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Semelhante a Multidisciplinary Team 9's Inclusion Strategies
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Multidisciplinary Team 9's Inclusion Strategies
- 1. Multidisciplinary Team 9 Anna Mackinnon – Social Worker Myishima English – Special Education Teacher Paul Lebryk – Physical, Speech, and Language Therapist Christine Kochou – General Education Teacher
- 2. School Information •Elementary School (PK-8) •Demographics • 12% Students with Disabilities • 10% English Learners • Low-Income Students = 54% • Total Enrollment = 342 • Average Class Size = 24 •Community • Wicker Park • Student Mobility = 9%
- 3. School Information •Assessment • ISAT Scores = 57%
- 4. Special Education •Six Principles of IDEA 1. Zero Reject 2. Nondiscriminatory Evaluation 3. Appropriate Education 4. Least Restrictive Environment 5. Procedural Due Process 6. Parent and Student Participation
- 5. Special Education •Universal Design for Learning (UDL) • Multiple means of representation • Multiple means of action and expression • Multiple means of engagement
- 6. What is Inclusion? •Procedures that ensure that students with disabilities are educated, to the maximum extent, with children who are not disabled •Characteristics • Home-School Placement • Principle of Natural Proportions • Restructuring Teaching and Learning • Age- and Grade-Appropriate Placements
- 7. Inclusion Research Shows… •Academically • Increased accessibility • Grade-level standards • Supplementary aids and services •Socially & behaviorally • Good models of social behaviors • Peer collaboration
- 8. General Recommendations •Culturally Responsive Practices • Disproportional representation • Include cultural aspects •Response to Intervention (RTI) • Determines whether a student needs more intensive instruction
- 9. General Recommendations •Positive Behavior Support • Replace problem behaviors with appropriate ones • Examples: high probability requests, rearrange student spaces •Accessibility • All parts of the shool are accessible • ACCS, technology aids, ramps, automatic doors…
- 10. What is a physical disability? •Impairments caused by congenital anomaly, diseases or other causes •Usually includes mobility issues •Impairments that negatively affect student’s academic achievement •Divided into three categories • Neuromotor impairments • Degenerative diseases • Musculoskeletal disorders •Also called orthopedic impairments
- 11. Looking at Cerebral Palsy •Prenatal disorder • Affects movement and posture • Spastic, Dyskinetic, Athetoid, Ataxic and Mixed •Related Conditions • Intellectual Disability • Epilepsy • Low visual acuity • Bladder control
- 12. Special Aids and Services •Physical Therapy • Mobility support • Increase muscle control • Delivered through pull-out sessions •Transitioning and emotional support • Transitioning into independence • Promote healthy self-awareness
- 13. Inclusion with a student with Cerebral Palsy •Inclusion for partial or full school days • Dual enrollment in homebound and school-based instruction • Paraprofessional support in general education classrooms •Assessment Accommodations • Computer or oral based assessments • Frequent testing breaks • Multiple sessions for testing •Technology • AAC device • Digital formats of material • Pencil grips and raised paper for note taking
- 14. What is autism? • Developmental disorder • affects verbal and nonverbal communications, educational performance and social interactions • apparent by the age of three • Six distinct characteristics • atypical language development • atypical social development • Repetitive behavior • Problem behavior • Sensory and movement disorders • Differences in Intellectual Functioning
- 15. Special Aids and Services • Speech-language therapy • with a speech-language interventionist • Individual pull-out sessions • Interpersonal skills class • Individual or group sessions • goal of understanding social cues • social stories
- 16. Inclusion of Students with Autism • Positive Behavior Support • vibrating tools • restructuring of common areas • classroom arrangement • Assessment Accommodations • Presence of a familiar person • Limiting disruptions • Assistive Technology • Graphic organizers • Planner • Word predictor, language-devices
- 17. What is a Learning Disability? • Specific Learning Disability • Disorder in at least one psychological process • Involves understanding/using language • Most common type of disability • About 43% of all students with disabilities • Characteristics • Challenge in learning new information • Low academic achievement in at least one subject
- 18. Students with Learning Disabilities -- Special Aids and Services • Advance organizers • Can benefit all students • More active in learning • Anticipate new material • Helps improve comprehension • Can be prone to anxiety or behavior issues • Work with social worker
- 19. Students with Learning Disabilities -- Inclusion • Differentiated Instruction • Changes to traditional instruction • More understandable for all students • Focus on needs and strengths • Examples • Amount of math problems • Breaking down word-math problem • Assessment Accommodations • Most common - extra time for test taking • Controversial, but shown to not be an unfair advantage
- 20. Implementation of recommendations • Professional development • Meetings with administrators, counselors, social workers • Regular meetings between professionals/teachers • Monthly meetings to monitor progress & address concerns • Family involvement • Workshop with families to involve them in the IEP process
- 21. References • (2013). Assistive Technology. The Iris Center. Vanderbilt Peabody College. Retrieved from http://iris.peabody.vanderbilt.edu/module/at • (2014). Burr Elementary. Illinois Report Card. Retrieved from http://illinoisreportcard.com/School.aspx?source=StudentCharacteristics&s ource2=LEP&Schoolid=150162990252108 • Lo, L. (2012). Demystifying the IEP Process for Diverse Parents of Children With Disabilities. Teaching Exceptional Children. • Turnbull, A., Turnbull, R., Wehmeyer, M. L., Shogren, K. A. (2013). Exceptional Lives (7th Ed). Boston: Pearson.