Meeting the Needs of Exceptional Students

Roles

Rights

Respo

nsibi

lities

We provide services…

…not places.

If we did If we did the things the things we are we are capable of, capable of, we would we would astound astound ourselves.ourselves.

Thomas EdisonThomas Edison

13 Disability CategoriesAutism

DeafnessHearing

ImpairmentOrthopedic ImpairmentSpecific LD

Traumatic Brain InjuryMultiple

Disabilities

Deaf-blindnessEmotional DisturbanceMental RetardationOther Health ImpairmentSpeech/LanguageVisual Impairment

Our kids areOur kids arenormal. Theynormal. Theyjust aren’tjust aren’ttypical.typical.

Jim DelisleJim Delisle

Types of Support

CE GE ME WE EP CBK CHS

LS

Gifted

ES

Supp. LS

Life Skills

Autistic*

Levels of Support

Itinerant Supplemental

Full Time

Students with IEPs and special edu staffBlue – 2008-2009 Red – 2009-2010

Cheltenham Elementary School31 Students w/ IEPs 27 4 Special Education Teachers 4 6 Paraeducators 6

Glenside Elementary School42 Students w/IEPs 30 5 Special Education Teachers 410 Paraeducators 9

Myers Elementary School 26 Students w/IEPs 23 3 Special Education Teachers 2 6 Paraeducators 6

Wyncote Elementary School48 Students w/IEPs 44 5 Special Education Teachers 4 7 Paraeducators 8

Students with IEPs and Special Education staff Elkins Park School 97 Students w/IEPs 109 11 Special Education Teachers 10 15 Paraeducators 15

Cedarbrook Middle School101 Students w/IEPs 87 11 Special Education Teachers

10 10 Paraeducators 14

Cheltenham High School161 Students w/IEPs

185 11 Special Education Teachers

14 4 Paraeducators

7

Pre-referral Interventions

1. Differentiation of instruction, assessment, homework, and grading

2. RtII data collection and tiers of support

It’s not aboutwhat

you teachIt’s aboutwhat they

learn

Evaluation Process

1. Request2. Evaluation3. Report (ER or GWR)4. Individualized Plan

(IEP or GIEP)

Evaluation Process

14

Defining Inclusive Practices

SupplementaryAids&Supports

FullInclusion

Mainstreaming

LRE

FAPE

ContinuumOf

Services

Inclusive Practices

History of Special Education in Public Schools

Brown vs. Board of Education------------------50’s

PARC Consent Decree-------------------------1971----------FAPE

Public Law 94-142-----------------------------1975----------LRE

Oberti Decision--------------------------------1993

No Child Left Behind-------------------------2001

Gaskin Settlement---------------------------2005

16

Defining Inclusive Practices

What are the implications of these laws, court decisions and

settlements for educators in our schools today?

IDEA

Individuals with Disabilities Education Act (IDEA)

Reiterates that ……Special education is NOT a place but rather a service that should be delivered to the student in the LRE.

Any placement outside the general education classroom must bejustified by the child’s disability related need Students must have meaningful access to same age peers withoutDisabilities Schools must provide supplementary aids and services in the generaleducation classroom or other integrated settings SaS’s should be designed to provide meaningful educational benefit Involvement in music, art, physical education, school trips, activitiesand extracurriculars is included Funding is never an appropriate reason for a more restrictiveplacement States must maintain a full continuum of placement options to meetthe needs of children who do need specialized treatment or residential

placement

INCLUSIVE EDUCATION IS . . .

IS

the “law” a culture / belief

system / philosophy

the right thing to do

IS NOT

room 122 down the hall

something that you “do”

only for certain rooms / teachers / students

Inclusion

Meaningful educational benefitWhat does this mean?What is success?How do we define success?academicemotionalsocialbehavioralbelonging!!

“Whether students' needs have been met is

reflected not only by whether they have

attained certain objectives, but by the

impact that educational experiences have had on their lives." (Giangreco, 1994)

PSSA ProficiencyReading Threshold 63%

Past Five Years – IEPPercentages

3-5 6-8 9-12 2005 42.0 31.4 31.3 2006 39.9 36.0 N<40 2007 39.9 43.3 26.7 2008 30.2 47.6 24.5 2009 38.6 41.6 N<40

PSSA ProficiencyMath Threshold 56%

Past Five Years – IEPPercentages

3-5 6-8 9-12 2005 41.2 29.9 22.9 2006 42.5 33.3 N<40 2007 53.7 36.0 24.5 2008 44.4 35.4 14.3 2009 53.2 38.8 N<40

Key Question for IEP Teams…

“What can be done to allow a child to remain in the general education classroom and receive specially

designed instruction by adapting the content, methodology, or delivery of instruction to ensure access to the

general education curriculum?”

Supplementary Aids and Services

Available to all students who need them (Universal Design for Learning)

Designed to provide meaningful educational benefit (academic, emotional, behavioral, social, feeling of “belonging”)

Provided in a manner that avoids stigmatizing students

Supplementary Aids and Services Fact Sheet

(Etscheidt & Bartlett, 1999)

Collaborative Personnel and team collaboration

Instructional Delivery of instruction, modified curricular needs, assessment, grading

Social-Behavioral Behavioral supports, self management, peer supports

Physical Physical environment, mobility, room arrangement, seating

Specially DesignedInstruction

If I’m going to If I’m going to sing like sing like someone else,someone else,then I don’t then I don’t

need to sing need to sing at all.at all.

Billie HolidayBillie Holiday

Some people are Some people are always grumbling always grumbling because roses because roses have thorns;have thorns;I am thankful that thorns have roses. Alphonse Alphonse

KarrKarr

Accommodations

A bonus associated with learning to make modifications is that you can then use these to help all learners.

Not only will this help you reinforce the idea that all people learn differently, but it will also help youteach that everyoneneeds extra helponce in awhile.(Golomb & Hammeken, 1996)

TeacherPrep in PA

9 credits in inclusion

PreK-4 and 4-8

Dual certification

The ultimate goal is for students with disabilities to be in every classroom; but this will be a process and take time to be realized.

Additional supports added for teachers / students 2009-2010 school year Autistic Support Specialist Inclusion Facilitator

Ongoing supports: Special Education Teachers Paraeducators Behavior AnalystOccupational Therapist Physical Therapist Speech and Language Therapist

Cost of Special Education

Specialized programs Transportation costs Litigation

“Belonging” If we are to create schools in which

students feel welcomed and part of a community, then we must begin by creating schools that welcome the diversity of all children.

Kunc, Norman

Photo creditsAll photos used with permission under a Creative Commons Attribution-Share

Alike license (http://creativecommons.org/)

“Stained Glass Collage” by BEV Norton (http://www.flickr.com/photos/catchesthelight/441095426/)

“Lost In Thought” by John Bolland (http://www.flickr.com/photos/johnbolland/1544108261/)

“Front Door” by Maureen K (http://www.flickr.com/photos/mimk/368957054/)“Light From Heaven” by ishrona

(http://www.flickr.com/photos/ishmaelo/212317535/)“Writing Notes With Grammy” by Don LaVange

(http://www.flickr.com/photos/wickenden/3245260680/)“Green” by Abdullah AL-Naser (http://www.flickr.com/photos/abraj/209175604/)Thorn by Rohit Matoo (http://www.flickr.com/photos/mar00ned/193863350/)Singing Child by Dan Foy

(http://www.flickr.com/photos/orangeacid/2082431790/)“final exam” by dcJohn (http://www.flickr.com/photos/dcjohn/74907741/)