Building Stronger Partnerships between General and Special ...

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