Inclusive Services: An Overview Presented by the Department of Exceptional Education.

Inclusive Services:An Overview

Presented by the Department of

Exceptional Education

Is inclusion the law?

Defining LREDefining LRESec.612(a)(5)Sec.612(a)(5)In general.—In general.—To the maximum extent appropriate, children with

disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in general education classes with the use of supplementary aids and services cannot be achieved satisfactorily.

Is MNPS going to be a fully inclusive district?

MNPS will always provide a continuum of services.

We have adopted an Integrated Comprehensive Service Delivery

Model Organizes professional staff by the needs

of each learner instead of clustering learners by label.

Does not assign staff members to a program or place them in separate classrooms.

School and community environment is collaborative (general education and exceptional education work collaboratively)

Inclusive ModelAcademic and social

Instruction occursStrictly in the

Special education setting

Inclusive services in general educationActivities with special education support, academicInstruction occurs primarily in the special education

setting

Inclusive services in one to three GeneralEducation subjects and activities with

Support from the exceptional education teacherIncluding pull-out services

Inclusive services in most General Education subjects and activities

with some support from the exceptional education teacher

Inclusive services in all General Education subjects and activities with no support from the exceptional education teacher

Least restrictive environment

Most restrictive environment

West Tennessee RISE Project, 2007

Implementation is a 3-5 year process

MNPS will offer a continuum of services based on LRE

2009-2010 all middles schools will provide all services

Middle school students will return to their school of zone

Elementary will be the next focus

High Schools currently have all services

Will focus on how we can provide services and support to SWD in general education classes vs. “pulling out” and servicing in segregated programs

How do I include SWD?

Ways to IncludeWays to Include

“Community of Care and Belonging”

Physical Inclusion Social Inclusion

Academic Inclusion

PhysicalPhysicalAssigned to grade level hallwayLockers assigned with grade level peersSWD transition with peersAssign peer buddies to assist with transitionClassrooms and teachers are not labeled by “programs”

Social Social

Field tripsExtra-curricular activitiesInclusive awards and ceremoniesLunch and related arts with grade level peersPeer buddiesOffer social skills curriculum to all students who will benefit

Academic Ensure that all students have access to grade level

textbooks and materials

Schedule SWD first, not last

Provide accommodations and modifications

View paraprofessionals as educators who support all teachers and all students

Require collaboration between general and exceptional educators and service providers (i.e. SLP, OT, Therapists)

Collapse separated lunches and related arts-integrate students at grade level.

The IEP teams will determine that each student with a disability will spend at least part of each day with students without disabilities.

Classrooms serving students with disabilities are located within the buildings on grade-level hallways.

Explore ways to utilize both general and special education staff including itinerants, psychologists, custodians, food service etc. to maximize services for every student.

Weekly lesson plans should be required of all teachers serving students with disabilities

Year 1 Targets for SchoolsGoal: June 1, 2010

Year 1 Targets, continued

All staff including administrators, school counselors, campus supervisors etc. should be trained in Integrated/Inclusive Service Delivery

Administrative walk through/critiques of all classes servicing students with disabilities (co-taught and pull out– all services) one time per nine week grading period (the department will provide a guide).

Lockers etc. for students with disabilities are located amongst grade levels with typical peers.

Development of the school level teams for sustainability

Conduct at least one parent/community meeting per semester to inform parents of the changes in service delivery and include them in the decision making for the changes.

How can I get more information about inclusive services?

District-Wide Professional Development

Check ERO regularly for course offerings

Attend PD designed for Related Arts teachers

School-based Professional School-based Professional DevelopmentDevelopment

Contact the Department of Exceptional Education in order to schedule school-based trainings

Some recommended PD’s include:Accommodation & Modifications Inclusive ServicesCo-TeachingDifferentiated Instruction Inclusion Strategies for low incidence

disabilitiesFBA/BIP implementation

What Questions Do You Have?

For more information…

Kristi Cogginkristi.coggin@mnps.

orgInstructional Facilitator

Krista McAteekrista.mcatee@mnps

.orgInstructional Facilitator