intro to inclusion make up

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Intro to Inclusion Make Up

Email from a 2009 CM after attending Inclusion Day of Sped Summit:

I just wanted to send a quick thank you for today's multitude of lessons. I was talking to a couple 2010s at the end of the day today and they seemed to

really have gained a lot from everything and feel good about the concept of inclusion and the art of co-teaching in general. I also gained quite a few

different ideas to put into place this year!

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Do Now

Recall the purpose of Special Education:

• Special education services aim to minimize the impact of students’ disabilities, identify deficits and address them in targeted ways, and maximize students’ access to the general education curriculum.

• Special education services also aim to ensure students with disabilities are able to learn in the least restrictive environment and interact with their non-disabled peers to the maximum extent possible.

How does inclusion fulfill the purpose of special education?

Inclusion 101

August 10, 2010

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Where are We?

Monday, Aug 9

Intro, Norms, Expectations, culture for SPED PD ongoing and at summit (1.5) 10

RSC 101(1.5) 10

Case Mgt: Caseload and SPED Law 101, Part 2 (1) 10

Tuesday, Aug 10Inclusion 101 (1.5) 09-10

Inclusion: Co-teacher relationships, Part I (2) 09-10

Inclusion: Toolkit teaching on the fly (2) 09-10

Inclusion: ILG teaching, part 1 (1) 09-10

Inclusion: Culture/Management/Investment (1) 09-10

Inclusion: Month 1 Ready Planning, synthesis (1) 09-10

Wednesday, Aug 11

Literacy: Intro to balanced literacy (2.5) 10

Literacy: Phonics and more (2.5) 09

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Vision for Inclusion

Inclusion teachers will deliver rigorous, standards aligned content and instruction on independent learning goals in all inclusion

classes regardless of the inclusion situation. Inclusion teachers will also build student empowerment in the inclusion setting. Ideally, CMs will long term plan standards-based instruction and differentiated content in collaboration with their co-teacher and deliver both effectively. If such long term planning is not possible due to challenges in working

with a co-teacher, they will deliver effective standards-based instruction by teaching on the fly using toolkits and teach differentiated content

during pull out sessions.

Inclusion teachers will recognize that having two teachers is better than having one, and that the co-teacher relationship is the key lever

over the long and short term in providing increasingly effective instruction for students in inclusion and will purposefully, strategically

plan to build a productive, collaborative relationship with each of his/her co-teacher(s).

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Objectives

Special educators will be able to:

• Explain the purpose of inclusion and how it can benefit all students.

• Explain how inclusion fulfills the purpose of special education.

• Describe the three buckets of inclusion placements and how they can provide meaningful instruction in any of them.

• Identify that their relationship with their co-teacher is a key lever in providing increasingly effective instruction in inclusion.

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Agenda

• (5 minutes) Opening

• (10 minutes) Overview of Inclusion Buckets

• (25 minutes) Bucket 1



• (8 minutes) The Co-teacher Relationship

• (12 minutes) Closing

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Agenda


• (10 minutes) Overview of Inclusion Buckets






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Overview of Inclusion Buckets

Inclusion can be great for our kids but it can be TOUGH!

• Listen to what other CMs have to say

• What concerns do you have?

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Inclusion

Situation

Bucket One Bucket Two Bucket Three

Definition

50/50% agency between regular and sped teacher


OR25/75% agency between regular and sped teacher

Less than 25% sped teacher agency

Great----Co teacher Relationship ----Tricky

Whoa, what do you mean by

agency?

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Inclusion

Situation


Definition





Planning Can pre-plan content and ILG instruction

Can pre-plan EITHER content or ILG instruction

Can pre-plan neither content or ILG instruction


Whoa, what do you mean by content and

ILG?

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Inclusion

Situation


Definition








Execution

Fully pre-planned unit plan that melds grade level content with ILGs

Partially pre-plans content and/or ILGs but has to teach on the fly sometimes using toolkits or ILG crate

Teaching content and ILGs on the fly based on what teacher does using toolkits and ILG crate


Whoa, what do you mean by

teach on the fly, toolkits and ILG

crate?

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Inclusion

Situation


Definition








Execution




Assessing

Unit and Final exams Unit for content and ILGs and Final exams

Unit for content and ILGs and Final exams


Whoa, what’s up with this

assessing thing?

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Inclusion

Situation


Definition








Execution




Assessing



Deliverables Needed

Calendar with two strands: content and ILGs fully preplanned*

Calendar with two strands: content and ILGs partially preplanned*

Calendar with two strands: content and ILGs added in based on what teacher teaches and which students come to class*

Co-teaching Relationship Strategic Plan




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Inclusion

Situation


Definition








Execution




Assessing



Deliverables Needed








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Overview of Inclusion Buckets, Continued

• Given what you’ve learned so far, how do you imagine the buckets working for you?

• What questions have come up at this point?

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Agenda


• (10 minutes) Overview






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Bucket One

Inclusion Situation

Bucket One

Definition 50/50% agency between regular and sped teacher


Execution Fully pre-planned unit plan that melds grade level content with

ILGs

Assessing Unit and Final exams

Deliverables Needed




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Bucket One, Continued

• Take a look at what inclusion in bucket one can look like. Can you tell who is the sped teacher and who is the regular education teacher?

• Listen to what Phil and Val have to say about their inclusion class.

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Bucket One, Continued

DIRECTIONSDIRECTIONS::

Take 3 minutes to answer question one on your Inclusion 101 Guide with a partner.

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Agenda








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Bucket Two

Inclusion

Situation

Bucket Two

Definition



Planning Can pre-plan EITHER content or ILG instruction

Execution


Assessing


Deliverables Needed




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Bucket Two, Continued

• Take a look at what inclusion in bucket two can look like

• Listen to what Mr. Hughes and Kelly have to say about their inclusion class.

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Bucket Two, Continued


Take 3 minutes to answer question two on your Inclusion 101 Guide with a partner.

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Agenda








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Bucket Three


Inclusion

Situation

Bucket Three

Definition


Planning


Execution


Assessing


Deliverables Needed



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Bucket Three, Continued


Take 3 minutes to answer question three on your Inclusion 101 Guide with a partner.

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Agenda








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Bucket One

Inclusion

Situation


Definition








Execution




Assessing



Deliverables Needed








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Agenda








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Closing

Consider our objectives:

• Explain the purpose of inclusion and how it can benefit all students.

• Explain how inclusion fulfills the purpose of special education.

• Describe the three buckets of inclusion placements and how they can provide meaningful instruction in any of them.

• Identify that their relationship with their co-teacher is a key lever in providing increasingly effective instruction in inclusion.

Use your Inclusion 101 Guide to take notes during discussion

intro to inclusion make up

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