studies Interview family members Teach others about

inclusion: • Collect, analyze, and share data on the

benefits of inclusive educational practices

Advocate for and celebrate inclusion!

Building Knowledge

Visit inclusive classrooms Have open discussions Take online courses and webinars Collect and analyze

student data Reflect on current

practices with colleagues

Building Skills

Professional Development Opportunities Face-to-face

workshops Job-embedded

collaborative learning: Book study groups Lesson studies Professional Learning Communities (PLCs) Peer mentoring and coaching Problem-solving teams

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PROPERTIES






Online Learning Opportunities

Professional Development Alternatives (PDA)—An Introduction to Differentiating Instruction: Responding to All Learners–

http://www.fdlrs.com/onlinetrainings.html

Access Points Training Modules—

http://www.floridastandards.org/homepage/index.aspx

FIN Webinar—From Label to Able: Inclusive Practices for Students with Significant

Disabilities/Leadership Series

For more information on this, or other FIN-sponsored webinars,

please contact your local FIN facilitator: www.FloridaInclusionNetwork.com


Leadership & Vision Collaboration Resources Ongoing support

The important thing to remember is that inclusive schools benefit everyone!

The Florida Inclusion Network can help you build inclusive schools!

Visit our website to find a FIN facilitator near you:

www.FloridaInclusionNetwork.com

While you‟re there, be sure to check out our:

Spotlights on Success

Resources

Products Services FAQs

http://www.fdlrs.com/onlinetrainings.html

http://www.floridastandards.org/homepage/index.aspx

http://www.floridainclusionnetwork.com/

http://www.floridainclusionnetwork.com/

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A Good Resource to Share:

To download, print, and share FIN’s

What is Inclusion?

pamphlet, click on the Attachments tab

above.

For More Information on Exceptional Student Education

The Florida Department of Education, Bureau of Exceptional Education and Student Services

(BEESS) offers resources to support students with disabilities, their families, and the professionals

who serve them.

For more information, please visit the following BEESS Resource and Information Center (BRIC)

website:

http://www.fldoe.org/ese/clerhome.asp

PROPERTIES

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http://www.fldoe.org/ese/clerhome.asp

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“How wonderful it is

that nobody need wait a single moment

before starting to improve the world.”

Anne Frank, 1929–1945

Please click here and tell us what you think about the Building Inclusive Schools eLearning module.

Your feedback is important to us!

Thank You for Joining Us!

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9/22/2011 building inclusive user features and directions ... · building inclusive schools...

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