Building Stronger Partnerships between General and Special ...


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Building Stronger Partnerships between General and Special ...

  1. 1. Supporting Students with Disabilities in General Education Perkie Cannon Special Education Consultant Learning Resource Center – North Satellite Office of Special Education Programs New Jersey Department of Education [email_address] (973) 631-6345
  2. 2. Agenda <ul><li>New Jersey’s vision for students with disabilities </li></ul><ul><li>Array of supports </li></ul><ul><li>Collaborative elements necessary for effective support in general education </li></ul>
  3. 3. New Jersey’s Vision for Students with Disabilities <ul><li>  </li></ul><ul><li>Maximize the development and learning of students with disabilities by ensuring access to the general education curriculum and their equitable participation in general education programs and post-secondary environments with the following outcomes: </li></ul>
  4. 4. New Jersey’s Vision for Students with Disabilities <ul><li>Students with disabilities will: </li></ul><ul><li>Learn the knowledge and skills needed for independence; </li></ul><ul><li>Attain high academic standards; </li></ul><ul><li>Build and maintain friendships and relationships with others in the community; </li></ul><ul><li>Pursue meaningful careers and secure productive employment; </li></ul><ul><li>Participate effectively in a democratic society; and </li></ul><ul><li>Be fully included in the economic, political, social, cultural and educational mainstream of New Jersey and the nation. </li></ul><ul><li> New Jersey Special Education Steering Committee </li></ul><ul><li>March 2000 </li></ul>
  5. 5. Newark’s Message from Marion Bolden <ul><li>“We will continue to provide all of our young people with equal access to educational opportunities…” </li></ul><ul><li>Message from the superintendent </li></ul>
  6. 6. Supports in General Education
  7. 7. Supports in General Education <ul><li>Do your IEP teams discuss the following? </li></ul><ul><li>The supplementary aids and services and program modifications the student needs to enable access to instruction and progress in the general education curriculum, within the general education class </li></ul><ul><li>Supports for school personnel that are needed to enable the student to access instruction and progress in the general education curriculum, within the general education class </li></ul>
  8. 8. Supports in General Education <ul><li>Supplementary aids and services are provided in the general education classroom to enable students with disabilities to be educated to the maximum extent appropriate with nondisabled peers. </li></ul>
  9. 9. Supports in General Education <ul><li>Decision making for selection of supports </li></ul><ul><li>For each subject area : </li></ul><ul><li>Consider the format of instruction (e.g., whole group, flexible small group, activity-based) </li></ul><ul><li>Consider the task/activity demands (e.g., pacing, complexity, criteria for success) </li></ul><ul><li>Consider the materials and equipment that are used </li></ul><ul><li>Consider other elements of the classroom learning environment (e.g., physical layout, lighting) </li></ul><ul><li>Consider how student learning and progress are evaluated </li></ul>
  10. 10. Supports in General Education <ul><li>For each subject area : </li></ul><ul><li>Consider how supports might be provided within the existing structure and routine of the general education classroom and by whom (e.g., classroom teacher or peers) </li></ul><ul><li>Consider providing consultation services to the classroom teacher before considering other direct adult in-class supports </li></ul><ul><li>Consider least intrusive supports </li></ul><ul><li>Monitor effectiveness of supports </li></ul><ul><li>Plan to fade intensity of supports over time, whenever possible </li></ul>
  11. 11. Supports in General Education <ul><li>Include, but not limited to the following: </li></ul><ul><li>Curricular or instructional modifications or specialized instructional strategies </li></ul><ul><li>Assistive technology </li></ul><ul><li>Consultation services </li></ul><ul><li>Teacher aides </li></ul><ul><li>Related services </li></ul><ul><li>Integrated therapies </li></ul><ul><li>In-class supplementary instruction </li></ul><ul><li>In-class resource program instruction </li></ul>
  12. 12. Collaboration <ul><li>Definition: to work together in a joint effort </li></ul><ul><li>What are some characteristics of good collaborative teams? </li></ul><ul><li>What are benefits of collaborative teamwork? </li></ul><ul><ul><li>For teachers </li></ul></ul><ul><ul><li>For students </li></ul></ul><ul><ul><li>For families </li></ul></ul>
  13. 13. Elements for effective implementation of supports <ul><li>Collaboration </li></ul><ul><ul><li>Sharing information </li></ul></ul><ul><ul><ul><li>Student </li></ul></ul></ul><ul><ul><ul><li>Curriculum and classroom routines </li></ul></ul></ul><ul><ul><li>Communication </li></ul></ul><ul><ul><li>Problem-solving </li></ul></ul><ul><ul><li>Planning </li></ul></ul><ul><ul><li>Materials </li></ul></ul>
  14. 14. Student Information <ul><li>Student Profile </li></ul><ul><li>Student’s strengths and abilities: </li></ul><ul><li>Areas of difficulty </li></ul><ul><li>Effective learning and behavioral strategies: </li></ul><ul><li>Instructional Supports </li></ul><ul><li>Learning Objectives </li></ul>
  15. 15. Activity <ul><li>Review Jake’s student profile. </li></ul><ul><ul><li>What did you learn? </li></ul></ul><ul><ul><li>How is this helpful? </li></ul></ul>
  16. 16. Curriculum Information <ul><li>Curriculum information should be shared with special education staff. </li></ul><ul><li>Review the “Curriculum Overview” form and “Planning Questions.” </li></ul><ul><ul><li>What is helpful about this form? </li></ul></ul><ul><ul><li>How could you use this at your school? </li></ul></ul>
  17. 17. Classroom Information <ul><li>What information is needed regarding the classroom routine? </li></ul><ul><li>Review the “Assessment of Classroom Procedures.” </li></ul><ul><ul><li>How would this be helpful to a teacher’s aide, an in-class resource teacher, or a consulting teacher? </li></ul></ul><ul><ul><li>When should this information be discussed? </li></ul></ul>
  18. 18. Communication Strategies <ul><ul><li>Communication Strategies Ideas </li></ul></ul><ul><ul><li>On the fly </li></ul></ul><ul><ul><li>In writing (notes, email, notebook, lesson plans, materials to be used) </li></ul></ul><ul><ul><li>During class time </li></ul></ul><ul><ul><li>Combined classes </li></ul></ul><ul><ul><li>How do teachers currently communicate with each other, with Child Study Team, and/ or with teacher aides? </li></ul></ul><ul><ul><li>What are additional ideas for increasing communication between special education and general education staff members? </li></ul></ul>
  19. 19. Planning for Instruction Curriculum Instructional Delivery Individual Accommodations
  20. 20. Planning for Instruction: Mapping out the Year <ul><li>Initially </li></ul><ul><li>Monthly </li></ul><ul><li>Weekly </li></ul><ul><li>Daily </li></ul>
  21. 21. Planning <ul><li>What information for planning can be shared outside of face-to-face time? </li></ul><ul><li>What information for planning needs to be shared in face-to-face time? </li></ul><ul><li>Are the needs for individual students’ accommodations/modifications addressed in planning for instruction? </li></ul><ul><li>How often is student progress being monitored, including the effectiveness of supports, to inform needs for adjustment to instruction? </li></ul>
  22. 22. Planning for Instruction: Finding the Time <ul><li>Now, let’s look at some ideas for scheduling and creating meeting time. </li></ul><ul><li>While there is no perfect solution, here are a few strategies you might consider. </li></ul>
  23. 23. Materials <ul><li>Do special education teachers have copies of classroom texts, including teacher’s editions? </li></ul><ul><li>Is there a space or a desk for adult staff members who co-teach? </li></ul><ul><li>Are there other considerations for material needs for Special Education staff members? </li></ul>
  24. 24. TEAM <ul><li>Together </li></ul><ul><li>Everyone </li></ul><ul><li>Achieves </li></ul><ul><li>More </li></ul>
  25. 25. Final Thoughts <ul><li>Coming together is a beginning; </li></ul><ul><li>Keeping together is a process; </li></ul><ul><li>Working together is success. </li></ul><ul><li>-Henry Ford </li></ul>