Leadership for Innovative Omani Schools in the 21st Century 1 Providing an Education to Students with Handicapping Special Needs
Dec 24, 2015
Leadership for Innovative Omani Schools in the 21st Century
1
Providing an Education to Students with Handicapping Special Needs
2
Inclusive Education: The Principal as Instructional Leader: Education for All 1
What does the research say?
Successful leadership can play a highly significant and often underestimated role in improving learning.
Leadership effects are usually the largest where they are needed the most - in students with special needs
Certain images used copyright © 2007 Seward Inc. and its licensors. All rights reserved.No permission is granted to copy, download, and/or save the image(s) for any purpose.
3
Activity 1
SMALL GROUP CHART ACTIVITY
Defining Inclusive Education
1. What is your definition of inclusive education?
2. Describe a student with handicapping special needs.
3. In what ways are students with handicapping special needs currently provided an education in Oman secondary schools?
4
InclusionInclusionInclusionInclusion
DefinitionDefinition
IdentificationIdentification
PlacementPlacementPlacementPlacement
Support ServicesSupport Services
What are our values?
Who do we include?
What’s the role of the principal as
instructional leader?
Education for All: Students with Handicapping Special NeedsWorldwide Critical Issues
5
InclusionInclusionInclusionInclusion
DefinitionDefinition
IdentificationIdentification
PlacementPlacementPlacementPlacement
Support ServicesSupport Services
What do we mean by students with handicapping special needs?
Education for All: Students with Handicapping Special NeedsWorldwide Critical Issues
6
InclusionInclusionInclusionInclusion
DefinitionDefinition
IdentificationIdentification
PlacementPlacementPlacementPlacement
Support ServicesSupport Services
How are students with disabilities assessed and identified?
Who should be involved?
Education for All: Students with Handicapping Special NeedsWorldwide Critical Issues
7
InclusionInclusionInclusionInclusion
DefinitionDefinition
IdentificationIdentification
PlacementPlacementPlacementPlacement
Support ServicesSupport Services
Where and how should students be educated? --in regular classrooms? -in separate schools?
What instructional accommodations may be needed?
What services are needed to ensure maximum learning opportunities?
Education for All: Students with Handicapping Special NeedsWorldwide Critical Issues
8
InclusionInclusionInclusionInclusion
DefinitionDefinition
IdentificationIdentification
PlacementPlacementPlacementPlacement
Support ServicesSupport Services
What is the role of :
--Psychologists? --Social workers? --School counselors? --Special education resource teachers? --General education teachers?--Medical & health personnel? --Parents? --Community agencies?
Education for All: Students with Handicapping Special NeedsWorldwide Critical Issues
9
School to WorkSchool to WorkSchool to WorkSchool to Work
PartnershipsPartnerships
Professional DevelopmentProfessional Development
Quality AssuranceQuality AssuranceQuality AssuranceQuality Assurance
FundingFunding
How can we transition students with handicapping disabilities to the workforce?
What transition program models exist?
Education for All: Students with Handicapping Special NeedsWorldwide Critical Issues
10
School to WorkSchool to WorkSchool to WorkSchool to Work
PartnershipsPartnerships
Professional DevelopmentProfessional Development
Quality AssuranceQuality AssuranceQuality AssuranceQuality Assurance
FundingFunding
What partnerships are needed between the school and:--Family?--Community?
What “best practice” models are available?
Education for All: Students with Handicapping Special NeedsWorldwide Critical Issues
11
School to WorkSchool to WorkSchool to WorkSchool to Work
PartnershipsPartnerships
Professional DevelopmentProfessional Development
Quality AssuranceQuality AssuranceQuality AssuranceQuality Assurance
FundingFunding
What training is needed?
--General education teachers ?
--Special education teachers?
--School administrators--Parents?--Community agency
personnel?
Education for All: Students with Handicapping Special NeedsWorldwide Critical Issues
12
School to WorkSchool to WorkSchool to WorkSchool to Work
PartnershipsPartnerships
Professional DevelopmentProfessional Development
Quality AssuranceQuality AssuranceQuality AssuranceQuality Assurance
FundingFunding
How are we ensuring a quality education for students with disabilities?
Who is accountable?
Education for All: Students with Handicapping Special NeedsWorldwide Critical Issues
13
School to WorkSchool to WorkSchool to WorkSchool to Work
PartnershipsPartnerships
Professional DevelopmentProfessional Development
Quality AssuranceQuality AssuranceQuality AssuranceQuality Assurance
FundingFundingWho pays? How much?
Education for All: Students with Handicapping Special NeedsWorldwide Critical Issues
14
1. What are inclusive education critical issues for Oman secondary school educators?
2. In your role as principal as instructional leader, what are your most immediate needs for educating students with handicapping special needs?
Activity 2
SMALL GROUP CHART ACTIVITY
Education for All Inclusive Education Issues and Priorities
15
The Salamanca Statement and Framework for Action: Special Needs Education : Access and Quality 2
Salamanca “Schools for All” World Conference 2
• Salamanca, Spain: 300 people; 92 governments; 25 international organizations
• Focused on inclusive education and strategies for enabling schools to serve all children, especially those with special education needs
• Developed a framework for action for students with special needs to be educated within the “regular education school”.
The Salamanca Framework for Action is based on the 1948 Universal Declaration of Human Rights and the 1993 United Nations Standard Rules on the Equalization of Opportunities for Persons with Disabilities
16
Salamanca World Conference Proclamation2
Every child has a fundamental right to an education and must be given the opportunity to achieve and maintain an acceptable level of learning.
17
Salamanca World Conference Proclamation2
Every child has unique characteristics, interests, abilities and learning needs.
18
Salamanca World Conference Proclamation2
Education systems should be designed and educational programs implemented to take into account the wide diversity of these characteristics and needs.
19
Salamanca World Conference Proclamation2
Those with special educational needs must have access to regular schools which should accommodate them within a child-centered pedagogy capable of meeting these needs.
20
???Reflective Question
What implications does the Salamanca proclamation have for the leadership and management of Oman secondary schools?
21
Salamanca Conference Recommendations for Worldwide Governments 2
Recommendations:
• Give highest priority to improving education systems so all children can be included, regardless of individual differences or difficulties.
• Practice inclusive education.
• Enroll all children in regular schools—unless compelling reasons prevent this.
• Develop demonstration projects.
• Exchange information with countries that have experience with inclusive schools.
22
More Recommendations:
• Establish decentralized and participatory mechanisms to plan for, monitor and evaluate educational programs for children and adults with special needs.
• Include parents, communities, and organizations of persons with disabilities in the planning and decision-making processes for special education needs.
• Invest greater effort in early identification and intervention strategies, as well as in vocational aspects of inclusion education.
Salamanca Conference Recommendations for Worldwide Governments 2
23
The Salamanca Framework for Action
Guiding principles:
• Accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other condition.
• Use “special education needs” to refer to all children with physical disabilities or learning disabilities.
24
The Salamanca Framework for Action
Guiding principles:
Use a child-centered pedagogy to avoid:• Wasted resources • Shattered hopes• Poor quality instruction • A “one size fits all” mentality
Child-centered schools support:• A “people-oriented society” • Respect for human differences • Respect for the dignity of all humans
25
Develop a national plan for inclusive education that includes:
The Salamanca Framework for Action
Policy & Funding that support
inclusive schools
Coordination of services at
all levels
Needs of all with severe, multiple
disabilities
External Funding
Opportunities
International Partnerships
26
The Salamanca Framework for Action
“Regular School” Factors
Instructional
SupportFormative
Assessments
Flexible Curriculum
Experience-based Learning Support
Continuum
Accommodations
27
The Salamanca Framework for Action
School leaders play a major role in making schools more responsive to students with special education needs.
School Leadership and Management
28
The Salamanca Framework for Action
• Develop flexible management
• Redistribute instructional resources
• Develop parental and community relationships
• Develop a shared decision-making culture
• Develop positive attitudes toward students with disabilities
• Recruit trained personnel - specialists
Leaders need authority to:
29
Recruitment and training of educational personnel
The Salamanca Framework for Action
Provide pre and inservice training, that includes:• Assessment
• Curriculum development and adaptation
• Using assistive technology
• Individualizing instruction
• Working in teams• Regular education
• Special education
• Psychologists
• Social workers
• Community agency personnel
30
The Salamanca Framework for Action
Decentralization and local planning create greater community involvement in the education and training of persons with disabilities.
Community Involvement
SEEK community involvement
VolunteersVolunteers
Recreation FacilitiesRecreation Facilities
Youth Youth ClubsClubs
31
Salamanca Priorities for Students with Handicapping Special Needs
• Early childhood education
• Preparation for adult life
• Adult Education
32
Application of the Salamanca Framework1. In what ways does the Salamanca Framework for Action
apply to Oman secondary schools?2. What components of the Framework could you implement
in your school?3. What resources would you need?4. What changes to the Framework would you recommend?
Activity 3
SMALL GROUP DISCUSSION
33
The Education of Fahma / Khalid
Read the scenario on the handout. Then answer these questions:
What you will say to Mr. and Mrs. Al Siyabi? What are the philosophical, ethical and educational dilemmas you need to consider in your response?
Activity 4
SCENARIO ACTIVITY
34
Activity 4: SCENARIO ACTIVITY
After working in the United States for several years, Mr. Mohammed Al Siyabi has been recently transferred back to Oman. Since you are the principal of the school, Mr. and Mrs. Al Siyabi have made an appointment to meet with you regarding the education of their 15 year old daughter Fahma/ son Kahlid.
As a result of an automobile accident, Fahma/ Kahlid has suffered a traumatic brain injury which has resulted in a moderate learning disability. Due to other physical injuries incurred in the accident, Fahma/ Kahlid is confined to a wheel chair in order to move about. Mr. and Mrs. Al Siyabi are advocates for inclusive education and want their daughter/son to attend regular education classes with same age peers. What will you say to Mr. and Mrs. Al Siyabi? What are the philosophical, ethical, and educational dilemmas that you need to consider in your response?
35
Inclusive Education: Providing Services to Students with Handicapping Disabilities in the U.S.
What are the critical issues?
• Identifying students – who is eligible?
• Placement controversy - where should & where does special education happen?
• Appropriate instructional models
• Support services (in school and in community)
• Home, school, and agency partnerships
• Transition to work & community
• Quality assurance and accountability
• Teacher shortages
• Funding
36
Inclusive Education: Types of Students with Handicapping Special Needs
Individuals with Disabilities Act (IDEA) A U.S. federal law which ensures students with disabilities have a right to an education in the
LEAST RESTRICTIVE ENVIRONMENTTHE REGULAR EDUCATION CLASSROOM
ZERO REJECT
37
Inclusive Education: Types of Students with Handicapping Special Needs in the U.S.
Handicapping Disability Categories - U.S.3 • Learning Disability
• Emotional / Behavior Disorder
• Physical and other Health Impairments
• Mentally Challenged (mental retardation)
• Blind
• Deaf and/or Hearing Impaired
• Autism Spectrum Disorder
38
• A disorder in one or more of the basic psychological processes involved in understanding, using spoken or written language, which results in an imperfect ability to listen, think, read, write, spell or do mathematical calculations
• Has average or above intelligence
• Discrepancy between ability and achievement
• Includes perceptual disabilities, brain injury, dyslexia, developmental aphasia
• Does not include students who have learning problems primarily as a result of visual, hearing, mental retardation, emotional disturbance or environmental, cultural, or economic disadvantage
Inclusive Education: U.S. Definitions of Handicapping Disability Categories 3
Learning DisabilityLearning DisabilityLearning DisabilityLearning Disability
Health ImpairmentHealth Impairment
Mentally ChallengedMentally Challenged
Emotional-behaviorDisorder
Emotional-behaviorDisorder
Deaf – Hard of HearingDeaf – Hard of Hearing
BlindBlindAutism
SpectrumAutism
Spectrum
39
Orthopedically handicapped or other health impairments such as amputations, fractures or burns which cause contracture
Inclusive Education: U.S. Definitions of Handicapping Disability Categories 3
BlindBlind
Learning DisabilityLearning Disability
Health ImpairmentHealth ImpairmentHealth ImpairmentHealth Impairment
Mentally ChallengedMentally Challenged
Emotional-behaviorDisorder
Emotional-behaviorDisorder
Deaf – Hard of HearingDeaf – Hard of Hearing
Autism SpectrumAutism
Spectrum
40
Substantial intellectual functioning limitations--related limitations in two or more of the following areas:
• Functional academics• Communication • Self care• Health and safety• Social skills
Inclusive Education: U.S. Definitions of Handicapping Disability Categories 3
BlindBlind
Learning DisabilityLearning Disability
Health ImpairmentHealth Impairment
Mentally ChallengedMentally ChallengedMentally ChallengedMentally Challenged
Emotional-behaviorDisorder
Emotional-behaviorDisorder
Deaf – Hard of HearingDeaf – Hard of Hearing
Autism SpectrumAutism
Spectrum
41
Inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
Depression, physical aggression which interferes with safety of others
Inclusive Education: U.S. Definitions of Handicapping Disability Categories 3
BlindBlind
Learning DisabilityLearning Disability
Health ImpairmentHealth Impairment
Mentally ChallengedMentally Challenged
Emotional-behaviorEmotional-behaviorDisorderDisorder
Emotional-behaviorEmotional-behaviorDisorderDisorder
Deaf – Hard of HearingDeaf – Hard of Hearing
Autism SpectrumAutism
Spectrum
42
DeafHearing is disabled to the extent that individuals cannot understand speech without the use of a hearing aid (usually 70db loss or more)
Hard of HearingHearing is disabled to the extent that it is difficult to understand speech through the ear alone, with or without a hearing aid (usually 35-69 db loss)
Inclusive Education: U.S. Definitions of Handicapping Disability Categories 3
BlindBlind
Learning DisabilityLearning Disability
Health ImpairmentHealth Impairment
Mentally ChallengedMentally Challenged
Emotional-behaviorDisorder
Emotional-behaviorDisorder
Deaf – Hard of HearingDeaf – Hard of HearingDeaf – Hard of HearingDeaf – Hard of Hearing
Autism SpectrumAutism
Spectrum
43
A type of sensory, motor, planning, communications and emotional disorder.
The student may not interact with people.
Behaviors may include preoccupation with objects, hand or finger flapping, or rocking
Inclusive Education: U.S. Definitions of Handicapping Disability Categories 3
BlindBlind
Learning DisabilityLearning Disability
Health ImpairmentHealth Impairment
Mentally ChallengedMentally Challenged
Emotional-behaviorDisorder
Emotional-behaviorDisorder
Deaf – Hard of HearingDeaf – Hard of Hearing
Autism Autism SpectrumSpectrumAutism Autism
SpectrumSpectrum
44
… or visually impairedLoss of some or all of the ability to see.
Inclusive Education: U.S. Definitions of Handicapping Disability Categories 3
BlindBlindBlindBlind
Learning DisabilityLearning Disability
Health ImpairmentHealth Impairment
Mentally ChallengedMentally Challenged
Emotional-behaviorDisorder
Emotional-behaviorDisorder
Deaf – Hard of HearingDeaf – Hard of Hearing
Autism SpectrumAutism
Spectrum
45
Identification of Students with Handicapping Special Needs in the U.S.
The School Special Education Service Team• Principal or designee• Regular education teacher(s)• Special education resource teacher• Social worker• Psychologist• Speech therapist• Parents
Typical consulting team members• Medical and allied health professionals • Community agency staff
46
Identification of Students with Handicapping Special Needs in the U.S.
1 2 3 4 5 6
7
8
Referral to Special Education Service Team
- by school staff member, parent, doctor or other health professional working with the student
47
Identification of Students with Handicapping Special Needs in the U.S.
1 2 3 4 5 6
7
8
Pre-assessment Intervention Option
- may occur in the regular education classroom to determine need for full assessment
48
Identification of Students with Handicapping Special Needs in the U.S.
1 2 3 4 5 6
7
8
Multidisciplinary Assessment
-Multiple types of assessment data are collected and reviewed by the team
• Health history and other medical data• Academic data• Psychological assessment data (if applicable)• Behavior data• Communication skills • Social skills data
49
Identification of Students with Handicapping Special Needs in the U.S.
1 2 3 4 5 6
7
8
Assessment Review
• Assessment data is reviewed by the Special Education Student Services Team.
• Parents attend the meeting.
50
Identification of Students with Handicapping Special Needs in the U.S.
1 2 3 4 5 6
7
8
Needs Identification
• The need for services and the type of special education services is determined.
• Parents must agree to the recommended education program.
51
Identification of Students with Handicapping Special Needs in the U.S.
1 2 3 4 5 6
7
8
Individual Education Plan is Written
The plan (IEP) includes:• Educational goals and objectives• Type and amount of service• Accommodations needed• Persons responsible for providing the service
The parents must agree to the plan.
52
Identification of Students with Handicapping Special Needs in the U.S.
1 2 3 4 5 6
7
8
Placement is Made
Student is placed in the Least Restrictive Environment (LRE) --which is considered the regular education classroom -- as required by federal and state regulations
53
Identification of Students with Handicapping Special Needs in the U.S.
1 2 3 4 5 6
7
8
Review of the Individual Education Plan
Individual Education Plans are regularly reviewed, at least once a year.
Professional staff who work with the student and parents attend the meeting.
54
Cascade Model of Special Education Services –U.S.
LEVEL I – Consultation Only; Regular Classroom Placement
LEVEL I – Consultation Only; Regular Classroom Placement
LEVEL II – Consultation + In-school Supportive Special Education Services
LEVEL II – Consultation + In-school Supportive Special Education Services
LEVEL III – Regular classroom = up to 50% of instruction; Supportive special education services for no more than 50% of the student’s instruction
LEVEL III – Regular classroom = up to 50% of instruction; Supportive special education services for no more than 50% of the student’s instruction
LEVEL IV – Full-time special class or program; May be in a regular school setting
LEVEL IV – Full-time special class or program; May be in a regular school setting
LEVEL V – Special school outside of regular class settingLEVEL V – Special school outside of regular class setting
LEVEL VI – Homebound (due to extended illness; short duration typically)LEVEL VI – Homebound (due to extended illness; short duration typically)
Note: Eligibility and service levels may vary by state
55
Inclusive Education: Education Programming for Students with Handicapping Special Needs
“The one size fits all education, which suggests that everyone learn at the same time, no matter what the individual needs — no longer works for 21st century schools.”4
C. Tomlinson
56
Inclusive Education: Student Progress Monitoring for Students with Special Needs
Assessment Recommendations (Special Needs)• Use standards referenced assessments• Use competency skill-based assessments• Use performance-based assessments • Use portfolios
– exhibits, projects, writing samples
Important to: • Use multiple measures that demonstrate individual
progress on a continuous basis (formative assessments)• Review progress monitoring data on a frequent basis• Make data informed instructional change decisions to
optimize student learning
57
Inclusive Education: Education Programming for Students with Special Needs—Secondary School Level
• Individual differences are studied as a basis for instructional planning (IEP)
• Teacher is a facilitator of authentic, reflective and ACTIVE learning
• Teachers may work in interdisciplinary teams: collaborative planning and decision-making
• Integration of problem and project-based tasks which are authentic to real world application
• Students integrated into flexible work groups based on student skills, interests, and/or similar learning patterns
Using A Differentiated Instruction Model
58
Inclusive Education: Education Programming for Students with Special Needs—Secondary School Level
• Continuous student performance assessment – use of portfolios, work samples, exhibits
• Instructional change decisionsare data-driven
Using A Differentiated Instruction Model
59
Inclusive Education: Education Programming for Students with Special Needs—Secondary School Level
• Student receives supportive instruction outside of regular education classroom for up to 50% of school day
Example: Traditional Pull-out Model
Student Classroom
60
Classroom
Inclusive Education: Education Programming for Students with Special Needs—Secondary School Level
• The regular and the special education teachers team teach
• Example classes:• Communications
• Vocational Education
• Industrial Arts
• Theme Units
Example: Collaborative Classroom Model
Student
Teacher Teacher
61
Collaborative Classroom Diagram
Classroom Teacher
ELL Teacher
Grade Level
Academic Support
Special Education TeacherEducation
Assistant
62
Classroom
Inclusive Education: Education Programming for Students with Special Needs—Secondary School Level
Example: Peer Tutoring
Peer
• A regular education student helps the special needs student Student
63
Inclusive Education: Education Programming for Students with Special Needs—Secondary School Level
More Examples:
• Transition School to Work Programs
• School and industry partnerships
• Adaptive physical education
• Alternative high schools
64
Special Needs Project Option #1• Develop a model for the educational programming of
students with special needs in your school. Include a process for referral, identification, and student progress monitoring.
Special Needs Project Option #2• Develop a project-based learning experience for students
with special needs in your school.
Activity 5
PROJECT