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Building Stronger Partnerships between General and Special ...
 

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    Building Stronger Partnerships between General and Special ... Building Stronger Partnerships between General and Special ... Presentation Transcript

    • 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
    • Agenda
      • New Jersey’s vision for students with disabilities
      • Array of supports
      • Collaborative elements necessary for effective support in general education
    • 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:
    • 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
    • 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 http://www.nps.k12.nj.us/super.html
    • Supports in General Education
    • 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
    • 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.
    • 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
    • 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
    • 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
    • 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
    • Elements for effective implementation of supports
      • Collaboration
        • Sharing information
          • Student
          • Curriculum and classroom routines
        • Communication
        • Problem-solving
        • Planning
        • Materials
    • Student Information
      • Student Profile
      • Student’s strengths and abilities:
      • Areas of difficulty
      • Effective learning and behavioral strategies:
      • Instructional Supports
      • Learning Objectives
    • Activity
      • Review Jake’s student profile.
        • What did you learn?
        • How is this helpful?
    • 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?
    • 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?
    • 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?
    • Planning for Instruction Curriculum Instructional Delivery Individual Accommodations
    • Planning for Instruction: Mapping out the Year
      • Initially
      • Monthly
      • Weekly
      • Daily
    • 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?
    • 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.
    • 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?
    • TEAM
      • Together
      • Everyone
      • Achieves
      • More
    • Final Thoughts
      • Coming together is a beginning;
      • Keeping together is a process;
      • Working together is success.
      • -Henry Ford