Special education and inclusion


Published on

Group Project- Differentiating Instruction-
Kristi Zeidler, Jarne’ Steptoe, Stephanie White-Robinson, Amy Wilson

1 Comment
1 Like
No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Special education and inclusion

  1. 1. Inclusion By: Kristi Zeidler, Jarne’ Steptoe, Stephanie White-Robinson, Amy Wilson
  2. 2. Inclusion and It’s purpose By: Kristi Zeidler
  3. 3. Program’s Purpose What is a purpose? It is the end result or goal to achieve. What does that mean for special education and inclusion? That the commitment of those who have fought to include persons with disabilities will be honored, and special need students will be offered an equal and fair opportunity to a free and public education. Federal and state laws have given school systems the ability to offer programs, services, and accommodations, to include, rather than exclude students with disabilities.
  4. 4. Inclusion – The program’s purpose history is important <ul><li>1800’s –People with disabilities were kept home and not given an opportunity for an education. </li></ul><ul><li>1817 – William Gallaudet began the first special education program, mostly carried out in a residential setting. </li></ul><ul><li>1918 – First mandated state-financed education was created. This supported a free education to all citizens. </li></ul><ul><li>Late 1900’s - Increase in the regular population of public schools, this stirs awareness of many learning challenges, and teachers and administration begin to alter their approaches to aid learning success. </li></ul><ul><li>1954 – Brown vs. Board of Education – fought against discrimination, and that a separate education was not an equal education. </li></ul><ul><li>1973 – Rehabilitation Act – Aiding coordination of programs to support handicapped individuals within the public setting. </li></ul><ul><li>1975 – IDEA (Individual with Disabilities Education Act) and FAPE (Free and Appropriate Public Education) passed. </li></ul><ul><li>2001 – No Child Left Behind Act – that identified areas in question of the IDEA </li></ul><ul><li>2004 – IDEA put in place many clarifications of definitions and terms, and full inclusion is beginning to take hold. </li></ul>
  5. 5. Inclusion – The program’s purpose Today! <ul><li>Today we are following the flow of history. </li></ul><ul><li>We are listening to the unheard. </li></ul><ul><li>Helping the unassisted. </li></ul><ul><li>Educating ourselves to aid those that need to learn, or grasp knowledge, in alternative ways. </li></ul><ul><li>Not special classes! </li></ul><ul><li>Just special planning! </li></ul><ul><li>We are all different and are beginning to accept and welcome change and differences. Our unique qualities open up the learning process and meeting student’s needs in fun, exciting, and innovative ways. </li></ul>
  6. 6. Qualification Requirements By: Stephanie L. White-Robinson
  7. 7. <ul><li>When a student is struggling to complete their assignments, sometimes they may have a disability that interferes with the way they process information. </li></ul><ul><li>We, as educators, have to find the students disability and develop a plan to assist them. </li></ul><ul><li>By using the Response to Intervention Model, we can be triumphant. </li></ul>
  8. 8. Response to Intervention <ul><li>Defined as the change in behavior or performance as a function of an intervention (Gresham, 1991) </li></ul><ul><li>Three Tier Model that provides services and intervention at different levels based on the information provided during assessment. </li></ul>
  9. 9. Response to Intervention <ul><li>Intervention is detected early </li></ul><ul><li>Multi Levels </li></ul><ul><li>Finds solutions to the problem </li></ul>
  10. 10. Parents & Teachers <ul><li>Parents and teachers have to work together to help the child. </li></ul><ul><li>The main concern is to diagnose the problem and find a solution so the child can flourish in their environment. </li></ul>
  11. 11. By: Jarne’ Steptoe Instructional Requirements
  12. 12. Law <ul><li>  Teachers are have a right to enforce inclusion based on the Individuals with Disabilities Education Act (IDEA). </li></ul><ul><li>This law challenges regular education teachers and forces public schools to place those students in the least restrictive environment possible. </li></ul><ul><li>It also states that teachers are required to follow modification(s) for students’ who have an Individual Educational Program (IEP) or 504 plans. </li></ul><ul><li>(Stout, 2007) </li></ul>
  13. 13. ( Price, 2000-2001) Requirements & Examples <ul><li>Modified curriculum/alternative ways of completing assignments- determining the most important part of the curriculum and focusing on that instruction </li></ul><ul><li>Ex: oral presentation versus written paper </li></ul><ul><li>Shared teaching-having the regular education teacher and the special education teacher plan a lesson together and teach the lesson in the same classroom </li></ul><ul><li>Ex. If the regular education teaching is teaching a lesson and the special education student doesn’t understand, have the special education teacher to modify and explain it to that child. </li></ul><ul><li>Visual Aids- teachers can use technology and media in classrooms to support their presentations </li></ul><ul><li>Ex. overhead transparencies, models, tapes, videos, or even pictures in books and magazines </li></ul>
  14. 14. Teacher Specific Regulations Regarding Implementation By: Amy Wilson
  15. 15. What does this mean? It means what you as a teacher are required to do to meet the needs of students based on label.
  16. 16. Proper Training <ul><li>Proper Training is crucial. </li></ul><ul><li>new and experienced teachers. </li></ul><ul><li>There are several ways to get training: </li></ul><ul><li>Workshops, </li></ul><ul><li>Conferences, </li></ul><ul><li>Collaboration with experienced staff, </li></ul><ul><li>Research </li></ul><ul><li>1. Internet </li></ul><ul><li>2. Literature </li></ul>
  17. 17. Adapting Instruction <ul><li>Be prepared to adapt instruction in the classroom by changing one or more aspects. </li></ul><ul><li>Includes: </li></ul><ul><li>Methods used to deliver; </li></ul><ul><li>Materials to be covered and timeframe; </li></ul><ul><li>Evaluation; </li></ul><ul><li>Level of assistance; </li></ul><ul><li>Learning Environment; </li></ul><ul><li>Instructional materials to be used. </li></ul>
  18. 18. IEP Obligations <ul><li>Student will have IEP – You are legally responsible for carrying out your part of the IEP. </li></ul><ul><li>The IEP will let you know: </li></ul><ul><li>Education condition. </li></ul><ul><li>Instructional needs. </li></ul><ul><li>Specific Activities given to you. </li></ul><ul><li>Accommodations/Modifications. </li></ul><ul><li>It is also your job to document any information that is important pertaining to IEP. </li></ul><ul><li>notes of goals, </li></ul><ul><li>Accommodations/modifications that are not working, </li></ul><ul><li>Keep running records, </li></ul><ul><li>Keep work samples and copies of assessments, </li></ul><ul><li>Notes or emails. </li></ul><ul><li>These documentations can be used to create a portfolio for references or if needed as documentation should a legal dispute ever arise. </li></ul>
  19. 19. Meetings <ul><li>You are responsible for calling meetings if: </li></ul><ul><li>You see the need for modifying if something is lacking or is inaccurate. </li></ul><ul><li>Student behavior – truancy, refusal to do work. </li></ul><ul><li>Behavior affecting classroom </li></ul>
  20. 20. Reference Cook, S. (2009). Activities for Kinesthetic Learners . Retrieved July 2010, from http://www.learningabledkids.com/multi_sensory_training/Page24-kinesthetic2.htm Disabilities, T. M. (2007). History and Inclusion. Retrieved August 3, 2010, from Parents in Education: www.partnersinpolicymaking.com/education/history_overview.html Education, D. o. (2006, August 14). Rules and Regulations. Retrieved July 2010, from Assistance to States for the Education of http://ritter.tea.state.tx.us/special.ed/rules/pdf/idea06fr.pdf Gunning, Thomas G. Assessing and Correcting Reading and Writing Difficulties , 4 th ed. Allyn & Bacon, 2010. Half the Planet (2001). Half the Planet Foundation Information. Retrieved from: http://www.halftheplanet.com . Price, M. M. (2000-2001). ACCOMMODATION STRATEGIES. Retrieved July 26, 2010, from SPECIAL EDUCATION FOR INCLUSIVE CLASSROOMS : http://www.parrotpublishing.com/Inclusion_Chapter_6.htm Response to Intervention. (2005, July). Retrieved July 2010, from Traditional Eligibility Criteria for Students with Disabilities: http://www.educationevolving.org/pdf/Response_to_Intervention.pdf Schools, M. C. (2010). FAQ for Classroom Teachers. Retrieved July 2010, from http://www.maryvillecityschools.k12.tn.us/education/components/faq/faq.php?sectiondetailid=13934&sc_id=1191288507 Stout, K. S. (2007, March 15). Special Education Inclusion. Retrieved July 26, 2010, from Wisconsin Education Association Council: http://www.weac.org/Issues_Advocacy/Resource_Pages_On_Issues_one/Special_Education/special_education_inclusion.aspx Washington, S. o. (n.d.). Response to Intervention. Retrieved July 2010, from State of Washington: http://www.k12.wa.us/RTI/default.aspx Willis, J. (2007). Success for all Students in Inclusion Classes. Retrieved July 26, 2010, from ASCD: http://www.ascd.org/publications/books/107040/chapters/Success-for-all-Students-in-Inclusion-Classes.aspx