InclusionInclusion““Children that learn together, Children that learn together,

learn to live together”learn to live together”

Elementary Campus Elementary Campus CoordinatorsCoordinators

Laredo I.S.D. Division of Special Education Services

What is Inclusion?What is Inclusion?

• Inclusion is the special education teacher and Inclusion is the special education teacher and regular education teacher working together regular education teacher working together as partners to instruct all students in a as partners to instruct all students in a shared classroom.shared classroom.

• High expectations need to be developed for High expectations need to be developed for all students and proper supports need to be all students and proper supports need to be put in place.put in place.

• Inclusion is a great idea if it is properly Inclusion is a great idea if it is properly implemented, but it should not be the only implemented, but it should not be the only option. The child’s academic and social option. The child’s academic and social needs must be met in needs must be met in ANY ANY setting. setting.

Inclusion is…..Inclusion is…..

• Regular classroom with moderate Regular classroom with moderate support strategies or consultation support strategies or consultation periods of in-class support by a periods of in-class support by a special education teacher or other special education teacher or other trained personnel.trained personnel.

• Ultimately general education and Ultimately general education and special education co-teaching and special education co-teaching and co-planning to enhance learning for co-planning to enhance learning for ALLALL children in the classroom. children in the classroom.

Working TogetherWorking Together• Both teachers are in the classroom, with one Both teachers are in the classroom, with one

teaching and the other one assisting be teaching and the other one assisting be verbally or physically supporting instruction.verbally or physically supporting instruction.

• Teachers can be teaching separate groups Teachers can be teaching separate groups within the classroom, or rotating to provide within the classroom, or rotating to provide support and clarification.support and clarification.

• Students work independently and Students work independently and cooperatively under teachers support and cooperatively under teachers support and modeling.modeling.

• Centers with ongoing projects are availableCenters with ongoing projects are available• Teachers keep anecdotal records and Teachers keep anecdotal records and

document modifications and document modifications and accommodations.accommodations.

Models of SupportModels of Support

Special Ed. & Related Services Provided

Embedded Support*Prior Instruction

*Modified Material*Accommodations

In-Class Support

External Support*Specialized Personnel

*Different Setting

From:From:Peers, Para-Professionals, Therapists, Special Ed Teachers,Peers, Para-Professionals, Therapists, Special Ed Teachers,

Administrators, Counselors, Social Workers, Behavior Specialists, Administrators, Counselors, Social Workers, Behavior Specialists, Campus Coordinators, Other Professional SpecialistsCampus Coordinators, Other Professional Specialists

Eighteen Inclusive Eighteen Inclusive PrinciplesPrinciples

• 1. Ask for help1. Ask for help• 2. Differentiate content and process.2. Differentiate content and process.• 3. Work with the special ed. 3. Work with the special ed.

teachers as a team to modify and teachers as a team to modify and adapt the curriculum.adapt the curriculum.

• 4. Teach students how to learn.4. Teach students how to learn.• 5. Get the whole class involved so 5. Get the whole class involved so

that everyone is working together.that everyone is working together.

PrinciplesPrinciples

• 6. Use cooperative learning to develop 6. Use cooperative learning to develop friendships.friendships.

• 7. Know when to change course.7. Know when to change course.• 8. Increase your disability awareness.8. Increase your disability awareness.• 9. Be aware of the physical classroom 9. Be aware of the physical classroom

setting.setting.• 10. Provide directions in written form 10. Provide directions in written form

and verbal form to accommodate all and verbal form to accommodate all types of learners.types of learners.

PrinciplesPrinciples

• 11. Teach to the strengths while avoiding 11. Teach to the strengths while avoiding weaknesses to minimize frustration.weaknesses to minimize frustration.

• 12. Help students with methods to 12. Help students with methods to organize their written work.organize their written work.

• 13. Collect files containing additional 13. Collect files containing additional higher level materials to challenge higher level materials to challenge students accordingly.students accordingly.

• 14. Allow students to work on varied 14. Allow students to work on varied assignmentsassignments

PrinciplesPrinciples

• 15. Be aware of multiple 15. Be aware of multiple intelligences.intelligences.

• 16. Value opinions of parents and 16. Value opinions of parents and other professionals.other professionals.

• 17. Model appropriate behavior.17. Model appropriate behavior.• 18. Believe in yourself and your 18. Believe in yourself and your

students.students.

Types of Types of AccommodationsAccommodations

• SizeSize• Time Time • Input Input • ParticipationParticipation• DifficultyDifficulty• OutputOutput• Level of SupportLevel of Support

SizeSize

• Adapt the number of items that Adapt the number of items that learner is expected to learn or learner is expected to learn or completecomplete

• Provide assignments in large printProvide assignments in large print• Reduce number of items per page or Reduce number of items per page or

lineline• For Example:For Example:

Reduce the number of science terms a Reduce the number of science terms a learner must learn at any one time.learner must learn at any one time.

TimeTime

• Adapt the time allotted and allowed Adapt the time allotted and allowed for learning, task completion, or for learning, task completion, or testing.testing.

• Extend allotted time for a testExtend allotted time for a test• For example:For example:

Individualized a timeline for Individualized a timeline for completing a task: pace learning completing a task: pace learning differently (increase or decrease) for differently (increase or decrease) for some learners.some learners.

SettingSetting

• Provide preferential seatingProvide preferential seating• Provide special lighting or acousticsProvide special lighting or acoustics• Provide a space with minimal distractionsProvide a space with minimal distractions• Administer a test in small group settingAdminister a test in small group setting• Administer a test in a private room or Administer a test in a private room or

alternative test sitealternative test site• For example: A student with ADHD might For example: A student with ADHD might

not be able to test under fluorescent not be able to test under fluorescent lighting.lighting.

InputInput

• Adapt the way instruction is delivered to Adapt the way instruction is delivered to the learner.the learner.

• Present instructions orallyPresent instructions orally• Provide on-task/focusing promptsProvide on-task/focusing prompts• For example: Use different visual aids, plan For example: Use different visual aids, plan

more concrete examples, provide hands-on more concrete examples, provide hands-on activities, place students in cooperative activities, place students in cooperative groupsgroups

• Learning styles: Incorporate sensory Learning styles: Incorporate sensory elementselements

ParticipationParticipation

• Adapt the extent to which a learner is Adapt the extent to which a learner is

actively involved in the task.actively involved in the task.• Prior knowledge; link learning to Prior knowledge; link learning to

personal experiences and students personal experiences and students interests.interests.

• For example: In social studies, have a For example: In social studies, have a student hold the globe while others student hold the globe while others point out locations.point out locations.

DifficultyDifficulty

• Adapt the skill level, problem type, Adapt the skill level, problem type, or the rules on how the learners may or the rules on how the learners may approach the work.approach the work.

• For example:For example:

Allow the use of calculator to figure Allow the use of calculator to figure math problem; simplify task math problem; simplify task directions; change rules to directions; change rules to accommodate learner needsaccommodate learner needs

OutputOutput

• Adapt how the student can respond to Adapt how the student can respond to instruction.instruction.

• Allow subtests to be taken in a different orderAllow subtests to be taken in a different order• Administer a test at a specific time of the day.Administer a test at a specific time of the day.• For example:For example: Instead of answering questions in writing, Instead of answering questions in writing,

allow a verbal response, use a communication allow a verbal response, use a communication book for some students, allow students to book for some students, allow students to show knowledge with hands-on materials.show knowledge with hands-on materials.

Level of SupportLevel of Support

• Increase the amount of assistance Increase the amount of assistance with a specific learnerwith a specific learner

• For example: Assign peer buddies, For example: Assign peer buddies, teaching assistants (district tutors), teaching assistants (district tutors), or peer tutors or peer tutors

Strategic Curriculum Strategic Curriculum ApplicationsApplications

ConclusionConclusion

Given proper opportunities Given proper opportunities and interventions, today's and interventions, today's

students will be students will be tomorrow’s productive tomorrow’s productive

members of the members of the community and the world.community and the world.

ResourcesResources

• Toby J. Karten, Toby J. Karten, Inclusion Strategies That Inclusion Strategies That Work!. Work!. Corwin Press. A Sage Publications Co.Corwin Press. A Sage Publications Co.

• Gartner, A., & Lipsky, D.D. Gartner, A., & Lipsky, D.D. Inclusion and Inclusion and school reform: Transferring America’s school reform: Transferring America’s classroom.classroom.Baltimore: P.H. Brookes Baltimore: P.H. Brookes Publishing.Publishing.

• 1999-2007 National Center for Learning 1999-2007 National Center for Learning Disabilities, Inc.Disabilities, Inc.

• Deschenes,C.,Ebeling,D.,and Spague, J., Deschenes,C.,Ebeling,D.,and Spague, J., Adapting Curriculum and Instruction in Adapting Curriculum and Instruction in Inclusive Classrooms: A Teacher’s Desk Inclusive Classrooms: A Teacher’s Desk ReferenceReference