In this edWebinar, Cheryl M. Jorgensen, Ph.D., Inclusive Education Consultant, describes the core, essential elements of inclusive education including: – Valuing students for their differences – Establishing an inclusive school and adult life vision – Presuming competence – Securing valued membership in general education – Facilitating reciprocal social relationships – Supporting full participation in general education instruction in a general education classroom – Establishing rigorous learning objectives aligned with the general education curriculum and those life skills that contribute to students’ inclusion in school and community life Learn how to use a Learning and Participation Planning Form with teams of students who have complex support needs such as autism, Down syndrome, intellectual disability, and multiple disabilities. All K12 general and special education teachers, administrators, and paraprofessionals are invited to watch this recorded session. Learn more about important elements of inclusive education.

1. It’s More Than
“Just Being In”
Creating Authentic Inclusion
for Students with Complex Support Needs
Cheryl M. Jorgensen, Ph.D.
Brookes Publishing Co.
April 18, 2018

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5. We’re giving away free copies
of Dr. Jorgensen’s book,
Inclusion is More Than “Just
Being In:” Creating Authentic
Inclusion for Students with
Complex Support Needs!
GIVEAWAY!
Three attendees will be selected at random & announced after the Q&A.
Stay active in the chat to increase your chances!
3 FREE
copies!

6. SPECIAL OFFER!
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*Expires 5/18/18. Not to be combined with any other discounts or offers. Consumer orders only, please. Excludes
BOL training, pre-discounted bundles, and online products such as ASQ Online and AEPSinteractive™.

7. Cheryl M. Jorgensen, Ph.D.
Cheryl M. Jorgensen, Ph.D. is an inclusive education consultant and co-founder of the National
Center on Inclusive Education. Dr. Jorgensen is the author of The Inclusion Facilitator’s Guide
and The Beyond Access Model; presents at state, national, and international conferences; and
provides consultation throughout the U.S. She authored a manual for the National Education
Association on inclusion of students with autism. In 2008, Dr. Jorgensen received an award from
the National Down Syndrome Congress for her contributions to inclusive education research.

8. GOAL FOR TODAY:
Preview the essential elements of
inclusive education from the book

9. Three Students
James Anna Selena

10. Three Students:
James
○ James, a second-grader who loves airplanes and
has multiple physical and sensory disabilities. He
participates in his state’s alternate assessment.

11. Three Students:
Anna
○ Anna, a sixth grader who is a whiz with
technology. She has autism and some significant
behavioral challenges. Anna takes in her state’s
general assessment with accommodations.

12. Three Students:
Selena
○ Selena, a tenth-grader who is a dual-language
learner with Down syndrome. She is also
alternately assessed.

13. Chapter 1.
The Fundamentals
of Inclusive
Education

14. Definition of Inclusive Education
. . .school communities based on social justice principles in which all students:
○ Are presumed competent;
○ Are welcomed as valued members of all general education classes and
extra-curricular activities in their local schools;
○ Fully participate and learn alongside their same-age peers in general
education instruction based on the general curriculum; and,
○ Experience reciprocal social relationships.
From TASH Inclusive Education site: http://tash.org/advocacy-issues/inclusive-education/

22. Chapter 2.
Imagine an Inclusive
Vision for Education
& Adult Life

23. Presence to
Contribution
Erin Sheldon, M.Ed.
○ International Inclusive
Education Presenter, Author
○ Mom of Maggie

24. Our daughter learns best when the expectations are kept
high and we support her abilities and encourage her.

25. Our daughter learns best when the expectations are kept
high and we support her abilities and encourage her.
We want her to be exposed to all content areas in high
school and to improve her reading and writing skills.

26. Our daughter learns best when the expectations are kept
high and we support her abilities and encourage her.
We want her to be exposed to all content areas in high
school and to improve her reading and writing skills.
We envision her living as independently as possible with
supports and assistance.

27. Our daughter learns best when the expectations are kept
high and we support her abilities and encourage her.
We want her to be exposed to all content areas in high
school and to improve her reading and writing skills.
We envision her living as independently as possible with
supports and assistance.
She also wants to work with animals, be employed in a
dental office, or work at the library.

28. Our daughter learns best when the expectations are kept
high and we support her abilities and encourage her.
We want her to be exposed to all content areas in high
school and to improve her reading and writing skills.
We envision her living as independently as possible with
supports and assistance.
She also wants to work with animals, be employed in a
dental office, or work at the library.
We hope you will join us in supporting our daughter’s
hopes and dreams to help her achieve them.

29. Chapter 3.
Construct Learning
& Communicative
Competence

30. Least Dangerous Assumption
of Presuming Competence
It is the least dangerous assumption to
presume that all students are competent to
learn & communicate about age-
appropriate general education curriculum
content in the general education
classroom.

31. #1 Expectations Matter
“Simply put, when teachers expect
students to do well and show intellectual
growth, they do; when teachers do not
have such expectations, performance and
growth are not so encouraged and may in
fact be discouraged in a variety of ways.”
—James Rhem on the “Pygmalion effect”

32. #2 Traditional
Assessments are Flawed
Traditional assessments of people with
disabilities are seriously flawed. Those that
purport to measure students’ intelligence
and adaptive behavior usually measure
what they can’t do, rather than what they
might be able to do with the right
supports.

33. #3 Science Without
Values Causes Harm

34. #4 Research on
Access to Communication
Research shows that a growing
number of people labeled “retarded”
show they are competent when they
have a means to communicate.

35. YES BREAK BATHROOM
NO HELLO GOODBYE
DRINK HUNGRY HELP
Hello!
How competent would you appear if
this were your communication device?

36. #5 Presuming Competence Leads
to More Options in School & After

37. #6 To Presume Incompetence
Could Harm If We Are Wrong

38. #7 Because Presuming Competence
is the Least Dangerous Assumption
Even if we are wrong about students’
capacities to learn general education
curriculum content, the consequences to
students of that incorrect presumption
are not as dangerous as the alternative.

39. A Way to Communicate All the Time

40. Talk to Students About
Age-Appropriate Topics

41. Chapter 4.
Write an Inclusive
Standards-Based
IEP

42. Student & Parent Vision

43. Strengths-Based
Description of Student

44. SMART Goals that Can Be Achieved
in a General Education Classroom

46. Integrated Service Delivery

47. Chapter 5.
Identify
Supplementary
Aids & Services

54. prairie
Papa Anna Sarah Caleb
United States barn church
shystrongwindinglonely

55. Placement in General Education
During School Year & Summer

56. Supports for the Team
on Behalf of the Student
2004 describes supports for the team on
behalf of the student, as part of
supplementary aids and services, that will
enable them to successfully implement
the student’s educational program.

57. Supports for the Team
on Behalf of the Student
o Planning time

58. Supports for the Team
on Behalf of the Student
o Planning time
o Outside consultation

59. Supports for the Team
on Behalf of the Student
o Planning time
o Outside consultation
o Professional development

60. Supports for the Team
on Behalf of the Student
o Planning time
o Outside consultation
o Professional development
o Home-school notebook

61. Chapter 6.
Describe Inclusive
Team Member Roles
& Establish
Collaborative Teaming
Processes

62. General Education Teacher
for Some Students
General Education Staff Role Changes
General Education Teacher
for ALL Students

63. Reading Specialist for
Some Students
Reading Specialist for
ALL Students
General Education Staff Role Changes

64. Title I Teacher/Tutor for
Title I Students
Supplemental Instruction
for ALL Students
General Education Staff Role Changes

65. Guidance Counselor for
Some Students
Guidance Counselor for ALL
Students
General Education Staff Role Changes

66. Guidance Counselor for Some Students Guidance Counselor for ALL Students
Title I Teacher/Tutor for Title I Students Supplemental Instruction for ALL Students
Reading Specialist for Some
Students
Reading Specialist for ALL Students
General Education Teacher for Some Students General Education Teacher for ALL Students
Summary:
General Education Staff Role Changes

67. Learning Disability Teacher Learning Specialist
Special Education Staff Role Changes

68. Self-Contained/Life
Skills Teacher
Inclusion Facilitator
Special Education Staff Role Changes

69. SLP and OT from
1:1 Therapist
Facilitator of communication,
literacy, and movement within
general education lessons and
other inclusive activities
Special Education Staff Role Changes

70. Paraprofessional from
Individual Student Support
Whole Class Support
Special Education Staff Role Changes

71. Paraprofessional from
Individual Student Support
Whole Class Support
SLP and OT from 1:1 Therapist
Facilitator of communication, literacy, and
movement within general education
lessons and other inclusive activities
Self-Contained/Life Skills Teacher Inclusion Facilitator
Learning Disability Teacher Learning Specialist
Summary:
Special Education Staff Role Changes

72. “I no longer have the students with the most significant
needs missing the most instruction. . .wasting so much
time in transition, missing valuable core curriculum. Now
these services are brought into the classroom seamlessly
and everybody benefits. . .Let’s not forget the social
stigma associated with pullout programs. These kids now
finally belong somewhere. . .all day long.”
—Elementary teacher in an inclusive school

73. Collaborative Common Planning Time

76. Chapter 7.
Establish Valued
Membership in
General Education

77. The student attends the school he or she would attend if
he or she did not have a disability.
Membership Indicators

78. The student attends the school he or she would attend if
he or she did not have a disability.
The student’s class and other activities in which he or she
is involved have a natural proportion of students with and
without disabilities.
Membership Indicators

79. The student attends the school he or she would attend if
he or she did not have a disability.
The student’s class and other activities in which he or she
is involved have a natural proportion of students with and
without disabilities.
The student’s name is on all class lists, group lists put on
the board, job lists, and so forth.
Membership Indicators

80. The student attends the school he or she would attend if
he or she did not have a disability.
The student’s class and other activities in which he or she
is involved have a natural proportion of students with and
without disabilities.
The student’s name is on all class lists, group lists put on
the board, job lists, and so forth.
The student participates in classroom instruction in similar
ways as students without disabilities, including whole class
discussion, writing on the board, small-group discussion,
and projects. The student is called on by the teacher as
frequently as other students in the class.
Membership Indicators

81. Chapter 8.
Facilitate Reciprocal
Social Relationships

82. Reciprocal
Friends
Family
Paid
Shared
Activities
Focus
Person

84. Address Barriers

85. Intentionally Facilitate

86. Chapter 9.
Develop Learning &
Participation Plans
and Assess
Their Fidelity of
Implementation

87. o What are typical students learning?
o What do we want this student to learn?
o What are other students doing to participate?
o What supports does this student need to fully participate?
o Who will prepare supports and by when?

90. Chapter 10.
Plan & Prepare
for an Inclusive Life
After High School By
Creating a Person-
Centered Plan or Map

92. Chapter 11.
Solutions to Common
Problems and
Challenges in
Achieving Inclusive
Education

93. Conclusion
Joe Petner (2004), the former principal of an inclusive elementary
school in Cambridge, Massachusetts, once said that “inclusion is an
easy thing to do poorly.” [This book] endeavors to help families and
educators “do inclusion well” for the benefit of students with
complex support needs and also for their classmates without
disabilities who will grow up alongside them and ultimately share
their lives with a commitment to inclusion of everyone.
Credit: Presentation template by SlidesCarnival. Photographs by Unsplash.

94. Q&A Session
*Not to be combined with any other discounts or offers. Consumer orders only,
please. Excludes BOL training, pre-discounted bundles, and online products such
as ASQ Online and AEPSinteractive™.
Questions?
brookeswebmeeting@brookespublishing.com
Save 20%
at brookespublishing.com*
Use code: EDWEBCJ
Expires 5/18/18

95. We’re giving away free copies
of Dr. Jorgensen’s book,
Inclusion is More Than “Just
Being In:” Creating Authentic
Inclusion for Students with
Complex Support Needs!
GIVEAWAY! 3 FREE
copies!

96. Thank you to our presenter!
Learn more about Brookes Publishing at www.brookespublishing.com
Cheryl M. Jorgensen, Ph.D.
Inclusive education consultant and co-founder of
the National Center on Inclusive Education
Email: cheryl.jorgensen@unh.edu
Website: www.cherylmjorgensen.com
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97. If you logged in live with your email address:
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Presented by edWeb.net
___________________________________________________________________________
Name
All requirements for this in-service program have been completed.
Number of clock hours completed: 1
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edWeb.net is a free professional social and learning network.
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98. ✓ Invitations to upcoming webinars
✓ Webinar recordings and resources
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You’ll receive the following benefits:
Join our free community!
Teaching All Students
To join, go to: