serving students with disabilities
DESCRIPTION
Serving Students with Disabilities. Current Placement Practices Systems Change. Membership. 7. Role Name Participant. People with strong social interaction skills typically experience … More meaningful relationships Greater happiness Greater self-esteem Greater acceptance - PowerPoint PPT PresentationTRANSCRIPT
Current Placement PracticesSystems Change
Serving Studentswith Disabilities
Spec
ific le
arnin
g disa
bilitie
s
Spee
ch or
lang
uage
impa
irmen
ts
Mental
retar
datio
n
Emoti
onal
distur
banc
e
Other h
ealth
impa
irmen
ts
Multipl
e disa
bilitie
s
Orthop
edic
impa
irmen
ts
Hearin
g impa
irmen
ts
Autis
m
Visua
l impa
irmen
ts
Develo
pmen
tal de
lay2
Trau
matic b
rain
injur
y
Deaf-b
lindn
ess
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Percent of children with disabilities by eligibility, 1999 compared with 2008
1999 2008
Membership7
RoleNameParticipant
Social Relationships
People with strong social interaction skills typically experience …
More meaningful relationships
Greater happiness
Greater self-esteem
Greater acceptance
Less anxiety, stress, depression
Inclusion is not…
“Inclusion teachers”
“Inclusion classes”
Too many kids with disabilities in one class
NATIONAL AND
STATE DATA
Preschool Children with Disabilities
Kent
ucky
Alab
ama
Miss
issip
piAr
kans
asM
assa
chus
etts
Okla
hom
aSo
uth
Dako
taTe
nnes
see
Sout
h Car
olin
aOr
egon
Miss
ouri
Nebr
aska
North
Dak
ota
Kans
asM
inne
sota
Indi
ana
Mon
tana
Rhod
e Is
land
Arizo
naId
aho
Was
hing
ton
Mich
igan
Alas
kaFl
orid
aTe
xas
Puer
to R
ico
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
% Preschool Children with disabilities, age 3 - 5 Included In Regular Early Childhood Programs
2008-2009 School Year
% Preschool Children with intellectual disabilities, age 3 - 5 Included in regular early childhood programs 2008-2009 school year
Penn
sylva
nia
South
Dak
ota Iowa
Massa
chus
etts
West V
irgini
a
Montan
a
New M
exico
Delawar
e
Louis
iana
Orego
n
Maryla
nd
Virgin
ia
New Je
rsey
Georg
ia
Illino
isUtah
Missou
ri
Califor
nia
Puer
to Rico
Florid
a0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
100.00
MARYLAND Preschool children with disabilities, age 3 - 5 Included in Regular Early Childho0d Programs 2009-2010 school year
Ken
t D
orch
este
r C
arol
ine
T
albo
t C
harle
s C
ecil
W
icom
ico
Alle
gany
W
ashi
ngto
n
How
ard
G
arre
tt
Bal
timor
e Ci
ty
Fre
deric
k
Ann
e Ar
unde
l W
orce
ster
B
altim
ore
T
otal
Sta
te
Cal
vert
M
ontg
omer
y C
arro
ll
Har
ford
S
t. M
ary's
Prin
ce G
eorg
e's
Que
en A
nne'
s S
omer
set
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
School-age Children with Disabilities
NATIONAL AND
STATE DATA
Puer
to R
icoNo
rth D
akot
aRh
ode
Isla
ndCo
nnec
ticut
Wes
t Virg
inia
Texa
sM
ississ
ippi
Mar
yland
Flor
ida
Idah
oIo
waOk
laho
ma
Min
neso
taW
yom
ing
Sout
h Car
olin
aAl
aska
Virg
inia
Dela
ware
Penn
sylva
nia
Ohio
New M
exico
Mon
tana
Calif
orni
aIll
inoi
s
New H
amps
hire
Hawa
ii
0
10
20
30
40
50
60
70
80
90
100
% Students with Disabilities, age 6 - 21, Placed in General Education Classes
80% of the time or more: 2008-2009 school year
Puer
to R
ico
Conn
ectic
utKe
ntuc
kyO
hio
Indi
ana
Loui
sian
aN
orth
Dak
ota
New
Jers
eyId
aho
Mis
siss
ippi
Dela
war
eTe
nnes
see
Virg
inia
Okl
ahom
aPe
nnsy
lvan
iaM
aryl
and
Flor
ida
Mic
higa
nM
inne
sota
Uta
hM
isso
uri
Ariz
ona
Nev
ada
Wyo
min
gH
awai
iDi
stric
t of C
olum
bia
0
10
20
30
40
50
60
70
80
90
100
% Students with intellectual disabilities placed in general education classes
2008 - 2009 School year
Que
en Ann
e's
Cec
il
Wor
ceste
r
Somer
set
Car
oline
Alleg
any
Har
ford
Was
hingto
n
Fred
erick
St. M
ary's
Ken
t
Gar
rett
How
ard
Wico
mico
Talbo
t
Car
roll
Dor
ches
ter
Anne
Arund
el
Mon
tgomer
y
Total
LSSs
Balt
imor
e
Cha
rles
Calv
ert
Balt
imor
e City
Princ
e Geo
rge's
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Students with Disabilities, age 6 - 21 yearsIncluded in General Education
2009-2010 School year
Maryland School System Teams: Planning with MCIE for Increased Inclusive Education!
What makes the difference inDistrict planning?
Associate Superintendent involvement
Steering CommitteeParticipation of General Ed. Supervisors & Curriculum
Coordinators in district team
Action PlanPlanning system-wide professional development Focus on communicating a “vision” system-wide about
the value of students receiving special education services in general education classes
What makes the difference in schools?
Administrative support
Needs Assessments (survey and group process)
School based teams to plan inclusive practices
Action Plans and focused planning team
Technical Assistance/Job-embedded staff development
Collaborative planning
15% guideline to maintain natural proportions of students with IEPs in general education classes
FACTORS IN MANAGING COMPLEX CHANGE
Vision
+
Skills
+
Incentives
+
Resources
+ Action Plan
= CHANGE
Skills Incentive
sResource
sAction
Plan
Vision
Incentives
Resource
s
Action
Plan
Vision
Skills
Resources
Action
Plan
Vision
Skills
Incentives
Action
Plan
Vision
Skills
Incentive
s
Resource
s
=
Confusion
= Anxiety
= Resistance
=
Frustration
= Treadmill
Lessons Learned
System level change is different from individual student change
Parental and teacher opposition is often based on misconceptions
Parental opposition can be strong; Parents need information and attention
Building-level change can only occur if there is system-level change
$ Change is not less expensive
Teacher Preparation Needs
• Universal Design for Learning
• Differentiation• Interventions
• Accommodations• Collaboration
• Positive Behavior Supports• Classroom Management
GENERAL EDUCATORSInstructional TechnologyCooperative LearningContent skills
SPECIAL EDUCATORS
Assistive TechnologyAutism
IEP development
11
VISIONA society where neighborhood schools welcome all students, engage them in learning, and form the foundation for inclusive communities.
Neighborhood schools where students with disabilities benefit from meaningful instruction, have friends, and be full members of their school communities.