Implementing+Inclusive+Practices

Implementing Inclusive Practices

Susan Cottingham Terrie Moore DaLisa Stearns Robin Naifeh Wendi Sutton University of Memphis I am sorry I tried inserting information and apperently erased stuff by mistake, please forgive me. Terrie

Vision: In partnership with our stakeholders, our mission is to provide a high performing learning envionrnment that best prepares our LD students to become involved citizens, innovative thinkers, and lifelong learners in the 21st century. Inclusion: The Program Purpose Provides opportunities for students wilth learning disabilities to be educated with same age peers
 * Enables development of friendships among peers
 * Helps teachers recognize that all students have strengths

Tier 1 Research-based instructional strategies and reading programs designed to be used with the general education classroom Adjustments are made in instructional techniques for all students through whole and small group differentiated instruction

Frequent and intense focusing on strengthening weakness Include classroom modifications and accommodations Designed for use with students who are falling behind
 * Tier 2 Intervention used with a small group of students with similar instructional needs

Systematic instruction within or outside of the classroom Frequent and intense
 * Tier 3 Design for students still having difficulty

(I know need work on format, just wanted to be sure I had them all down.) //International Journal of Whole Schooling// [|http://www.rti4success] Sugai, G., Horner, R.H., Sailor, W., Dunlap, G., Eber, L., Lewis, T., Kinciad, D., Scott, T., Barrett, S., Algozzine, R., Putnam, R., Massanari, C., & Nelson, M. (2005). School-wide positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR: University of Oregon. Retrieved fromhttp://www.pbis.org/pbis_resource_detail _page.aspx?Type=3&PBIS_ResourceID=216.//
 * I have a time-line started. I will show it to you this afternoon when we meet at 5. **

1. Foundation of Implementation a. How inclusion will be implemented? i. Full Inclusion consisting of a 2-year/3 phase plan 1. Phase I Administrative training and support 2. Phase II Educator/Support Staff Training 3. Phase III Student/Parent and Building Staff Training ii. Co-Teaching 1. General education teacher and Special education teachers will share responsibility for teaching some or all of the students assigned to a classroom (McClesky, Rosenberg, Westling, 2010). 2. Inclusive classrooms will be monitored through weekly lesson plans, walk-throughs by administration, and regular visits by the inclusion specialist. b. Additional Initiatives i. Positive Behavior Support (PBS) PBS is a compilation of effective practices, interventions, and systems change strategies for achieving important social and learning outcomes while preventing problem behavior with all students (Center on Positive Behavioral Interventions and Supports, 2005). ii. Response to Intervention (RTI) RTI integrates assessment and intervention within a multi-level prevention system to maximize student achievement using data to identify students at risk for poor learning outcomes, monitor student progress, provide evidence based interventions and adjust the intensity depending on a student’s responsiveness, and identify students with disabilities (National Center on Response to Intervention, 2010). c. Meeting No Child Left Behind (NCLB) Mandates i. Central requirements of NCLB relate to accountability and rasing academic expectation. ii. Achievement scores of students classified in special education are part of the overall assessment of a school’s performance indicating whether the school met adequate yearly progress (AYP)(Peterson, Liu, Goodvin, Hummel, Nance, 2008). iii. Greater emphasis on inclusion based on assisiting students with disabilities meet achievement goals through the academic benefits resulting from inclusion. 2. Professional Development a. Commitment Administrators and Teachers will committ to three professional development

b.Content i. Administrators ii. Teachers iii. Paraeducators iv. Support Staff v.i.Students & Parents v.. Building Staff 3. Implementation Schedule a. Phase I – Administrators i. End of the school year planning for following year ii.. Overview of inclusion and overall plan iii. Selection of campus based inclusion team b. Phase II – Educator Training i. End of school year ii.. Overview of inclusion and overall plan iii. Summer Professional Development iv. Beginning of the school year training c.. Phase III – Inclusive Practices Begin

References (I know need work on format, just wanted to be sure I had them all down.)

J. Patterson, F. Liu, S. Goodvin, C. Hummel, E. Nance. September, 2008. An appreciative inquiry into the circle of friends program: The benefits of social inclusion of students with disabilities. //International Journal of Whole Schooling//. Vol, 4. No. 2.

Essential components of RTI-A closer look at response to intervention. National Center on Response to Intervention. April 2010. Retrieved from [|http://www.rti4success]. org/images/stories/pdfs/rtiessentialcomponents_042710.pdf

Sugai, G., Horner, R.H., Sailor, W., Dunlap, G., Eber, L., Lewis, T., Kinciad, D., Scott, T., Barrett, S., Algozzine, R., Putnam, R., Massanari, C., & Nelson, M. (2005). School-wide positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR: University of Oregon. Retrieved fromhttp://www.pbis.org/pbis_resource_detail _page.aspx