WHY? You expressed a need! In a 2007 NAD survey, 681 teachers reported having at least 1-4 students with the following needs: Percent of Teachers:Student.

WHY? You expressed a need!

In a 2007 NAD survey, 681 teachers reported having at least 1-4 students with the following needs:

Percent of Teachers: Student Challenges: 20% physical 52% speech/language 57% math 64% processing 66% reading 67% AD/HD, emotional/behavioral 39% students with IEP's

Other Reported Challenges# of Teachers• 6 Oppositional/Defiant• 5 Mental retardation/Developmental Disability• 6 Cerebral Palsy• 4 Bipolar or Schizophrenia• 13 Autism/Asperger’s Syndrome• 1 Spina Bifida,• 1 Kleptomania• 3 Tourette’s Syndrome• 2 Epilepsy• 1 Post Traumatic Stress Disorder• 1 Traumatic Brain Injury• 6 Diabetes• 3 Sickle Cell• 5 Clinically Depressed• 2 Obsessive Compulsive

WHY?• Legitimate concerns about lack of resources,

training, and staffing challenge inclusion• Many students have “invisible” or minimally

visible challenges • The number of students with challenges is

increasing• Parents desire to have their children in our

Christian classrooms for spiritual, social, and communication goals

The Solution is to

• Create a supportive and caring environment where spiritual growth and eternal salvation become a reality

• Commit to support and educate all students in the typical classroom

Jesus- Will give us the tools to help all our

students achieve success

Jesus overheard it and answered their question, “People who are well don’t need a physician, only people who are sick” (Luke 5:31, Clear word).

Angels Will Aid You!The teacher who would bring his students under discipline must himself first come under the control of Christ. Jesus has said, "He that followeth Me shall not walk in darkness, but shall have the light of life." With divine enlightenment you can work as Christ worked; for His light may shine through you upon the pathway of every impenitent transgressor with whom you are associated.

Are you indeed an instructor in the ways of God? If you are a converted teacher, you will be able to win, not drive, to attract, not repulse, the souls for whom Christ has died. You will guard and care for the sheep and lambs of Christ's fold. If they stray, you will not leave them to perish, but will go forth to seek and to save that which is lost. All heaven will be ready to aid you in this good work.

The angels will aid you in your effort to find the key to the heart of the most incorrigible and unruly. You will receive special grace and strength through Christ, who is able to supply you from His immeasurable fullness. You will then be qualified to be a laborer together with God, one with Christ in your effort to save the lost, and the result of your labor of love will be seen not only in time, but through all eternity.—TSS 80-82.

Successful Inclusion

Dependent on Two necessary attributes

• A passionate belief in the value of EVERY human being

• Basic problem-solving skills

Advantages of Inclusive Education to

Non-disabled StudentsCreating a caring, interdependent

community of learners

Enhancing social competence

Academic growth

Learning to think about one’s own thinking (metacognition)

Children who have participated in both inclusive programs and in pull-out programs

have shown that they have more

self-confidence, friendships, teacher support, better self-esteem, and higher academic expectations of themselves when they are in inclusive classrooms.

The support of the teacher is a very important part of all inclusive classrooms.

Inclusive teachers are known to exemplify themselves in teaching and caring for the

children.

This increased support by the teachers results in the children trusting and believing in

their teachers and in themselves.

(Defina, L. 2003, “How Students Excel in Inclusive Classrooms”)

Practical REACH Manual Tool

• Designed for ease of use by typical teachers, not necessarily trained in special education or inclusion

• Facilitates a problem-solving approach

Characteristics

• Accelerated Learners

• Inattention/ Hyperactivity/ Impulsivity

• Math

• Reading

• Writing

Accommodations

• Accelerated Learners• Grading• Inattention/Hyperactivity/Impulsivity• Instructional• Math• Reading• Testing (classroom)• Writing• Classroom Management

FLOW CHARTDevelop a Reach Team

Pages 58 & 59↓↓

Identify CharacteristicsPages 18-25

↓↓ Locate appropriate Accommodations

Pages 26-40↓↓

Determine appropriate accommodations and record on Teacher Accommodation Worksheet or check IEP, if one exists

Pages 41 & 42↓↓

If student is still struggling, try other accommodations or proceed to Letter of Permission to Parents for screening.

Page 55↓↓

Teacher Screening ToolsPages 56 & 57

↓↓Develop a MAP

Pages 60-65↑↔

Refer for further public/private assessment Page 70

Simple Accommodations You Can Easily Incorporate to

Assist Students

REACH Team•Parents/Guardians

•Teacher (facilitator)

•Principal

•Student

•REACH Conference Support Person

•Pastor or other significant person in the

student’s life

MAP (Modified Accommodation Plan)

•Identifies student’s strengths and needs

•Lists accommodations

•Indicates responsibility of each team member

•Permission must be obtained from parent/guardian before sharing or placing MAP in cumulative folder

Creating a MAP

•If student is not making satisfactory

progress based on the Teacher

Accommodations Worksheet, the

REACH team needs to meet in order to

create a MAP.

•This is a joint problem-solving process.

•Public school testing

•Private testing process

•Create new MAP based on test

results or IEP

Public School/Private Testing

Creating an Inclusive Classroom

Spiritual• Holy Spirit directs• Communicates

unconditional love

Physical• Clutter free• Accommodates multi-

sensory learning

Social• Fair does not mean

equal• Fosters cooperative

working environment

Academic• Accommodates each

students’ needs w/variety of teaching techniques

• Celebrates excellence and perseverance

Systematic Character Development

• Creates a learning environment free from threat

• Nurtures reflective thinking• Helps students assume

responsibilities for their behaviors

• Establishes a culture of respect and interdependence

• Cultivates fruits of the Spirit in students and

teachers

Light-Skills A list of positive character traits acquired when

individuals learn to listen to and obey the Holy Spirit- a reflection of Christ’s character in us

• Students are encouraged to ask the Holy Spirit to enable them to manifest light-skills

• Integrated into every part of the school day, not just worship

Escape Place/Australia• A comfortable place away from the mainstream of the

class where a student can go to relax or get refocused.

• Never used in a punitive manner or as a “time out” punishment.

• Generally situated in the back of the room but within

view of the teacher.

Light-Skill Action Plan•Assists students to assume responsibilities for inappropriate behavior.•Disciplines in a spiritual context•Helps to repair damaged relationships•Facilitates restoration of the offending student

Matthew 18:15-17(Message)

• “If a fellow believer hurts you, go and tell him—work it out between the two of you. If he listens, you’ve made a friend. If he won’t listen, take one or two others along so that the presence of witnesses will keep things honest, and try again. If he still won’t listen, tell the church. If he won’t listen to the church, you’ll have to start over from scratch, confront him with the need for repentance, and offer again God’s forgiving love.”

Matthew 18 Processing• A) “When you _____, it made me feel ___.”• B) “I know when I ____, it made you feel ____.

What do you want me to do to make it right?”• A) “Explain to me why you did that!”• B) “I _______ because _____.”• A) “What would have been a better choice?”• B) “A better choice would have been to….”• A) “What can we do to make sure it doesn’t

happen again?”• B) “I can….Will you please forgive me for…?”• A) “I forgive you.”

1996-2007—SAU Master’s Degree in Inclusive Education, the first in the nation.

Conferences begin addressing needs of students with special needs

2007—NAD receives first grant to assemble Inclusion Commission to develop a comprehensive plan for addressing the needs of students with special needs in SDA classrooms, commission adopts the acronym REACH

2008—REACH Inclusion Commission débuted the REACH Manual

Phase One

2008—REACH Inclusion Commission receives second grant to develop a program to train teachers in each union to pilot the protocol of the REACH Manual

—Unions commence 6-8 hour initial training seminars and working with pilot teachers

Southern Union Conferences receiving Awareness training: Georgia-Cumberland

Southern Union Conferences receiving full initial training: South Atlantic, Kentucky-Tenn, Gulf States, South Central

Phase Two

2009—Third Versa-Care Grant

—Pilot Teacher Advanced Training, SAU

—WRAT

WRAT for each conference

—REACH Teachers & Schools

Identify REACH Teachers

Level One Reach Teachers—

Level Two Reach Trainers—

Identify REACH Schools

Develop innovation configuration

Evaluate and modify the REACH process

Phase Three

General Eligibility Prerequisite Requirements• Current Standard Certification• Minimum ten hours of REACH Training

(over at least two training sessions)• Have used strategies in classroom• Participation in ongoing training/professional

growth in inclusive education

REACH Teacher Evaluation Process

Level One REACH Teacher• Participate in a minimum of ten hours of

REACH training• Submit a statement of intent to Union’s REACH

Representative by August 31• Use REACH strategies for one full school year• Complete self-evaluation• Complete at least three MAPs • Obtain recommendation from a Level Two

REACH Trainer after observation and coaching• Obtain recommendations of supervisors (i.e.

principal and/or superintendent)

• Meets all Level One REACH Teacher requirements

• Recommended by a Level Two REACH Trainer

• Conducts training• Submits unedited video documentation of

classroom instruction, providing evidence of inclusive practices

• Serves as a coach for Level One REACH Teachers

• Serves on REACH Teams

Level Two REACH Trainer

Students Committed to Making the World a Better Place

Jelly Bean DiversityIn a bag of jelly beans you have many different jelly beans.

Each jelly bean has something special which makes

it different from the others.

A bag of jelly beans wouldn't be

attractive if they were identical.

You don't know exactly

what a jelly bean is like unless you taste it and see.

Jelly beans are just like people--

you've got to get to know them.

Each person brings something special and worthwhile

to the group, but it is

not always evident on the outside.

Thanks for being such a wonderful jelly bean!