STEP BY STEP - WORKING IN STEP BY STEP - WORKING IN AN INCLUSION CLASSROOMAN INCLUSION CLASSROOM

Chances are that in the field of special Chances are that in the field of special education you will probably be hired as education you will probably be hired as

a teacher in one of three possible a teacher in one of three possible settings: resource room, self contained settings: resource room, self contained special class or an inclusion setting. special class or an inclusion setting.

INCLUSIONINCLUSIONStep I-learn as much about the students as Step I-learn as much about the students as possible before school beginspossible before school begins

The very first step in setting up the room The very first step in setting up the room involves your potential students. What we want to involves your potential students. What we want to do is find out as much information about each do is find out as much information about each student as possible. Schools have a wealth of student as possible. Schools have a wealth of available materials on each child if you know available materials on each child if you know where to look. When dealing with students with where to look. When dealing with students with disabilities, information on the child can be found disabilities, information on the child can be found in the following possible places:in the following possible places:

INCLUSIONINCLUSIONPermanent record folderPermanent record folder: this folder which : this folder which contains all the basic information on the contains all the basic information on the child is usually stored in the main office.child is usually stored in the main office.Past teacher’s reports:Past teacher’s reports: these items may be these items may be among those found in the permanent among those found in the permanent record folder or may be part of the child’s record folder or may be part of the child’s report card forms.report card forms.Past report cardsPast report cards: these items will offer a : these items will offer a pattern of performance including strength pattern of performance including strength and weakness areas. These should also be and weakness areas. These should also be contained in the permanent record folder.contained in the permanent record folder.

INCLUSIONINCLUSIONGroup achievement scoresGroup achievement scores: These : These materials, if accurate, can also provide a materials, if accurate, can also provide a pattern of strengths and weaknesses. pattern of strengths and weaknesses. However, be very careful about drawing However, be very careful about drawing any conclusions from low scores unless any conclusions from low scores unless other information backs up your other information backs up your impressions i.e. classroom performance, impressions i.e. classroom performance, teacher’s reports. Sometimes children who teacher’s reports. Sometimes children who are experiencing academic problems may are experiencing academic problems may not try as hard as possible for fear of not try as hard as possible for fear of failure. Consequently, the resulting scores failure. Consequently, the resulting scores may not reflect true achievement levels.may not reflect true achievement levels.

INCLUSIONINCLUSIONNumber and types of schools Number and types of schools attended:attended: you should be able to you should be able to ascertain this information by the ascertain this information by the school names on the report cards school names on the report cards found in the permanent folder. For found in the permanent folder. For some children with disabilities this some children with disabilities this may be their first year in a may be their first year in a mainstreamed school. They may mainstreamed school. They may require added attention and support require added attention and support in the transition.in the transition.

INCLUSIONINCLUSIONMedical records: Medical records: this information can this information can be gathered from the school nurse’s be gathered from the school nurse’s office. Pay close attention to vision office. Pay close attention to vision and hearing levels, medications, and hearing levels, medications, allergies, and any other medical allergies, and any other medical issues that might need attention in issues that might need attention in the classroom. the classroom.

INCLUSIONINCLUSIONIEPIEP: a very crucial piece of information is : a very crucial piece of information is the child’s most recent Individual the child’s most recent Individual Educational Plan. This piece of information Educational Plan. This piece of information is usually not found in the permanent is usually not found in the permanent record folder. It can be obtained from record folder. It can be obtained from several sources including:several sources including:a-the office of Pupil Personnel Servicesa-the office of Pupil Personnel Servicesb-the psychologist’s file on the childb-the psychologist’s file on the childc-the special education folder on the child. c-the special education folder on the child. This file is normally passed from teacher This file is normally passed from teacher to teacher. However this folder may be in to teacher. However this folder may be in a main file in the office of the special a main file in the office of the special education coordinator for your building.education coordinator for your building.

INCLUSIONINCLUSIONHealth alertsHealth alerts: this piece of medical : this piece of medical information may be found on the information may be found on the front page of the child’s IEP. If front page of the child’s IEP. If something is noted then find out as something is noted then find out as much as possible on that condition. much as possible on that condition. You want to sound knowledgeable You want to sound knowledgeable when speaking with parents about when speaking with parents about their child’s special health issues.their child’s special health issues.

INCLUSIONINCLUSIONClassificationClassification: find out as much as possible : find out as much as possible about the child’s specific disability about the child’s specific disability classification as you can. You may already classification as you can. You may already be knowledgeable about the disability but be knowledgeable about the disability but it never hurts to learn more. This it never hurts to learn more. This knowledge base can only gain you respect knowledge base can only gain you respect from staff and parents. A very good from staff and parents. A very good source for learning about all kinds of source for learning about all kinds of classification disabilities is NICHCY.org.classification disabilities is NICHCY.org.

INCLUSIONINCLUSIONModificationsModifications: look for the classroom and : look for the classroom and test modifications that the child is entitled test modifications that the child is entitled to have. These are listed somewhere in to have. These are listed somewhere in the IEP. Investigate each modification the IEP. Investigate each modification thoroughly and fully understand what is thoroughly and fully understand what is involved and the possible reasons as to involved and the possible reasons as to why the child was granted this in the first why the child was granted this in the first place. You will need to fully understand place. You will need to fully understand these modifications since you will be these modifications since you will be communicating and explaining them to all communicating and explaining them to all the child’s teachers.the child’s teachers.

INCLUSIONINCLUSIONAccommodations: Accommodations: there may be there may be times when a child is entitled to times when a child is entitled to some classroom accommodation. some classroom accommodation. Examples of these might be special Examples of these might be special furniture, filters for lighting, acoustic furniture, filters for lighting, acoustic enhancements etc. Again investigate enhancements etc. Again investigate and become knowledgeable of each and become knowledgeable of each accommodation. accommodation.

INCLUSIONINCLUSIONRelated services:Related services: the IEP will also the IEP will also contain a section on the related contain a section on the related services that the child is entitled to services that the child is entitled to have while in school. have while in school.

INCLUSIONINCLUSIONAssistive technology:Assistive technology: some children some children may be entitled to assistive may be entitled to assistive technology i.e. word processor. This technology i.e. word processor. This should appear on the child’s IEP. If should appear on the child’s IEP. If there is some required technology there is some required technology find out everything you can. There find out everything you can. There are numerous sites that you can visit are numerous sites that you can visit on the Internet. on the Internet. http://http://www.atto.buffalo.eduwww.atto.buffalo.edu. .

INCLUSIONINCLUSION

Ability levels:Ability levels: It is important to determine, if possible, It is important to determine, if possible, the child’s ability levels. These levels which are the child’s ability levels. These levels which are measured by many sources can usually be found in measured by many sources can usually be found in several areas:several areas:a-the permanent record folder: look for a group IQ test, a-the permanent record folder: look for a group IQ test, or a test that offers a score labeled “School Abilities or a test that offers a score labeled “School Abilities Index.” These group measures may offer some insight. Index.” These group measures may offer some insight. Again, be careful of using low scores to determine Again, be careful of using low scores to determine ability for the same reasons as mentioned previously. ability for the same reasons as mentioned previously. b-the psychologist’s office: look up the last triennial b-the psychologist’s office: look up the last triennial report which should have some measure of ability report which should have some measure of ability noted.noted.c-The child’s IEP: the IEP may contain an ability level. c-The child’s IEP: the IEP may contain an ability level. These may be listed under the Wechsler Scales of These may be listed under the Wechsler Scales of Intelligence or the Stanford Binet Test of Intelligence.Intelligence or the Stanford Binet Test of Intelligence.d-Past teacher’s comments about the child’s ability d-Past teacher’s comments about the child’s ability levels.levels.

INCLUSIONINCLUSIONStep II- Meet with your team Step II- Meet with your team teacher before school begins.teacher before school begins.

INCLUSIONINCLUSIONA major component to the success of A major component to the success of an inclusion classroom is the nature an inclusion classroom is the nature of the relationship between the of the relationship between the special education teacher and the special education teacher and the regular education teacher. There are regular education teacher. There are many questions and issues that need many questions and issues that need to be discussed to prevent to be discussed to prevent misconceptions, frustration or misconceptions, frustration or dissension from occurring. Some of dissension from occurring. Some of these issues are as follows:these issues are as follows:

INCLUSIONINCLUSION-talk about roles and clearly -talk about roles and clearly define the professional define the professional responsibilities so that there is responsibilities so that there is no confusionno confusion

INCLUSIONINCLUSION-talk about similarities and -talk about similarities and differences in teaching styles and differences in teaching styles and how that might affect the students how that might affect the students and the presentation of informationand the presentation of information. . Even though teaching styles may be Even though teaching styles may be different, they can compliment each different, they can compliment each other.other.

INCLUSIONINCLUSION-talk about the delivery systems to be -talk about the delivery systems to be used in the classroom: used in the classroom: There are several There are several different methods for instruction and different methods for instruction and assistance to the children in an inclusion assistance to the children in an inclusion setting.setting.

Alternative delivery systems are Alternative delivery systems are management systems that provide management systems that provide support for students and maximize support for students and maximize learning while being presented with the learning while being presented with the core curriculum in an inclusion setting. core curriculum in an inclusion setting.

The goal of alternative delivery The goal of alternative delivery systems is to develop many creative systems is to develop many creative ways of working together for the ways of working together for the benefit of all students. benefit of all students.

There are many different approaches There are many different approaches and it is best to find one on which and it is best to find one on which you and your team teacher agree. you and your team teacher agree. Some examples which you my want Some examples which you my want to suggest if the regular education to suggest if the regular education teacher is not aware are:teacher is not aware are:

INCLUSION

InclusionInclusion

Team TeachingTeam TeachingCooperative teaching is an Cooperative teaching is an

educational approach in which general and educational approach in which general and special educators, as well as specialists special educators, as well as specialists from other categorical programs, are from other categorical programs, are simultaneously present in the general simultaneously present in the general education classroom, sharing responsibility education classroom, sharing responsibility for some specific classroom instruction. for some specific classroom instruction.

This approach allows the integration of the This approach allows the integration of the teaching to be successful since the teaching to be successful since the classroom teacher is teamed with the classroom teacher is teamed with the specialist.specialist.

INCLUSIONINCLUSIONGeneral and special educators jointly General and special educators jointly plan to teach academic subject plan to teach academic subject content to all students. The general content to all students. The general education teacher remains education teacher remains responsible for the entire class while responsible for the entire class while the special educator is responsible the special educator is responsible for implementing the IEP goals for for implementing the IEP goals for special education students.special education students.

INCLUSIONINCLUSIONComplementary InstructionComplementary Instruction

In this approach the general In this approach the general education teacher assumes primary education teacher assumes primary responsibility for teaching specific responsibility for teaching specific subject matter. The specialist has subject matter. The specialist has responsibility for teaching academic responsibility for teaching academic survival skills necessary for the survival skills necessary for the student to access and master the student to access and master the core curriculum core curriculum

INCLUSIONINCLUSIONThe content may be delivered in the The content may be delivered in the classroom and complemented when classroom and complemented when the special education student is the special education student is pulled out of the classroom to pulled out of the classroom to another setting. another setting.

The critical difference between The critical difference between complementary instruction and the complementary instruction and the traditional pullout program is that traditional pullout program is that two professionals prepare instruction two professionals prepare instruction together and it is delivered in the together and it is delivered in the general classroom.general classroom.

INCLUSIONINCLUSIONSupportive Learning ActivitiesSupportive Learning Activities

The general educator introduces The general educator introduces academic content and the specialist academic content and the specialist develops and implements learning develops and implements learning activities designed to reinforce the specific activities designed to reinforce the specific content. content.

The educators work together to develop The educators work together to develop and deliver the instructional content in the and deliver the instructional content in the regular classroom even though each is regular classroom even though each is responsible for a particular phase of responsible for a particular phase of development.development.

INCLUSIONINCLUSIONOne Teach/One SupportOne Teach/One Support

In this type of delivery system the In this type of delivery system the regular education teacher is responsible regular education teacher is responsible for teaching the curriculum. for teaching the curriculum.

The role of the special education teacher is The role of the special education teacher is to move from each child with a disability to move from each child with a disability to the next and assist in answering to the next and assist in answering questions, monitoring class notes, questions, monitoring class notes, explaining the material and assignments, explaining the material and assignments, and working closely with the students to and working closely with the students to help level the playing field.help level the playing field.

INCLUSIONINCLUSIONStep III-Setting up your classroom Step III-Setting up your classroom (Inclusion class): (Inclusion class): in this instance there is in this instance there is really very little to do. If you are hired for really very little to do. If you are hired for an elementary inclusion class the regular an elementary inclusion class the regular education teacher will set up the room. education teacher will set up the room.

In this case assist the teacher, making In this case assist the teacher, making suggestions if you feel they will better suggestions if you feel they will better serve the population of children with serve the population of children with disabilities i.e. quiet corner or study carrel disabilities i.e. quiet corner or study carrel to avoid distractions to avoid distractions

INCLUSIONINCLUSIONIf you are hired as an inclusion If you are hired as an inclusion teacher at the high school, then teacher at the high school, then there may be less to do with setting there may be less to do with setting up the room since many various up the room since many various teachers will be using that setting. teachers will be using that setting. However, again assist the teacher However, again assist the teacher and suggest anything that you feel and suggest anything that you feel might help.might help.