katz

					    Examples of
     Inclusive
    Schooling in
      Action
By: Karisa, Juli, Corliss, Erika
          Administrative Behaviors
           that Empower Change

• Three types of empowering behavior
  which lead to school reform.
 1. Support – creating a positive environment
    for critiquing.
 2. Facilitation – change thinking based on
    critiques
 3. Possibility – actualize product of critique
      Teaming and My School
• Principal moving towards integrating
  collaboration time into regular school day
• Past – collaboration was before school or
  during lunch time
• Success – Not very – due to time constraints,
  animosity, frustration, and apathy
• Future – Integrated scheduled time for team
  collaboration during school day
• Success – Already there, time is preset,
  expectations are set monthly, team roles are
  set
     My Action Plan

• Restructuring Team
 – Add one related service professional to
   each grade level team
 – Establish clear set of roles for each team
   member
   • Related Service Professional functions as team
     facilitator toward positive change and to open
     communication within the team
    Example of Inclusion in
      Elementary Setting

The Franklin Northwest Supervisory Union
 • Collection of five independent school
   districts within rural Northwest
   Vermont
 • Changed from least restrictive
   environment model to full inclusion
 • Model of inclusion in book is based on
   Swanton School District
       Necessary Changes in
      Organizational Practices

• Movement toward shared leadership
  – Structured to be responsive and collaborative
     • Structured into three components:
       – The Administration
       – The Design Team
       – The Task Force
         Necessary Changes in
        Organizational Practices
• Classroom configurations
  – Structured to create a sense of community
    within the school system
  – Structured to foster collaboration
  – Variety of classroom structures:
    •   Single Grade
    •   Multiage
    •   Looping
    •   Single Grade Two Teacher Teams
                    Inclusion in My
                        School
                             • Most Restrictive
                                 •Alternative
                                 Placement
• Uses Least Restrictive
  Environment Model
  – Included students whenever
    possible based on needs
•More Restrictive Programs
  •General Studies Program
  •Behavior Support Center
  •Self-Contained
                   Viewing Change
• Based on survey:
  – Staff readiness for change varies
• Possible Change:
  – Change general studies program to co-teaching model
     •   Stimulate Readiness for change
     •   Awareness of other programs
     •   Staff development through training session
     •   Create Common Vision
     •   Implementation
Steps Toward Inclusion

• Guideline Principles
• Shared Mission Statement
• Administrative Leadership to Maintain
  Focus on the Vision
• Collaborative Teaming Process
• On-going Staff Development
• Staff Planning Time
Suggested Approaches for
      Restructuring
• Co-teaching Model
    – Support teachers no longer labeled as Special Education
      teachers.
• Schools Within a School
    – Looping at high school level similar to middle school model
•   Block Scheduling
•   Heterogeneous Student & Faculty Grouping
•   Active Versus Passive Learning Strategies
•   Cooperative Group Learning
    – Utilization of Multiple Intelligences Framework
    – Authentic Assessment Practices
    Food For Thought

• Foundational starting places must begin with
  knowing the students.
• All journeys toward more inclusive schools
  are marked by ups and downs, trial and error,
  and learning curves.
• A flexible plan, shared vision, and monitoring
  progress keeps people moving, accountable,
  and progressive.
         Intervention Teams

• Created because of PL94-142
• Mandated in some states
• Believed to decrease special education
  referrals
• Team consists of referring teacher, special
  education representative, administrator, and
  related services staff.
   Intervention at My
         School

• Majority of staff are unaware of these
  services and procedure.
• Process is not long enough to get information
  needed
• Follow-up procedure is unstructured and
  inconsistent
                  My Action Plan

• Staff awareness through in-service
  – All faculty
  – Purpose
  – Procedure
• Create clear and concise paperwork
• Collaborative Team Training
  – Activities
     • Learn
     • Practice
     • Become TEAM

				
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posted:10/19/2011
language:English
pages:15