by dr. frances stetson - presencelearning · by dr. frances stetson the imperative for reinvention...
TRANSCRIPT
by Dr. Frances Stetson
The Imperative for Reinvention in Special Education
5 EASY WAYS TO FAIL IN EDUCATION
1 Lose the
Vision
2 Admire
the Problem
3 Avoid Fear
4 Isolate
Yourself
5 Stop
Learning
1964 Christmas in Purgatory Burton Blatt Institutional Model Limited to No Access – No Equity – No Rights
1975 IDEA, FAPE, LRE, IEP What are these? Limited models in public schools Pull-out the norm Compliance Orientation
1997 Access & Opportunity to succeed in the general curriculum! Accountability Inclusive practices.
2014 Shifts in student population Impact of RTI Inclusion Confusion
What, if anything, is special about special education?
We can almost be excused!
2% 3%
5%
8%
10%
45%
22%
5%
2000 -2001
Autism
Developmental Delay
Other Health Impairment
Emotional Disturbance
Intellectual Disability
Specific Learning Disability
Speech or Language Impairment
Other Disabilities
• Creates re-conceptualization of “what special education is all about”
• Increases student diversity under the general education umbrella
• Forces new attention to research re: effective practices
• A shift in teacher comfort zone – more PD/Coaching
Why is this important?
Special Education Population by Disability
2009-2010
ü Learning disabilities from 6.1% to 4.9% of all students nationwide
ü Intellectual disabilities from 1.3% to 0.9%
ü Emotional Disturbance from 1.0% to 0.8%
ü Autism and OHI quadrupled from 1.5% to 5.8%
INCREASING SHRINKING
Trend! A Changing Student Population
Re-Imagine Services
LOSE THE VISION
What is the role of general education for increasingly diverse students?
What is so special about special education today?
How to Fail #1
Actions Required
Costs? Resources Needed? Ways to Reduce Costs?
TimeframeStart/End
AssignedStaff
Special Education Departmental Planning
Priority #1 Significantly Enhance Campus Ownership and Responsibility for ALL Learners
(move from a parallel to a seamless system)
Planning
6
7
8
9
10
Eliminate checklists of accommodations. Include discussion box linked to FIE.
Use FIE to effectively determine functional impact of student disability/needs.
Determine need for continuing existing accommodations and for reversing or deleting them.
Include the student in discussions and decisions re: preference for accommodations.
Design an Initial Assessment process.
System Level Solutions
Promote the message big “A” vs. little”a” for accommodations.
Use IEP meetings as coaching opportunities re: effective selection & use of accommodations.
Use a Documentation Log to track use of accommodations.
Expand knowledge base of the range of accommodations through coaching, online newsletters, etc.
Build meta-cognitive strategies into the curriculum at every grade level.
1
2
3
4
5
ADMIRE THE PROBLEMHow to Fail #2
Framework for Cultural ProficiencyLindsey, Roberts, & Campbell-Jones, 2005, The Culturally Proficient School: An Implementation Guide for School Leaders, p. 74
KNOW CRI
KNOW STUDENTS
KNOW SELF
Competence
Pre-Competence
Incapacity
Blindness
Destructiveness
White Privilege:Unpacking the
Invisible Backpackby Peggy McIntosh
RECOMENDED READ
AVOID FEARHow to Fail #3
Impact of Cultural Bias
ü Developing feelings of worthlessness
ü Achieving less in school
ü Lowering aspirations for the future
ü Increasing likelihood of school drop-out
What are the on-going, cumulative effects of white privilege for students?
How can we counteract these effects in the classroom?
Cultural Proficiency
White Privilege
Impact of Cultural Bias
Culturally Responsive
Schools
ü Avoid collaborative planning opportunities
ü Invoke higher value or knowledge
ü Focus on adult issues and Personal Preferences
ü Reduces effectiveness and impact of services
ü Reinforces a dual system
ü Losses for Students
SIGNALS IMPACT
Isolate Collaborate
ISOLATE YOURSELFHow to Fail #4
States of Growth of Individuals
Ruin My Curve!
Joyce, B. & Calhoun, E. (2010). Models of professional development: A celebration of educators. Corwin Press.
Gourmet Omnivores (10-15%)
Active Consumers
(20%)
Passive Consumers
(50%)
Reticent Consumers (10-15%)
ü Subscribe to two or more professional journals
ü Read professional journals
ü Subscribe to one or more education research sites
ü Follow five or more authors of education texts
ü Research your topics before a speech before the board or parents
ü Recognize that there are millions of practical experts with valid concepts and conclusions
ü Purchase a minimum of 10 professional books each year
ü Recognize that personal opinions are not as valid or compelling as juried research studies
STOP LEARNINGHow to Fail #5
Downloadshttp://plearn.co/stetson-downloads
Accommodations Rubric
Special Education Department Planning Options
Collaborative Planning for External Supports
Sample Documentation Log from Dayton ISD
Sample Strategic Planning Format
Instructional Design Tool
Culturally Responsive Instruction Suggested Reading
Culturally Responsive Instruction Frequently Asked
Questions
Checklist for Building Authentic Relationships
Student Learning Inventory (Elementary)
Student Learning Inventory (Secondary)
Teacher Working Style Guide
Collaborative Teaching Observation Tool