DOCUMENT RESUME

ED 387 962 EC 304 316

AUTHOR Tashie, Carol; And Others

TITLE Changes in Latitudes, Changes in Attitudes: The Role

of the Inclusion Facilitator.

INSTITUTION New Hampshire State Dept. of Education, Concord.Special Education Bureau.; New Hampshire Univ.,Durham. Inst. on Disability.

SPONS AGENCY Office of Special Education and RehabilitativeServices (ED), Washington, DC.

PUB DATE 93

CONTRACT H086J80011-89

NOTE 43p.; Photographs by Gary Samson. Photographs may not

copy well.

PUB TYPE Guides Non-Classroom Use (055)

EDRS PRICE MF01/PCO2 Plus Postage.

DESCRIPTORS Child Advocacy; Curriculum Development; DeliverySystems; *Disabilities; Educational Philosophy;

Educational Trends; Elementary Secondary Education;Family Involvement; *Inclusive Schools; InformationNetworks; Mainstreaming; Peer Relationship; *Program

Implementation; Pupil Personnel Services; Regular andSpecial Education Relationship; Social Integration;*Special Education Teachers; Staff Role; *Teacher

Role

IDENTIFIERS *Inclusion Facilitators; *New Hampshire; Teacher

Collaboration

ABSTRACTThis guide for inclusion facilitators was developed

as part of New Hampshire's Inclusion Facilitators Support Network,

created as an activity of the New Hampshire Statewide Systems Change

Project. The Network provides a forum for Inclusion Facilitators to

meet, share ideas and strategies, and discuss the latest innovations

in inclusive education. The Statewide Systems Change Project was

designed to increase the capacity of school districts to include

students with severe disabilities in regular education classrooms and

neighborhood schools. An introduction reviews the trend toward more

inclusive schools and considers the role of special educators as

inclusion facilitators. The next sections consider aspects of the

inclusion facilitator's role and recommend specific strategies in the

areas of: (1) advocacy; (2) family involvement; (3) facilitation of

peer supports and friendships; (4) curriculum modification; (5)

collaboration; and (6) coordination of supports. Appendices provide:

a checklist to evaluate a school's or school district's practices and

philosophy regarding inclusion, one parent's ideas concerning the

ideal individualized education program meeting, a flow chart of

curriculum modification and student supports, and a list of suggested

resources for curriculum modification and classroom strategies.

(Contains 35 references.) (DB)

***********************************************************************Reproductions supplied by EDRS are the best that can be made

Ic from the original document.***********************************************************************

040/hgeo Atitadeo,4avee Hit Attiftideo

U S DEPARTMENT OF EDUCATIONOlirte ot Educational Researcn ana improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asived from Ine person or organization

originating itC Minor changes have been made to nmprone

reproductron CRAItly

Pointsof view og opinionsstated in thisdocu.mast do not necessarily represent &kcalOERf positron or policy

i'IlL

/TILE

04aveg e, atitades, 04a/hgeo 1/11 HaitideoThe Role of the Inclusion Facilitator

Writtcn by

Carol Tashie

Susan ShapiroBarnard

Ann Donoghue Dillon

Mary Schuh

Cheryl Jorgensen

Jan Nisbet

Photographs by

Gary Samson

Instructional Services,

University of New I lampshire

Institute on Disability/University :kill lilted Program

University of New Hampshire

1993

I 1,, 114.1, I ..i

TABLE OF CONTENTS

Foreword 3

Introduction 4

Advocacy 8

Family Involvement

Facilitating Peer Supports & Friendships 16

Modifying Curriculum 20

Collaboration 24

Coordination of Supports

Conclusion

Appendices

References

DEDICATION

4 s schools work to include ail students inregular education classes and the doors of

special education classrooms close. a new pt'o-fessional role emerges...the role of the InclusionFacilitator. From the very beginning, the heartand soul for this book has come from InclusionFacilitators V. orkmg throughout the state of NewI lampshire. It is their celebrated successes andhonest struggles that till the pages to follow.Without the contributions ol these committedprofessionals. this book could not have beenwritten. Their talent and wisdom mark everypage. Through the shar:ng of their stones, thisbook grew [ruin a inanual of teLl'.m.ities into a

35 book rich with strategxs born of experience.This book is dedicated to all of the Inc lu-

39-40 sion Facilitators working in inclusive schoolsthroughout the state of New Hampshire. We givespecial thanks to the following members of theInclusion Facilitators Support Network for theirgenerous contributions to this book.

Maureen Hutton\loultonborough. N

Kathy LanziraPlainfield. N II

Rhonda MorganExeter, N IL

Valerie MorseWindham/Pelham. N H

Marty RoundsAmherst, N 11

Carolyn SmilesLittleton, N.H.

Mary Timsonlampstead. N.11

Camille ValenzaNewport, N.11.

Michelle WiddisonBedford. N H.

FOREWORD

gn 1.0, New Hampshire's Inclusionacilitators Support Network w as created

as an activity of thc New Hampshire Statewide

Systems Change Project. ...1en N _etwork provides

a forum for Inclusion Facilitators to meet, share

ideas and strategies. and discuss the latest mno-vations in inclusive education.

The Statewide Systems Change Project. a

joint project of thc Institute on Disability/LAPand the New Hampshire Department of Educa-tion, was designed to increase thc capacity of

school districts in New Hampshire to includestudents with severe disabilities in regular edu-cation classrooms and neighborhood schools. Inorder to encourage Inclusion Facilitators in theirncw roles and to enhance their skills and beliefs.

the Project. provided them with training andtechnical assistance. The Inclusion FacilitatotsSupport Network was a logical extension of thisassistance. Its commitment to redefine andrestructure educational roles and practices for allNew Hampshire educators became the impetusfor the de \ elopment of this book. We hope thatboth new and experimced Inclusion Facilitatorswill learn from the hard work and trial and errorof their New Hampshire colleagues

The St.newtile ;vstems Change Proico nve-ycar proiLLtlunded by the S Pepartment of Lducation office ofEducation and Rchabditative #1108ol8001ALL-ardcd !iw Nrw 1-Limp:hire pci. iii ldii ation Buicau tot aninclusive eduLation proicet \kith the In,titute on 1:q.abilitLA..1rUniversity ol New Hampshire The Loments of this book do notnecessarily reprctent the p.)liev or po.ition ot the Departmint

EduL anon

-

,a1.

"S

.

A

1

41t Ti4.7,1..yr.,

554

-

N.. it-

..e.,..

631.

..-:".!`......

....,....

ir-....

' ,44'

7',-.

/..,r

1...iv

-,

'N.

i:

00100100100,t

44,119

-

41.

MAGGIES STORY

Ckn aggie graduated Irom ...o..II ege with aclet::-ee in special education and spent

Id years teainng students with moderate andevere disabilities in a number ot schools and

classes She taught in a state institutiont resi-dential -,. Ivol, and a regional day school solelylor studen:s with autism. In IL)88. Maggie

moved to New Hamrshire and began teaching ina sell-coni,uned special educe 'on classroom in asmall publk: elementary school. Of all ol herlobs. this was the one that Maggie will alwaysreler to as the -turning point- in her career.

rhm %car, the -winds ol inclusion- wereblowing tiirough New Hampshire. Because olher interests and her experience. Maggie beganattending workshops that focused on a com-pletely new and somewhat challenging ideaincluding svadents w ith severe disabdittes in reg-ular cdtication classes. Maggie knew in hcr hcartthat this idea could work (although she had lit-tle idea or how to make it work) and she eagerlyapproached her school principalwith the idea -Give it a try,- theprincipal said encouragingly

Maggie began slowly butsurely 'he met regularly with

parents and teaci:ers, and together they workedOW Ways to include her. students into regularclasses. Maggie would be the lirst to tell vou itwasn't always easy: -trial and error' were thewords she lived by. But Maggie CIIIIckly SAW theimmense gains that the students were making inregular classes and with typical peers In fact.Maggie. too. was learning especially how tobalance her dcsire to -hokl on- to her kids

while knowing that "letting go- would best meettheir educational needs.

Much of what Maggie was doing lrorn thestart was offering support to the other teachers inher school I hese teac hers M1CW t hat Nlaggic w as

their resource, and daily they sought Maggie'shelp. Interacting with other teachers in her

building was extremely satisfying, but Maggiewas hungry to find other special educators whowere taking on this new role. The idea was sonew in New Hampshire that there weren't manyothers. -Someday,- Maggie remembers thinking,

there will be plents ol educatoisthroughout the state doing w hat

m doing because its the rightthing to do and it works

EVOLUTION OF CHANGE

onEducational practices -- like lust abouteducationis in life. change is constant.

every other -solid and tested- theory have

changed dramatically throughout the years.As Maggie learned in 1988. the old "tried

and true- practices of educating students withdisabilities were not the best. As recently as theearly 1080.s. educational practices dictated thatAudents with severe disabilities be educated inseparate schools and classes, apart from theirtypical peers However, parents and educatorsbegan to face the evidence that this practice wasnot meeting the needs of students with disabili-ties, nor the needs of the community in general

(Bik len. 1985: Brown et al . 1088. Fox, 1987;Gartner & Lipsky, 19871. Through evaluationand questioning, parents and educators beganthe search for alternatives, for new ideas. for a"new wind,- so to speak.

We now know that students with disabili-ties are best educated when they are full-time

members of typical agc-appropri-ate classrooms in neighborhoodschools (Biklen. 1985; Brinker,NM, Brown et al , 1988; Brown.

Nietupski &. Hamre-Nietupski,1976, Halvorsen & Sailor, 1990;strully kSz.. StrullY. 1087. Thousand

villa. 1089"

With this change. systemshad to develop to support-.indents. tcaLhers. ,md parents. ,..

Educating students with disabilities in regularneighborhood schools and classrooms meantthat educators, related service providers, andfamilies had to change the way in which theypromoted best educational practices for

all students.Today, we no longer assume that the special

tudent will arrive by spet.h.il bus at a specia; lass

taught by a special teacher according to a specialschedule and cumculum. In fact, we generally tryto avoid using the word speLial when planningand describing the education of students whohave chsabilities.

Undoubtedly one ol the biggest changes forschools embracing inclusion is the elimination ofthe model of exclusion or 'pull out services. Wenow bring support semces to the students inregular education settingsillowing them tolearn in classes with their peers (Ford. 1989;Giangreco. 1990; Janney & Meyer, 1990: Stain-back, Stainback & Forest, 1989; Thousand &

Villa, 1990 andercook & lork,1989, lotk et al 1989) Educa-tors, related ser ice pros iders,students and families now worktogether as collaborati% c teammembers not isolated e \pelts Inthis %a) e all pm ide the sup-pons necessan lot students \\ ithdisabillue, to be suk_cessfulk edu-cated aloniride then piLal peers

A NEW ROLE HOW TO BEGIN

ifq n unportant change necessitated by the.new wind- of inclusion is the evolution of

a new professional role. The special education

teacher takes on ncw responsibilities character-ized by collaboratively consulti.ng with all teach-

ers. related Service providers, and parents Thisnew role also includes coordinating services for

students who are members ol regular class-rooms. Quite simply, this role is to provide andcoordinate the supports that enable the success-ful inclusion of students with disabilities.

As this new role evolved, the search beganlor an appropriate lob title. We have chosen thetitle "inclusion Facilitator as thc term usedthroughout this book, as we believe it accuratelyreflects the true mission of the person acceptingthis role.

Throughout New Hampshire, an InclusionFacilitator is that person whose job it is to facili-

tate, however necessary, the full inclusion ofstudents who have disabilities as active, partici-pating learners in regular age-appropnate classes

and neighborhood schools.Given the move toward fully inclusive

education, the demand for skilled Inclusion

Facilitators has greatly increased during the pastfive \Tars. In 1988 we knew of only one educa-

tor in New Hampshire who had a job description

which reflected her role as an Inclusion Faulita-tor. Today, there arc more than (10 members

ol New Hampshire's Inclusion Facilitators

!-t.ipport Network These members work daily to

support lull inclusion in their schools and in

the state

ur purpose for writing this book is toprovide guidance tdare we siv words of

wisdom-?) to both new and experienced Inclu-sion- Facilitators. Each chapter includes anecdo-tal stories, discussion. and strategies. Ourresearch and information comes from you andyour colleagues who shared their stories as wellas their -best practices-. Contributing to thisbook were Inclusion Facilitators who told usthey wanted to assist others in forming a processto best support the value they hold dearschools must he welcoming places for all stu-dents. This book highlights the best in all of usas evidenced in the stories and examples woventhroughout. It is important to recognize. how-ever, that behind every success story, there lies a

journey in which commitment, hard work, and

humor paved the way The purpose ol this bookis not to create unrealistic expectations for Inclu-sion Facilitators, but to create a vision for thepotential or. this new and exciting role.

The tole of the Inclusion Facilitator is adynamic one, changing and growing as inclusionpractices become increasingly comprehensiveand sophisicated. Clearly, Inclusion Facilitatorsmust maintain professional flexibility as theirrole descriptions evolve to keep pace with thechanges occurring in schools and communities.This evolution is both exciting and t.hallenging

as New Hampshire Inclusion Facilitators know

first-hand The Institute on Disability/I 'AP. Uni-versity ol New Hampshire. is proud to celebratethese dedicated professionals who work sodiligently to keep the vision. spirit, and reality olinclusion alive

,

LUNCH IS MORE THAN JUST A MEAL

111 111,.. 1111,1Wt 1:001 1- .1

:ic inc .111,1

,11 -Mall

and talk a- Oa'. cat then

- mo,. ....hi then or. t,"Ivr,

111-101; 1,111

2.. -111,1.111- 1,-.H11111c-

111th Ic 11 V.on-

.1101.1d l . N.' nun to middle

11001 11C \:1 \`,111 1).1111,.:',Vac

"III111,2, intormal !un,

I :nda. the In, luHon I

out,- the I. onv h to t,dI; to the

teaLher- ahout the --tudeny anohclichlN II:ev and their ,.lasmates have

reaped liom tourth s.2..lade this- ear Linda knox\

ta-,.. peopie-nr:4 Iam!,ua:2,e to de...cube the

Ior cut-link'. -he Cory %.ho

I'.aopen- 1,, have autism and .\melia.

.1 Il CL halr'- 'L11\ kill 101

11).111\ mat-111111e, I he

hcr- oha,. U L nfl I LII

--oine -.haat 1,-,antih, -h. ,

Hook teport on the ad,.IcrIflc- mu ona- detail the v- ,iv iii \ Ineh cccii--Jude nt !nth. participate:- In 1ourth "radc leonsluLl \ \lo-t :ne

nat -unport ahd asaormation!iced u, more --hlonahIe y.ith

-oadcht-- tian,mon mald1-: he

have main que:--tion:, and andleave-- the Inn,:h ,2.roup \\ 1 a multi-taecledprorm---e hedule tc.h.hervlsitation:-.. a workhop on itkiu-aon. and tree:-111S l'el\A eLm Iourth and teacher.:

Linda SivS :-he \\ill coordinate ret!,taiar meet:mzsith the hlth icaLher-- helore the :-.Lhool

year hems and throuizhout the next -..chool \ carA quick look at the loum2,c eloLk remind:,

the teachers that it> hack to the cla:-,ioom iheteachers return to their anmous andmore exeued ahout next ear 1.111da :eels

encoura:2,ed h hen - Ind

' kno\\ th ii nct cat \kill \wi .,. outpa,-4 lute

$

1

I i

7-,`,7ziOt%;t:

ADVOCATING FOR INCLUSION

he success or failure ot inclusion depends notupon the eharactensuLs of a student, hut

instead on the vision, commitment, and creativ-ity of families, educators, and administrators. Itfollows then, that one role of an Inclusion Facil-itator is to continuously reinforce that vision andcommitment. Advocating for inclusion as a valueand 1 philosophyis well as a practice. is a ern,al role of the Inclusion Facilitator.

For many classroom teachers and adminis-trators. inclusion has provided them with theirfirst experiences with students who have signifi-cant disabilities. The Inclusion Facilitator candemonstrate, through word and deed, that a stu-dent with disabilities is a student first, and needsto be treated in an age-appropriate, respectfulmanner. Speaking to. and not about, a studentwill assist other adults and students in showingthe same respect. Inclusion Facilitators encour-age others to assume a student's competence byemphasizing a student's abilities and contribu-

tions, rather than disabilities and dciiiits In allparameters of the lob from meetings (0 play-grounds the Inclusion Facilitator has theopportunity to advocate value and respect torall students.

Inclusion Facilitators ss ork with teak.her-and students to advocate tor inclusion For

example, the Inclusion Facilitator t.an icat hstudent's peers how to use h.:111-us ,:ommunica-lion device. During the same day, she may offersupport to a teacher on developing modificationsof lesson plans to meet the needs of individualstudents Inclusion Facilitators advocate for astudent's full participation in the classroomSometimes simply asking 'How will Adam dothis?" will lead stall and students to define theirown problem-solving methods as a way to natu-rally include the student. By conve% mg anattitude of optimism, high expectations. and 'wecan do it- spirit, the Inclusion Facilitator effec-tively demystifies the student ant. -I lt.le process

As:an advocatc

for inclusion,: believe

in it so strongly that

rzo argument against it.

could.c%er sway fliC .

I have wen it work

owl I kilos, tlzat

it is the ight thing

fru all students.:( lasses

oust/ sihools..

\'alenza

0F

STRATEGIES FOR ADVOCATING FOR INCLUSION

0 visseminate articles, books. pictures. andideos that demonstrate the success of in-

clusion in your school and throughout the state.Make these materials available to teachers.administrators, parents. school boards, and com-

munity members2. Schedule workshops on inclusive educa-

tion in .our schoolts). Invite teachers. adminis-

trators, parents, students, and communitymembers. Vary the workshop presentersremember that strong and convnicing prenenta-tions can be made by parents, people withdisabilities, students. and teachers. All shouldhave the opportunity to present their stories.

3. Use language and behavior that showsrespect and value for all students' abilities. Treat

all students in an age-appropriate manner. Talkwith, not about, students and include studentsin conversations.

4. Use people-first language at all timesLa boy who has Down Syndrome, "Leah. astudent who has physical disabilities"). This con-veys to the listener that :he disability is simply

one characteristic of the whole individual.Encourage others to use people-first language.

5. Encourage your school district to

develop an Incltisive Educa(ion Committee (orbetter yet, make sure these issues are discussedas a part of a School Improvement Committee).Advocate for the committee to include students,families, people with disabilities, and communi-ty members. Use the checklist, IN It REALLY

Inclusion?, provided in Appendix 1, to promotebest practices in your district.

6. Give positive feedback, including lettersof recognition and notes of appreciation, to thosewho have been successful at teaching allstudents. invite the local media to come into theschool to recognize these individuals througharticles and photographs.

7. Remember all personnel who can offersupport to students and tc. you. For example,

invite custodians, nurses, and secretaries to

inclusion workshops. Include them in yourappreciation and recognition efforts.

8. Advocate for individual students. Assistothers in seeing a student's abilities. Make certainthat eacli student actively participates in all classand school events and routines tincluding home-room, locker, desk, books, papers, and samereport card as all other students).

9. Become active in the community byserving on regional or state committees. Attendschool board and PTO meetings, join schoolcommittees. The more interest you show, themore support you will be offered.

10. Include typical community organiza-tions and supports (Girl Scouts, Boys Club) ineach student's individual education plan. Thiscan support a student's full participation in all

aspects of thc community Make certain thatthese community events occur at times that aretypical for all students tafter-school. weekends,summer). Do not support students with disabil-ities leaving the school building during times ofthe day when all other students arc in school.

1 3

GETTING READY FOR SCHOOL

he first week of school is always hectiL.'teachers. students. and parents all have vary-

ing degrees of difficulty adiusting to the struc-tured routme of school alter those lazy daysof summer

This year. there's particular excitement inthe Garcia home. Along with all the usual bustleof getting ready (Or a new ,chool year. jaillesc. iarcia. II years okl. is getting ready to 1.7,o to hishome school lor the first ume.

James will enter Main Street School as asixth grader. Before this year. James attended asegregated school in a neig,hboring town. Whenthe Garcias and their special education directorbegan talking about including James in a regulareducatton Llassroom in his neighborhoodschool. Mr. and Mrs. Garcia were anxious tolearn more. It sounded great. but naturally theyhad a number of questions and concerns.Would this be best for James? What kind of sup-port w i)uld he receive?

The Garcias were introducedto Sharon. the district's InclusionFacilitator. She came to their homeeveral umes to meet James and

talk with the lamily about what supports andinformation they would need to help famesmake a smooth transition into a new school anda new classroom. Sharon offered the Garcias thcnames of several other parents whose k.hildrcnwere included in their neighborhood schools.She introduced James and his parents to theschool stall and the team used the C.O.A.C.11.Manual t Ch()OSIng Options and Ai, onimodLitions for

Children: Giangreco, Cloninger & Iverson. IN3)to write an Individual Education Plan thatreflected parental priorities and dreams. Therewas lengthy discussion about the ways in whichJames would be fully involved in sixth gradeclasses, and the family was given informationabout the many parent-school organizations andevents (PTO, parent-volunteer program) thatoccur throughout the .ear.

September came quickly, and Jamesentered Main Street School as a sixth grader.As the school year progressed. Sharon main-

tained contact with the Garciasoffering additional assistance withextracurricular activities after-school friendships, and any otherfamily priorities

Parents know their,:

children best. 'Parents

are very important

(eon? members..

When parents and.

professionals

work; together --

.6,erything is possiblo..

I 5

FAMILY INVOLVEMENT

gnvolving families in the school lives ofheir children is critical to the attainment

of effective learning outcomes. Most educatorsagree that students do better in school if theirparents are involved. It is also true that familiesmust be supported to take the lead in settingpriorities and long-range goals for their childrenThe best opportunities for learning to be bothuseful and supported come about when experi-ences between the school and the home can be

bridged on a daily basis. An essential role of theInclusion Facilitator is coordinating effectivehome and school collaboration.

The Inclusion Facilitator's role in support-ing a family's involvement must take into consid-eration the values of the family, however they

may dater from the Inclusion Facilitator's ownvalues. With encouragement and support manyfamilies can more fully participate in all aspectsof the school community, in ways that fit withtheir own needs and priorities. For example. notall parents wam to attend PTO meetings:however, if a family wants to attend, the Inclu-sion Facilitator could assIst them in accessingthe supports they require te g., transportation,child care).

Some families may have never participatedin open houses, school performances, recreationand sports events, field trips, or classroomparties. Perhaps these activities were not offeredin previous schools. By providing informationabout these events. the Inclusion Facilitator willbe helping families to participate. if they so

choose. Family-to-family connections can befacilitated through this participation becausethese events focus on shared interests rather thandifferences.

Full involvement of parents in eventsspecific to their child (parent-teacher confer-ences, IEP meetings) is essential for reaping thegreatest benefit to the student. Things as simpleas flexible meeting times and locations, supportfor transportation, and child care during meet-ings, can dramatically increase a family's involve-ment. Facilitating regular communicationbetween home and school tvia telephone calls.notebooks, visits. and/or written reports) aboutprogress, homework, relationships, health, andother issues, further connects the school andthe home.

The Inclusion Facilitator's role in enhanc-ing a faintly's ability to fully participate in anyand all aspects of their child's education alsoincludes respecting the family as a valuable andaccurate source of information about the stu-dent. Many parents are asked to speak to theirchild's class or to the faculty about their child.Families can be invited to provide training ininclusion, collaboration, and high expectationsto the school andior community. By supporting afamily's ability to become a visible member of theschool community (to the extent that theydesire), the Inclusion Facilitator not onlyenhances one student's school experience buteffectively advocates for a fully inclusive schoolcornmunity

1 6

STRATEGIES TO FACILITATE FAMILY INVOLVEMENT

CSecome familiar with the many processesused to ascertain student goals and

dreams (MAPS [Making Action Plans; Forest,

19891 and C.O.A.C.H. kiiangreco, Cloninger &Iverson, 10931). Use these and other methods tohe certain that family priorities are incorporatedinto the overall education plan.

2. Listen to and respect family values andpriorities. Teachers, therapists. and other educa-tors now in and out of a student's world, butparents are in their child's life forever. Seek outinformation from parents. Respect them for theknowledge and information they can provide.

3. Support families and students in theirefforts to become involved in extracurricularactivities in the school and the community.Assist the larmly in accessing the supports neces-sary for a student to participate in varioustypical activities (the drama club, the YMCA, anafter-school job).

4. Facilitate a communication loop

between families and teachers.Stay in the loop, hut do not super-sede the classroom teacher's

connection with the parents.Don't forget that informal contact(phone calls. notes home, occa-sional home visits) can provide astru ig link between home

and school.

5. Model for others how the family is anintegral part of the student's educational team.Make the family feel welcome, accepted, and re-spected. Be careful of huge IEP and/or evaluationmeetings (refer to "My Dream IEP Meeting" inAppendix 2).

6. Involve parents in workshops, trainings,seminars, and support groups, to the extentthey are interested. Provide or seek support sothey can attend (offer a ride, seek tuitionwaivers). Remember that parents arc valuablepresenters to faculty, school boards, and

the community7. Connect families to one another

Provide parents with information on existingparent support organizations, if they desire.

8. Connect families to typical school andcommunity organizations WTO, parent volun-teer organizations, community recreationgroups). Encourage and support parents to be-come involved in the whole school community,

to the ement that, they are

comfortable9. Make sure the classroom

teacher includes parents in all

typical teacher-parent connections(parent-teacher conferences, class-room volunteers, held trip chapel-ons) While IEP and evaluationmeetings arc important. theyshould not take the place ol t p-eal pare n -teacher c onnec tionL,

1 7

code-tote/he cPeeit p poitf citieltdo4epo

BEHIND THE SCENES

er hrst dance' lanice Hamilton was soexcited. As Ms. I lamilton drove her (laugh-.

ter to the high school, she knew jtIst how .Ianicefelt she was excited, too, but very nery6us.as well.

just thi3.-; Fall. lanice entered high school as

a tenth grader alter haying been previously edu-

cated in a vanety of schools and classes for,tudents sith disahihnes Never hefore had shebeen a part of typical "teenage'. events, never be-fore had she had friends in her own community.Ms. I iamilton was pleased. of course, that Janicewas doing so well in school, but she was still

anxious about how the evening would go for her

daughter. Would anyone he there to meet her?Woukl anyone dance with her? Would she bealone all night? Ms Hamilton was prepared tostay at the dance all night if necessary

As the car pulled up to the school, three ofJanice's friends w.ere waiting for her at the door.Hie girls ran over to the car and began chattingexcitedly about who was at the f:

dance and what everyone waswearing. Before Ms. Hamiltoncould even get out of 'the car. thegirls had helped Janice into herwheelchair and whisked her intothe building. They waved Ms.Hamilton away, saying, 'She'll be

Jar:,

line, don't worry- Ms. t Iamilton watched for aslong as she could until the girls disappeared intothe building.

.1-he tour friends entered the gymnasiumand danced. laughed. and talked the night away

Although this was a night for teenagers, theInclusion Faeiluator was -behind the scenesWhen the Inclusion Factlitator heard Janice'sfriends talking about the .ear.s first dance. hewondered aloud if the,' needed any support toinclude Janice in the big kight. The girls had it allfigured out, but agreed to call Janice's parents totell them about the dance and what they hadplanned.

The Inclusion Facilitator volunteered to hea faculty chaperon at the dance, but had no morecontact with Janice and her friends than he hadwith any other students. When the girls plannedto go to an ice cream shop after the dance, theInclusion Facilitator simply encouraged them toproblem solve the transportation issue (which

they did successfully). Although

it is important

to help classroom..

assistants gain a goOd

sense of when to.

sapport and offer

UsSistance and4i.ien;(.0. .

pull back so as not

to stand in the way al.

fr iendships.

Krithv Lanzm

(t.

the Inclusion Facilitator gentlyfacilitated the development ofthese relationships, he knewenough to quickly move out of theway once real friendships began toform.

I 5

FACILITATING PEER SUPPORTS AND FRIENDSHIPS

he real cement of inclusion is providedthrough peer aL,:eptance and support. Though

relationships and friendships may begin in

school, extending them beyond the boundariesof school to home and the communn%is a goal.

An on-named benefit of includon is thedevelopment ot mutually satisfying, Inendship,between students with and without disabilities.When students w ith disabilities are fully includ-ed and valued for their participation in class andschool. relationships can develop. f owe ve r. for

mam students, especially those who had beensegregated for many years, the development ofthese relationships may need to be facilitated byschool and family members. An essential. butsometimes overlooked, role of the InclusionFacilitator is the facilitation of both friendshipsand peer supports in and out of school. This maynot always be an easy task. Patience, flexibility,

and an understanding of everyone's ha-ic needsmust he the road map on this journey.

Peer supports and friendships are twocomponents of the kind of support an Inclusion

Facilitator may facilitate lor a student It is

important to note that peer supports and peerfriendships are distinctly different entities. Donot confuse them Friendship occurs when two ormore people discover common interests and

develop a mutually satisfying relationship. Thereinforcement is the relationship itself. Peet

\Hypo?! 1:; die kind of help one student may giveanother, sometimes via an adult's request Whileit is certainly true that friends often provide sup-

port. and peer supports frequently develop into

friendships, it Is important that the Inclusion

Facilitator not confuse the two Many studentswith disabilities have an abundance of peersupport hut too few friends.

Facilitating friendships requires that theage ot the student be taken into account. Friend-ships ior very young children naturally includeadults Family members, preschool and after-school personnel \ Friendships for elementaryschool students involve increased independencefrom adults and more emphasis upon otherstudents. Friendships for high school studentsconsist primarily of other high school students,with adults significantly out of the picture. It isessential that these facets be considered byInclusion Facilitators.

It. is also essential to fully involve peers inthe facilitation of these relationships. An Inclu-sion Facilitator can ask peers what supports theyinitially need to develop a relationship with aparticular student. Once those supports arc pro-vided, the Inclusion Facilitator can step backand let the relat,onship take hold. Many Inclu-sion Facilitators skillfully orchestrate situationsthat support the development of relationshipsand then quickly get out of the way

Recognizing that peers are a reservoir ofresourceful and creative ideas, an InclusionFactlitator can facilitate peer supports hy askingpeers to help a student fully participate in classand school. By including, peers in the problem-solving, process. they are given the opportunityto become true supports to ,1 student, and notsimply -peer tutors When an Inclusion Facili-tator assists peers and adults in acknowledgingthat all of us are interdependent, natural andsatisfying relationships can develop.

20

STRATEGIES TO FACILITATEPEER SUPPORTS AND FRIENDSHIPS

eSecome aware of the "Ni, picture" for

each student. Explore with the student,family and peers their dreams for the presentand future. Together, develop strategies to facili-tate relationships.

2. Become familiar with processes such asCircles of Friends and MAPS (Forest, 1)89)which can facilitate the beginning of friendshipsand supports for students.

3. Advocate for full access to any program,service, or recreational opportunity (in school

and out) a student desires. Be a resource to facil-itate the supports necessary to ensure full partic-ipation. Be available to follow up as a resourceperson if necessary

4. Model ways for other teachers andstudents to include a student in all activities.Use respectful language and a positive attitude.

5. Assist others to recognize the differ-ences between peer supports and friends.

Be aware of the benefits of true friendships inand out of school and your role in makingthem happen.

6. Communicate and collaborate closelyand often with a student's family to ensure thatfriendships can continue outside of the schoolbuilding.

7 . Meet regularly with teachers, classroomassistants, parents, administrators, and relatedservice professionals to discuss friendships andto develop strategies for peer supports.

8. Enlist the help of all school staff(secretary, custodian, principal, guidance coun-selor) to provide support to students, but neverat the expense of peer relationships.

9. Ash peers to be a part of the planningprocess for an individual student. Utilize theirideas on classroom strategies, after-school activi-ties, friendships, and supports.

21

4

"4'7-t

Appot.

.4

t.'m

g

t

\At

J

WORKING AND LEARNING TOGETHER

/or a ear,. Paula attended a regional

--rprogiain tor students with disabilities. Fhis\ ear she emer, third grade in her neighborhood

school As part of the transition. Paulas newteacher .md the school's Inclusion Facilitatorspent time observing Paula in the regional pro-gram and :aiking with the program's teachersl'he third g,racle teacher noted rig,lit away that\\ hai \\ as doing in the special educationlass was \ erv different from what went on in

third grade. What could Paula accomplish inmy Hass: the concerned third grade teacherasked the Inclusion Facilitator.

Fhe Inclusion Facilitator and the teacherspent several hours talking about what they. had

obser\ ed and \\ hat, it would be like for Paula inthird grade It wasn't wise nor desirable lor thethird grade to duplicate the class in which Paulawas nowt enrolled. the Inclusion Factlitator reas-

sured the teacher "In fact.- she said, "the prima-ry benefit inclusion is that in .our class. Paula

will be tearning how to be a ;

successful student. and that, willtiltimateh help her to become asuccessful adult

logether. the teacher and theInclusion Facilitator discussed the ;

lessons. content. and structure ol third grade andthe importance ot maintaining that integntv.

With this at.; a base. they then discussed Paula'sIEP goals. rhe Inclusion Facilitator and_ theteacher "brainstormed- how these goals could bemet within the context of third grade lessons and

everyday routines The more they talked, themore they began to develop ways 01 including

Paula into the class The Inclusion Facilitatorsmiled when the teacher told her. When Paulatoms my class, of my students ale going tolearn things that will ultimately make them moresuccessful adults.-

Throughout the .t,chool vedr. the InclusionFacilitator Mel regularly \\ ith the classroomteacher to develop strategies for Paula to lull,participate in all aspects of her class and to usethose opportunities to teach her valuable knowl-edge and skills. Me Inclusion Facilitator did notplan lessons for Paula instead she worked withthe classroom teacher to modify. \\ hen necessary.

the class lesson, and matei lakthc \ ear diew to a close theteacher celebtated how much sheand Paula had lex ned

MODIFYING CURRICULUM

hat can this student do during thislesson?" is a question commonly asked

by teachers who have a new student with dis-abilities in their classroom. The ability of the In-clusion Facilitator to respond to thc classroomteacher's query in both a direct and collaborativemanner is pivotal to successful inclusion. AnInclusion Facilitator has a dual role to play toensure that the classroom teacher is the primaryperson facilitating the learning of all studems inthe class. That dual role is providing the teacherwith useful ideas for adapting activities and cur-riculum. and supporting the teacher so thatshe/he will begin to naturally plan day-to-daylearning opportunities for every student.

Many new Inclusion Facilitators strugglewith their role in curriculum modification.Perhaps more familiar with planning lessons forstudents with disabilities, they may begin theirJob by providing a classroom teacher with alter-native lessons for an individual student to workon during classroom lessons. We strongly discour-

age this involvement -- the negative message thatthis approach conveys is three-fold: only thcInclusion Facilitator can provide appropriatelessons plans for this student: the classroomteacher's role in this student's education is mere-ly to provide a place for learning rather than tohe the student's primary teacher: and, thisstudent is dramatically different from all otherstudents and cannot participate in most class-room lessons and activities. Oh\ :ously. these arc

not the messages that the Inclusion Facilitator

wants to onve y. l'his approach inevitably leadsto a message ol separateness as opposed to one

ol

All Inclusion Facilitators need to heed thiscaution. The Inclusion Facilitator does not pro-vide alternative lessons and/or materials for astudent, instead she/he collaborates with theclassroom teacher to ensure that all students par-ticipate and learn -- from the regular educationcurriculum. Thc regular education curriculummust he the starting point from which all modi-fications are made

The Inclusion Facilitator and the classroomteacher work together to make modifications tothe materials and/or the expectations of classlessons. All modifications should respect the ageand the grade of the student and should adhereto the concept of comparable challenge. Addi-tionally, all modifications should reflect highexpectations for every student.

The Inclusion Facilitir can also supportthe classroom teacher in recognizing the numer-ous opportunities that exist throughout theschool day for a student to learn valuable skills.For example, practicing reading skills in thecafeteria and learning dressing skills in physicaleducation class, can support a student's learningin natural environments. Because it is the class-room teacher who is with the student through-out thc school day, the role of thc InclusionFacilitator is to work with the teacher to identifyand take advantage of these natural learningopportunities.

When Inclusion Facilitators sec their roleas offering support to classroom teach iers aroundcurriculum modification, classroom teachers arebetter able to see their role as teachers ofall student s.

STRATEGIES FOR MODIFYING CURRICULUM

4s,, the classroom teacher what she/heneeds from you to successfully teach all

studcms in the class. Be flexible in providing thesupports that the teacher requests.

2. Encourage a team effort hy cknowl-edging the classroom teacher's role as theprimary educator for all students. The teamprocess should include peers -- they will hav,ideas to help the student fully participate in allclass lessons. Include parents in this process. Re-member, they know thcir child best.

3. Review the "Curriculum Modificationand Student Supports" chart. Share this infor-mauon with others. Remember that the regulareducation curriculum is the basis from whichall modifications are made. (Refer to theAppendix 3.1

4. Become familiar with augmentativecommunication strategies and devices, includ-ing facilitated communication. Supporting astudent who does not speak or does not 'speakclearly with a means to communi-cate should he a top priority.

5. Meet regularly with theclassroom teacher weekly ifpossible to discuss classroom

strategies. L'se these meetings to plan strategiesfor future lessons ("How can we include Grahamin the Science Fair?") rather than .simply as"progress reports" (-How did last week go?")

6. Learn everything you can about innov-ative teaching strategies (Reading and WritingProcess, Cooperative Learning, experiential mathand science). Join classroom teachers in attend-ing training sessions and workshops Share writ-ten materials and encourage others to respect the

unique learning styles of all students.7 . Become knowledgeable about curricu-

lum modification and classroom strategies byreading materials and attending trainings.(See Appendix 4 for a list of resources.)

8. Have high expectations for all studentsand convey this to the student, peers, family andteachers. Provide challenging learning opportu-nities for all students by assuming competenceand ability

9. Use the C.O.A.C.H. Manual iGiangreco,

.

'Curriealum modification

-doesn' t mean writing

a separate curriculum:

.1t mewis adapti-ng.

the Fegula? cuTriephon.

The inclusion. facilitator-

'and tracht:r need to- .

together

.to maize this hamn.

v lioaruk

Cloninger & Iverson, IN3) toconstruct matrices which helpteachers to prioritize students'goals and work on them through-out the school day

25

r,".V7.1;41

-AV!

1-C

dtirr"Irrr.

7

..46.. 1,

mizisiotit: t

414' 111$.*-- , ... ..4r:F.e. 4,..4_17, .....r.7......

........t..-,,,%.: ...., -... 0., .: _ I c.,...- -=...._,,:,,. ,vt __,........_<,(...m..z-,-2-- -

- -........abe,,,Q,..-.,"7, - .-^ .

-.."---* -:- ''''' ''' ... - --:-... .

,'"cf

, ' ;..

Coilaboitatio(h.2 6

)t.jj.4

FOUR WAY STREET

EEUC I oLkmeyer. principal of Southlementary School, welcomed the faculty

to the annual spring meeting. This wasMs. Fockmevers favorite meeting: the staff wasalways hill at ideas for making the next schoolyear even better than the previous one. This

yearS agenda included introducing the staff totiic schools new Inclusion Facilitator, Kevin

Nlahonev I hough the faculty was well-versed inthe concept of inclusion many had lttendedworkshops on classroom strategies, facilitated

communication, and the value of diversitythey did have questions as to what role theInclusion Facilitator would play in their school.

Ms Lockmeyer began the meeting withone word Collaboration! Collaboration is theword that perfectly describes how we can bestanswer the needs of all of OUT students." She

Lontinued. I'd like you to meet Kevin

Mahoney. our new Inclusion Facilitator. He ishere to answer your questions."

Kes in Mahoney smiled as liebegan to explain what his rolewoukl he at South ElementaryI'd like to meet with individual

teachers he said, -and together,we can de\elop a mutually agreed

upon -At:chile of weekly meet-ings... some teachers might chooseto meet during their establishednlanning periods: others may feel

best about meeting before or alter school. Someothers, Kevin said, -may ask me to teach theirclass once a week" to provide them withan additional planning period. -As an Inclusion

Facilitator, I do not have any direct teachingassignments, which affords me the freedomto meet your scheduling nmds," Kevin

explained further.September conic. and the school Year

began with weekly meetings between Kevin andindividual teachers (with other team membersattending as needed). During these meetings,they worked on curriculum modification, facili-tation of friendships, the coordination of relatedservices, and anything else necessary to assist theteacher in successfully educating a particularstudent. As the school year progressed, everyoneagreed that the focus of the meetings needed tochange. No longer did they need to exclusivelydiscuss one student they now discussed inno-vative teaching strategies for all students.

,t. 40,0111,

thc lines

pf communication Open

one, of the mos( .

iinpomint suppor

hi.,wn, and

vespect one another's

amtributimis..

is the hey to success,

Warw.:a

Kevin became a resource LO the

enure class.Spring nearedind Ms.

Lockmeyer began to put togetherthe agenda for next year's meeting."Why tamper with success?" shethought, with a smile. "Collabora-tion is working so well, perhapsthat is just the word Ill begin withagain at next year's meeting."

N

4 I

COLLABORATION

gsnclell-sustaining only when school person-

usive education will become truly

nel feel enabled to teach all students together inregular classrooms. Professionals. who onceworked in isolation, must loin forces to providecomprehensive supports and services to all

students in regular education classrooms. .rheInclusion Facilitators role is to collaborate witheducators. related service pioviders. parents. andstudents to ensure a student's full and equalparticipation in all school and class activities.

The regular education classroom is rich

with learning opportunities for all students.rhroughout the day, there are numerous oppor-tunities for students to learn valuable skills andknowledge The team -- parents, students, edu-cators, related service providers must worktogether to identify these opportunitiesmdsupport the student's ability to participate inthem all Through collaboration, members canbring their respective expertise and experiencesto the table and decide upon thebest ways to facilitate a student'slull involvement.

Collaboration is hest viewedas a lour way street. All teammembers are responsible for thestudent's total particip,ition andlearning in the classroom. Nolonger do members of the teamtake responsibility lor only thcirgoals For example, in the past, aphysical therapist may have

worked on a student's "gross

motor- goals independently and

in an isolated environment Now, that samephysical therapist works closely with all otherteam members to support the student in her/his ability to use those skills throughout theenure day

Collaboration works best when it is seen asa joint tenet based on equality, respect, and acommitment to problem-solving. Lffective col-laboration involves parents. students, educators,classroom assistantsind related servicesproviders all viewing themselves and each otheras valued and equal members ol the team.A shared commitment to the ideals of inclusiveeducation is essential. Because the team mustwork together to solve problems and brainstormideas, it is important that the team conveys to allmembers a sense of trust and respect.

It goes without saying that the InclusionFacilitator is a team player. Additionally, theInclusion Facilitator may he given the role of"team coordinator- she/he manages the orga-

nization of the team process(meeting times. meeting minutes)but supports the family, student,and teachers to take the lead ingoal setting, problem-solving, anddecision-making.

The collaborative teamprocess is essential to successfulinclusion. Inclusion Facilitatorsshould become knowledgeableand supportive ol the process, andwork diligently to include thisin every student's educationalexperiences.

2 d

STRATEGIES FOR COLLABORATION

0 nclude yourself in the mainstream ofthe school by attending all general faculty

and grade level meetings. Volunteer for schoolcommittees, chaperon school dances, and adviseextracurricular clubs. Assume lunch duty, recessduty, and bus duty like all other teachers. Eatlunch in the teachers room and attend facultyparties. Convey the message that you are anequal member of the school communit:

2. Continue to educate yourself on bestpractices in education, both regular (cooperativelearning, critical skills training) and disability-oriented (facilitated communication, assistivctechnology). Share this information with others.

3. Eliminate the division between regularand special education in everything you do.Move yourself out of the special education office.Move your books into the library and yourmaterials into the general curriculum closet.

4. Get to know classroom activities andthe flow of classrooms. Offer to teach lessons toa class. Switch roles with a classroom teacher for

a day. Divide responsibilities among all teammembers so that no one feels overwhelmed.

5. Volunteer to cover classes for a teacherso that she/he can attend an lEP meeting, a train-

ing, or visit another school. Do this often at theend of the school year to allow teachers toobserve their future students.

6. Meet regularly with classroom teachers,assistants, related service providers, andparents. Keep thcm informed of trainings, mate-rials, and interesting information.

7 . Be respectful of classroom integrity.Arrange observation times that are convenientfor the teacher. Make sure that your supports fitwith the style of the teacher and the classroom.

8. Learn more about collaboration andconsultation. Attend trainings and review writ-ten materials. Help classroom teachers andparents acquire this knowledge.

9. Arrange a flexible, but realistic, da:yschedule. Build in time for planning meet.ings,paperwork, phone calls, etc.

10. Connect yourself and classroom teach-ers with other educators across your state. Visit

colleagues and encourage them to visit yourschool.

PULLING IT ALL TOGETHER

their son Danters name to.the listol th......c year olds registered for presthool

was very ex,:ting for Mr and Ms Greene Ihey

had been pi..=g this lor a long ume and theyknew Dame'. -.vould be happy in the local loni-munity p-c-..:lool program l'or the past tewmonths. tl-..: 61Vellel, had been meeting withMaria Do\ the school district s Inclusion

Lictlitator : .-.ev knew that, il they all workedtogether. Da-mel would do .Rist line.

Maria .-aiended several meetings with thek.Ireenes, ti-.: teachers at the preschool. andother team members who had worked withDaniel and :1Is lamil. It was important to

identify what supports would be needed forDaniel to be .iaccessful in preschool.

At the first meeting, Maria asked theGreenes w ha: supports they felt were important.-I've read about facilitated communication.-Mr Greene answered, -and I'd hke it to be intro-duced to D.aiel. Ms. Greene agreed withhusband. then added. "I also thinkthat Daniel :-.ceds to be supportedto become aore independent inhis mobilit's I'd like to see thesetwo things a: the top of the list.-

te.:m quickly responded.It was agree.: that Maria and oneof the pic-:-.00l teachers wouldintroduLe to faLilitatedLommunka::on The team would

also arrar lor Daniel. his

her

parents. and the district's physical therapist to goto the assisuye technology center to learn moreabout motorized wheelchairs and other mobilitysupports. Maria volunteered to keep the enureteam mlormed about these visits through w rittennotes and phone calls.

Maria then asked the preschool teachers.What supports will you need to ieel suLeessfulincluding Daniel in all aspects ol presc.hooP-The teachers, too. wanted to learn more aboutfacilitated communication They also said it wasimportant to have regular contact with theGreene family -liow about if we write notes toeach other every day?" Nis. Greene asked. Thatwould be great. the teachers agreed. "We'd alsolike to meet with you and your husband regu-larly," said one teacher, "to make sure that we allagree that we're doing the best for Daniel.-Maria helped them set up a monthly schedule ofmeetings. "I'll be at the meetings, too,- saidMaria, "and I have some mlormation about

curmulum modihLation that I canshale with ott We can alsoschedule some alter-shool tram-ings tor the entue preschool staff,if ou d like

So Damel began his school'careet in a piesdiool with teach-ers and team nl mbers ho feltsupported w hile supporting him.

erx one \\ ot ked together to

make it a i!,1 eat \ ear

COORDINATION OF SUPPORTS

CRy now you know that we define inclusion

as educating all students in age-appropri-ate regular education classes in their neighbor-hood schools. But just as important to thatdefinition is the provision of the proper supportsso that the students, teachers, and classes can besuccessful. Coordination of these suppons is anessential role ol the Inclusion Facilitator.

An Inclusion Facilitator defines thesesupports hy asking the students, families, andteachers what supports they think arc necessaryw facifitate fUll inclusion. Once ascertained, theInclusion Facilitator helps the team to determinethe most natural ways of achieving thosesupports.

All students and teachers need support tomaximize the education that occurs daily in andout of school. Using natural supports conveys themessage that all students and teachers requiresupport from one another. Natural supports toteachers may include regular meetings withcolleagues, staff development opportunities,meetings with parents and students to reviewgoals and progress. and consultations with otherschool personnel treading specialist. physicaleducation teacher) Natural supports to studentsmay include peer support (reading partners,cooperative learning groups), classroom assis-tants, and extra help from the classroom teacher.

Some students may also require additionalsupports in order to he successful -- these caninclude assIstIve technology, related services, andfriendship facilitation. for example. The Inclu-sion Facilitator coordinates these additional sup-ports lw bringing together the student's team todiscuss the hest ways to introduce the supportsinto the student's life. The Inclusion Facilitator

does not decide upon the appropriate supportsfor a student -- instead she/lie brings together theresources and the knowledge to achieve success.

While the classroom teacher takes the leadin determining what supports she/he needs,the Inclusion Facilitator is responsive to theserequests. For example, if a classroom teacherexpresses the need to have planning nme. addi-tional trainingmd/or assistance in the class-room, he Inclusion Facilitator becomes aresource to achieve these supports The Inclu-sion Facilitator may also act as an advocate forthe classroom teacher when needed. If a teacher'srequest for support is not granted, the InclusionFacilitator may suggest alternative supports,and/or advocate with the teacher to receive therequested supports.

Additionally, the Inclusion Facilitator alsohas the responsibility of coordinating many ofthe legal requirements for an individual student.Often referred to as -the paperwork.' of specialeducation, attending to such things as the Indi-vidual Education Plan tIEP) and evaluationsconstitutes a significant aspect of the InclusionFacilitator's responsibilities. The Inclusion Facil-itator does not have sole responsibility for

writing IEPs and evaluations, but rather coordi-nates the team members who contribute to thisprocess. Likewise. the Inclusion Facilitator mayassist a classroom teacher in writing progressnotes and report cards, but the classroom teacherassumes the primary role in this task.

By coordinating supports for teachers andstudents, the Inclusion Facilitator plays anessential role in making sure that inclusion trulyis successful.

4,

STRATEGIES FOR COORDINATING SUPPORTS

4 lwavs ask the classroom teacher howyou can best provide support to the class-

room. Be flexible in your approach. and recog-

nize that not all teachers will want you tosupport them in the same way.

2. Ath students, families, and teachers

how to best provide support to an individualstudent. Remember, the people who know thc

student best must be supported to offer sugges-

tions and strategies.3. Recognize the availability of natural

supports in all school and class environments.Use "special" supports only when natural sup-

ports cannot achieve the goal.

4. Ensure that the classroom teacher is

given support to take the lead on report cards,

parent conferences, and progress reports. Offer

to cover a teacher's class so that she/he can meet

with parents or write reports. Provide supportand input but recognize the teacher as the

primary educator.5. Become familiar with

resources that are available to

provide supports to students for

example, an assistive technology resource

center). Make sure that students have opportuni-

ties to access state-of-the-art equipment and

materials.6. Recognize the student's peers as valu-

able supports. Include them m the problem-solving process. Respect their contributions.

7 . Make certain that supports are provid-( d out of need and not habit. Examine and

re-examine supports to make sure they arcappropriate. Remember support needs change as

the student and the situation changes.8. Provide supports in ways that facilitate

a student's full participation. Be careful of giving

a student "too much support." This can actually

become a barrier to inclusion.9. Assign paraprofessionals to classrooms

not students. Make sure they are viewed as class-

room assistants and not individual aides

10. Support, support, support. Rememberthe role of the Inclusion Facilitator is to assist

and support classroom teachers so

that they are best able to teachall students

MAGGIES STORY REVISITED

glve \car--112,0 \laoge made a ',\ 1511 .slie kneww ould come true. She whiled that all schools

would realize I he benelus ol educating allstudents .in regulai education classrooms. and-pecial educators would recognize the importantrole they pia\ ed in the process She hoped thather k.olleagues would move out oi spek.ial edtha-

i ion ,. lasses. and into regular ,,lassrooms to-upport teachers and students. And she hopedthat someday there would be plemv ol educa-tor throughout the State doing what I'm doing.because us the right thing to do. and it works..

Maggie's someday has arrived! There aremany special educators in New Hampshirewhose lob titles and job respow.ibilities havechanged to better support all students in regulareducation. Maggie is no longer the only Inclu-ion Facilitator in the state and she now meets

regularly with Inclusion FaLilitators from otherschools to share ideas and strategies. In thebeginning, these meetings focused on the

dillicult issues each Inclusion Facilitator laced inher/his new role. They shared their struggles,their mistakes, and their commitment. Today.while there is still time For problem-solving, theInclusion Facilitators share success stories andoffer each other encouragement and support.

Maggie knows that there will always benew questions to answer and new problems tosolve in the Litiest lor equity and excellence ineducation But she and her colleagues are confi-dent that they are on the right traek.

Maggie now has a new wish for the future.She says, -I hope that someday we will no longerhave to use the word -inclusion when we talkabout education for students with disabilities.When we say edtication we will naturally betalking about all students. Perhaps someday therole of the Inclusion Facilitators will change oncemore and my colleagues and I will take ourplaces as educators for all kids!"

30

ACKNOWLEDGEMENTS

here .ne >0 inane peorle V.ho must he recog-nized for their contributions to thts hook.

We arc especially grateful to Robert f:

kenned%. Direct or. _ R Olean for Special Education

services. New fampshm: Department oi Educa-tion. v ho L ontinues to provide us with diiectionand support for our efforts: Frank Setter lor hiscnthusia-m and talent working with ,ehooldistrkts throughout the state and sgam-

ban tot his unending comnmment to makinginclusive education .1 reality in New Hampshire

We wish to thank our editor, Ellen I

Vrisini . tor her ability to hnd the words toexpress our beliefs. Linda I larmon, our graphic

designei . lor the beauty of her designs. and 01course, Gary Samson. our friend and colleague,for the photographs that capture the essence olinclusive education in our state.

Our special thanks to Stephanie Powers forher commitment to inclusive schools and COM-Inunities in New I lampshire and now nationally;

and Carolyn Rudy- for her dedica-non to this project during hertenure at the Institute.

\Ve would like to thank all ofthe s,..hool communities that are

v.

vammimY

committed io inclusion and that value the giltsand abilities of all learners. Wc recognize andappreciate the contributions of those whowork Lollaborauvelv with Inclusion Facilnatorsthroughout the State.

classroom teachers who warmly welciimc stu-dents with disabilities into !heir classroomsfatmlies ho provide guidance. insight.

and commitmentparaprofessionals who support students andteachers with skill and creativityrelated service providers who consult withteachers and families to design inclusivesupportsadministrators who lead with their innovationand visionstudents for hnding the solutions the rest

of us are not always able to see.And of course we have the deepest

appreciation for all New Hampshire Inclusion

Facilitators. We thank them lor demonstratingtheir commitment to inclusive

education. in word and deed,everyday.

APPENDIX #1

IS IT REALLY INCLUSION?

ocnclusion A simple word. A simpleoncept. -All students ethicated in regular

edwation Llassc, in their neighborhood schools andthe ;vont, provided w students and teachers sothat all ion be succesqul Why then is there somuch Lonfusion as to what it really means? Asthe latmharit: with the word inclusion grows, sodoes the opportunity for the word to be used toclesk.ribe kand even lustily) practices that are nottruly inclusive. I lave you ever heard of aninclusive classroom- where 23 of the 25 stu-

dents receive special education support services?

Or an "inclusive school- into which studentsfrom other towns are bussed to attend regularclasses? Clearly these are not examples of inclu-sion, but examples ol the word inclusion beingused to describe non-desirable educationalpract ices.

Below is a checklist to help teachers,parents, and administrators determine il their

school's practices are truly inclusive. Althoughthe checklist does not contain every indicator ofinclusion, it can provide you with a guideline foryour school's practices and philosophy.

IS IT REALLY INCLUSION?t ,t: this t.hccklist to determine il Your school/school district's practices and philosophy support inclusion

Every l'Es., answer indicates an inclusive practice. Every NO answer indicates an area of need

IPo all student-; attend the sLhool arid class they would attend 11 they did not have disabilities

t NEIGI 11101:1 loon SCHOOP:' YES NO

2 Po all students attend regular education classes appropriate to their CI IRONOLOGICAL AGE:' YES NO

Po students vith disabilities attend regular education classes on a FULL TIME basis

i c . iec en e all support set, ices in the classroom, follow same schedule as other students 1.I: NO

4 Do regular education classes ha\ e a NATURAL PROPOR TION ol students \cuh and

v uhout disabilities m the class tapproximatcly 10-1VA, ot students in the class receive

;Necial education support l' YES NO

Po -audcws scuh disabilities use the'same places and sers ices as other students

i e ieguiar transportatton. caletena. bathrooms), YES NO

I \ students cc ith disabilities receive the st.TPOR.IS they need to he successful in the classroom

i c .. uni, Mum moddication. assistne technology. adult and peer assistance. etc 0 YI's NO

Po ICA hit s %1/4 Ito have students with disabilities in their classrooms receive the SUPPORls

necessai% tot them to successItilly teach all students in their class li c . planning time.

. .nsilliai ion and collaboration with specialists, c lassroom suppoit, training. etc i:s Ybs NO

\ ic P.11:1 NI-, ot -.indent, with disabilitic!, tzw cn c\ co. opponunny to be lull pant( yams tr.

;lieu child s educatiorC lEs NO_

,) I )0cs c out Sl hool have a P1111.0',OPIIY that respec ts all students as kat ners and c ont r ibut Inc

!liciukci- 01 i he c lassroom .md st. hool c ommumtv, YE.; NO

10 1)0c-, com sc hool have a l'A\li FOR( I: to address the issucs indicaied by no an,,cceis

,,n this cilc,1,11,a'1 ./1

1.1 s NO

!. I 1.1 Ul Is I'll! 551111, r l'iJ I 111,111111C L`11 itisjt,1111% i At' t \ \ t'ss I 1,11111,1111e

APPENDIX

MY DREAM IEP MEETINGBy Beth Dixon

eth Dixon, a business woman fromCSConcord, has four children, ages 8-20.

Andrew is her youngest and attends second gradeat Conant Elementary School.

Wouldn't it be great if parents could lookforward to their child's 1EP meetings? If theycould go knowing they would walk out feelinggood, proud. and satisfied? For many years, asthe date of my son's IEP meeting drew near,knots would form in my stomach. 1 knew sever-al things would characterize the meeting. Thcroom would be filled with too many people,sometimes as many as 21, all eager to push fortheir own agendas. The meeting would beginwith evaluations, present levels, and a list ofthings that Andrew could not do. About then, thetension would grow into a sick feeling. Goals hadbeen written by specialists who discussed howthey were going to "fix" Andrew's problems, withthe hopes of "getting him ready.' for a regularclassroom (7 out of 10 times, with 85% accura-cy). By the time the meeting ended, my husbandand I were so drained and depressed it was hardto function.

We've come a long way from those dis-couraging times. What has changed? Andrew isnow a full time member of a regular secondgrade class in our neighborhood school. Wemeet with just the immediate team (par-ents, teacher, integration facilitator, therapists)and begin with positive stories of what has hap-pened in the classroom and on the playground,stories of friendships and skills that arc growing.We list Andrew's strengths, and discuss his

weaknesses by deciding what can be done toimprove the quality of his day to make it mean-ingful for him. We talk about a beautiful childand his gifts, the things he is learning and whatother children arc learning from him. When weset goals no one cares that Andrew doesn'tisolate his index finger on command 2 out of 3times. We care that he is doing the same thing asthe rest of the class. We depend upon ourdreams to set goals for Andrew that will helphim succeed in society when his school days areover. My husband and I now leave 1EP meetingsin a positive frame of mind and ,are very proudto be Andrew's parents. He is a wonderful littleboy with many gifts to share and they are nowrecognized. My dream is that all parents can ex-perience this kind of 1EP meeting and let thosememories of former meetings slip into the past.

How to Create a Dream IEP MeetingLimit the number of people to key playersHave thc meeting in a regular educationsetting.Make sure the team has a shared vision forthe student.Start off with the posi ives Try to imaginehow it would feel to 'lear only the weakness-es of someone you love.Write goals that enhance the student's abilityto participate in typical opportunities, nowand in the future.Invite peers to he part of the 1EP process.

Reprinted.from Innovations, Spring 1991, Institute

on Disabi i ty/UA P, University of New Hampshi re.

36

APPENDIX #3

CURRICULUM MODIFICATION AND STUDENT SUPPORTS

/Can the student participate in this lesson in thc same way as all other students?

2Which of thc following supports and/or modifications (one or more) are necessary for the

student's full participation in this lesson?

If YES Lop here. If NO go on to question #2.

..peer support

...addingmaterials

...adaptingmaterials

..adult support ...modifyingthe quantityof work

..substitutingmaterials

...modifyingthe priority goals

Does the student have all of the necessary supports (e.g., technology, medical, family involvement)?

Does the student have a way to communicate all day long?

Are all modifications and materials age-appropriate?Are modi(ications made taking into consideration thc concept of comparable' challenge?

Are all modifications made keeping in mind the highest expectations?

Does I he student have opportunities to give as well as receive' support?

Has the student becn given all of the necessary instructional opportunities to gain core shills

treading, math, and writing)?N,printed Iron, hom yr, wl i Rerulin. From ( )dinar li ExtraordinarN Insutute on Dn.ability/C.AP rnnersity ol New IIampsInte. Igo I

APPENDIX #4

RESOURCES FOR CURRICULUM MODIFICATIONAND CLASSROOM STRATEGIES

Frisbee. K. and Libby, J. I Q92).

All together now.Concord, NH: Chubb Life America.

Giangreco, ME, Cloninger, C.J., and Iverson, (iS. (1993).Choosing Options and Accommodations for Children (C.O.A.C.11.).Burlington: University of Vermont. Center for Developmental Disabilitie Baltimore Brooke,

Oakes. J. (1985).Keeping track: How schools structure inequality.New Haven: Yale University Press.

Rainsforth, B., York, J., and Macdonald, C. (1992).Collaborative teams for students with severe disabilities.Baltimore: Brookes.

Schaffner, C.B., Buswell, B.E. (1988).Discover the possibilities: A curriculum for teaching parents about integration.Colorado Springs: PEAK Parent Center.

Schaffner, C.B., and Buswell, B.E. (1991).Opening doors: Strategies for including all students in regular education.Colorado Springs: PEAK Parent Center.

Stainback, S., Stainback. W, and Forest, M. (1989)Educating all students in the mainstream of education.Baltimore: Brookes.

Tashie, C., Shapiro-Barnard, S., Schuh. M., Jorgensen, C., Dillon, A.. ard Nisbet. J I QQ

From special to regular, from ordinary to extraordinary.Durham, NH: Institute on Disability

Villa, R.A., Thousand, J.S.. Stainback, W., and Stainback, I Q92)

Restructuring for caring and effective education.Baltimore: Brookes.

York, Vandercook, T., Macdonald, C., and Wolff, S. (Eds.). (1989).Strategies for full inclusion.Minneapolis: Institute on Community Integration, University of Minnesota

REFERENCES

Mk len, D t19851 Achieving the complete school: Strategies for effective mainstreaming.New York Teacher s College Press

Biklen. D.P (1989) Redefining schools In D Biklen. D L. Ferguson, and A. Ford (Eds.).Schooling and disability. Chicago The National Society for the Study of Education

Brinker, R P . and Thorpe. NI E (1984) Integration ol handicapped students and the proportion of IEP objectives achievedExceptional Children. 51(2), 108-175

Brown. L.. Long, E Udyan, S . Davis, L VanDeventer. P Ahlren, C . Johnson. F Gruenewald. L , and Jorgenson. J (1988)The home school Why students milt severe disabilities must attend the schools of their brothers, sisters,friends and neighbors Journal of the Association for Persons with Severe Handicaps, 14(1), I -1 I

Bro\n. I Nietupski. I . and liamre-Nietupski ,1076) The criterion of ultimate functioning In M Ehomas tEdHey! Don't forget about me. (pp 2-15) Reston, V Council lor Exceptional Children

Buswell. B E and St.haffner, C B (1990) Families supporting inclusive schooling In W Stamback and S Stan-1Na (EdsSupport networks for inclusive schooling: Interdependent integrated education. Baltimore Brookes.

Ford. A il989) You can't do it alone: Using a (eam approach. Unpublished manuscript.

Fotest. NI and Lusthaus. E t1989). Promoting educational equality for all students. Circles and mapsIn S Stamback. W Stamback. and NI Forest tEds ),Educating all students in the mainstream of regular education. tpp. 45-57) Baltimore. Brookes

Fox. ct al . osr Best practices for students with severe disabilities.Burlington. V r University of Vermont. Center for Developmental Disabilities.

Frisbee. K . and Libby. J (1992) All together now. Concord, NH. Chubb Life America

Gartner. A . and Lipsky. D. (1987) Beyond special education- Toward a quality system for all studentsHarvard Educational Review, 57, 367-395

Ciangreco, NI F (1990) Making related set-% ice decisions for students with severe disabilities Roles. (.riteria, and authorityJournal of the Association for Persons with S:.vere Handicaps, 15(1), 22-31.

t;langreco. NI F . Cloninger, C j , and Iverson. G S 1993) Choosing options and accomodations for children (C.O.A.C.H.)Burlington. VT University of Vermont. Center for Developmental Disabilities. Baltimore, MD Brookes

lialvorsen. A and Sailor. W (1990) Integration of students with severe and profound disabilitiesA review of research. In R Gaylord-Ross tEd ). Issues and research in special education. t pp 110-172)New York- Teacher's College Press

lannev. R E . and Meyer, 1.11 (1990) A consultation model to support integrated educational services for studentswith severe disabilities and challenging behaviors Journal of the Association for Persons with Severe Handicaps, 15(3),186-199

lohnson. D ind Johnson. R (19801 Mainstreaming and cooperative learning strategies. Exceptional Children. 52, 553-56

Mount. 11 . Beemen. P and Ducharme. t (19881 What are we learning about circles of support? Manc hester, CTCommunitas, Inc

Nisbet. I tle)89) Annual Report of the Institute on Disability. Durham. New Hampshire

0.11i len. I . Forest. N1 . Snow. I . and 11.1..buis I 1980) Action for inclusion: How to improve schools by welcomingchildren with special needs into regular classrooms. roionto Frontier College Press

Perske R , and Perske. NI (1088) Circles of friends. Nashville Abingdon Press

4 I,

REFERENCES

Powers. . St huh. NI . Tashie. Sgambatu. F . Nisbet. J and Kennedy. P. T i1991)The status of integrated educational services for students with severe disabilities in New Hampshire.

Concord-. NH Institute on Disability/CAP. University of New Hampshire

Rainsforth. B . York. j and MacDonald. C t1992) Collaborative teams for students with severe disabilities.

Baltimore Brookes

schallner. L B and Busttell. B E t 1988) Discover the possibilities: A curriculum for teaching parents about

integration. Colorado Springs PEAK Parent Center

Schaffner. B , and Buswell. B E (1991) Opening doors: Strategies for including all students in regular education.

Colorado Spnngs PEAK Parent Center

sizer I. Ilorace's school: Redesigning the American high school. Boston Hougi-l:n Mif Bin

stainhat.k. N.V. and tainba,k. S 110901 The support facilitator at u ork In W Stainba(k Stainback, Fds

Support networks for inclusive schooling: Interdependent integrated education. 37-481 Baltimore Brookes

stamback. . and Stamback. S . and Bunch. G 1989) Educating all students in the mainstream of regular education.

Baltimore Brookes

strully. 1 , and Strully. C (1987/ Friendship and our children. Journal of the Association for the Severely

Handicapped, 10(4), 224-227.

Tashie. C . Shapiro-Barnard. S. . Schuh. NI . lorgensen. C , Dillon. A . and Nisbet. 1 i1993)From special to regular, from ordinary to extraordinary. Durham. NH Institute on Disability/LAP. University

of New Hampshire

Thousand. 1 . and Villa, R 19891 Enhancing success in heterogeneous sthools In S

Stamback. and NI Forest (Eds /, Educating all students in the mainstream of regular education. ipp 15-281

Baltimore Brookes.

Thousand. J , and P. t1990) Sharing expertise and responsibilities through teaching teams.

In W Stamback and S Stamback tEds.), Support networks for inclusive schooling: Interdependent integrated

education. t pp 151-10(11 Baltimore Brookes

VandeRook T . and York. j il 989) A team approach to program detelopment and suppor

In j York. I Vandercook. C MacDonald. and S Wolff (EdsStrategies for full inclusion. Nlinneapolis Univetsity of Minnesota. Institute on Commt:nity Integration

Vandercook. T , and York, j t1989) The McGill action planning system MAPS) A strateg :or building the vision

Journal of the Association for Persons with Severe Handicaps, 14. 205-215

Villa, R . Thousand. J Stamback. W . and Stainback. S 119921. Restructuring for caring and effective education.

Baltimore Brookes

York. 1 Vandercook. F . MacDonald. K and Wolfl. S iEds 1. (19891 Strategies for full inclusion. Minneapolis

Institute on Communn \ Integration. Unwersity ol Minnesota

Office for Tr.aihin and Educationa1.1hnoviltionsThe In,titute Ofl pisalAity/Uhiversity Affiliated ProgrArhUrnersity of New flampshi-re:

. 'Me ..ohcord Centc-e fi.ON 14

10 Feny f.rect

Concord:Ncw tianipshue 03301b03-228-2084 .

.......-