! The Role of the Inclusion

The Role of the
Inclusion
Facilitator!
!
A New Role &!
Responsibilities
for Special
Education
Teachers!
Cheryl M. Jorgensen, Ph.D.!
Vermont I-Team !
Regional Educational Consultant!
Webinar Series Spring 2016!
After this Presentation You Will be
Able to:"
 
Describe the role, knowledge, and skills of the Inclusion
Facilitator in promoting students’ membership, relationships,
participation, and learning!
!
 
Clearly distinguish this role from that of a traditional special
education teacher!
 
Provide a brief description of a learning & participation
planning process!
!
Understand scheduling and caseload issues related to the
Inclusion Facilitator role!
 
 
Take concrete steps to convert your role to that of Inclusion
Facilitator!
Alert!"
I will be presenting only some of
the slides contained in this
PowerPoint today but you will
have access to the whole
presentation!!
Webinar Resources"
The whole PPT presentation on the role of
the Inclusion Facilitator!
  An article on the least dangerous
assumption of presuming competence!
  An Inclusion Facilitator job description!
  A form for developing supports for
students’ learning and participation in a
general education class!
 
Role of the Inclusion Facilitator"
!
The IF supports teams to implement best educational
practices for students with significant disabilities
related to their membership, relationships,
participation, and learning of the general education
curriculum in inclusive classrooms in neighborhood
schools. They support students to achieve the goals of
their IEPs, to develop and sustain typical social
relationships and participate in social activities, to
learn and maintain appropriate behavior, to make
smooth transitions from year to year, and to graduate
to typical adult roles in the community.!
!
!
!
!
!
!
WOW!"
Which Students?
"
Students with intensive support needs including
those with labels of:!
!
  Developmental delay!
  Developmental disability!
  Intellectual disability!
  Autism spectrum differences!
  Multiple physical disabilities!
  Deaf-blindness!
  Cortical visual impairment and multiple
disabilities!
Which Students?
"
…who need intensive supports to be successfully
included. “Intensive” is defined by:!
!
  Variety and amount of services from special
education!
  Uniqueness of students’ needs!
  Student participates in alternate assessment!
  Student having a combination of learning,
communication, medical, physical, sensory, and
emotional/behavioral challenges!
!
!
"
!
!
!
"
What are the IF’s Responsibilities?"
Review records and evaluations!
  Observe students!
  Observe other team members with student!
  Interview parents, team members, classmates!
  Conduct formal or informal assessments !
  Prepare reports and present to team members!
  Develop student support plans!
  Develop TEAM support plans!
  Coordinate writing of IEP!
 
!
!
What are the IF’s Responsibilities?"
Plan for ESY programming!
  Plan for students’ return to district!
  Facilitate students’ transition from selfcontained to general education classroom!
  Develop instructional materials!
  Coordinate services!
  College, summarize, and interpret data!
  Model appropriate instruction and supports!
  Coach team members!
 
!
!
What are the IF’s Responsibilities?"
Provide professional development!
  Identify resources!
  Coordinate alternate assessment portfolio!
  Facilitate team meetings!
  Serve in leadership capacity within the school!
 
!
!
!
“Traditional” Special Educator
Compared to Inclusion Facilitator"
The traditional Special Educator is responsible for the
educational programs of a “caseload” of students. His
or her main job is to assure that students’
Individualized Education Programs (IEPs) are
administered as written, following the rules and
regulations of the school and IDEA. This person
works most directly with students.!
!
The Inclusion Facilitator is responsible for supporting
students’ full membership, relationships,
participation, and learning in age-appropriate general
education classrooms in their neighborhood schools.
This includes promoting learning of the general
education curriculum as well as the goals on students’
IEPs. This person works most directly with other
Daily Schedule – Elementary SelfContained Sped. Teacher"
7:30 !
8:00 !
8:45 !
!
9:30 !
10:00!
!
10:45!
!
11:30!
!
!
!Assist students off sped. bus!
!Lead circle time activity!
!Facilitate language activity among
!
!students!
!Supervise toileting!
!Observe OT working with student
!
!during art activity!
!Observe PT working with student on
!balance and strength!
!Teach students to make lunch!
Daily Schedule – Self-Contained
Elementary Sped. Teacher"
12:00!
!
12:30!
1:00 !
1:30 !
2:00 !
!
!
!
!Each lunch with students and aides in
!classroom !
!Supervise teeth brushing and toileting!
!Teach math – time and money skills!
!Teach science – plant tomatoes!
!Escort students to sped. bus!
Daily Schedule – Elementary
Inclusion Facilitator"
7:30 !
!
8:45 !
!
9:30 !
!
10:15!
!
11:00!
12:00!
!
!
!Facilitate instructional planning !
!meeting for a 4th grader!
!Support a kindergarten student’s !
!participation in calendar time!
!Teach a reading group in 3rd grade
!classroom!
!Meet with 5th grade team to discuss
!upcoming trip to environmental camp !
!Prepare instructional materials!
!Facilitate social interactions at recess!
Daily Schedule – Middle School
Inclusion Facilitator"
7:30 !
8:45 !
!
9:30 !
10:15!
!
11:00!
12:00!
!
!
!
!Meet with paras to preview the day!
!Support a 6th grade student’s
!
!participation in science!
!Teach a literature group in 8th grade!
!Meet with 7th team to plan “Early !
!Civilizations of the Americas” unit!
!Prepare instructional materials!
!Meet with librarian to discuss
!
!acquisition of digital books!
Daily Schedule – High School
Inclusion Facilitator"
Meet briefly with all general education teachers on a weekly or biweekly basis (1:1) to find out about upcoming lessons, units,
materials, assessments.!
!
Each day of the week, schedule an instructional planning meeting
with sped. team members for one student.!
!
Bring information gathered from gen. ed. teachers to the
instructional planning meeting.!
!
Find and/or create adapted instruction materials and other
supports.!
!
Go into general education teachers and provide support to the
student, the class, and the paraeducator.!
I communicate
Presuming Competence"
Communication Supports"
I learn"
All day"
Membership in General Education Class
& Reciprocal Social Relationships"
I belong!
Social"
I have
friends!
Participation in General
Education Instruction"
Learning & Quality
of Life Outcomes "
Academics"
Collaborative Teaming & Administrative Support"
IF Dispositions and Beliefs"
Beliefs"
Dispositions"
Good! teaching is good teaching.!
Flexible and open-minded!
Every! person has inherent worth.!
Collaborative!
!
Families
are central to children’s lives.! Committed!
Every person is presumed competent.! Respectful of others’ viewpoints!
Diversity enhances learning and
!
community.!
Creative!
Inclusion benefits all students.!
Friendly!
Optimistic!
Passionate about inclusive education!
Hard-working!
A life-long learner!
Membership
"
"
Student is full time member of a general education class
with all symbols of belonging"
"
"
Student is part-time member of a general education class"
"
"
Student is visitor in a general education class"
"
"
"
Student is member of a special education class"
! !
Membership Indicators"
 
 
 
 
 
The student attends the school he/she would attend if
he/she did not have a disability.!
The student is a member of an age-appropriate general
education class.!
The student’s name is on all class lists, lists of groups put
on the board, job lists, etc. !
Related services are delivered primarily through
consultation in the classroom.!
The student receives the same materials as students
without disabilities, with supports (i.e., accommodations
and adaptations) provided as necessary. !
Membership Indicators"
 
 
 
The student passes classes with other students, arriving
and leaving at the same time.!
The student has a locker/cubby alongside students
without disabilities.!
The student rides the same school bus as his/her peers
without disabilities.!
!
!
!
Adapted from: McSheehan, M., Sonnenmeier, R.M., & Jorgensen, C.M. (2008).
Membership, participation, and learning in the general education classroom for
students with autism spectrum disorders who use AAC. In P. Mirenda & T. Iacono
(Eds.), Autism spectrum disorders and AAC (pp. 413-442). Baltimore: Paul A. Brookes.
Relationships!
"
"
Students have reciprocal relationships at school and at home
that are based on common interests and activities "
"
"
Students participate in shared activities at school"
"
"
Students have “peer buddies” or “helpers” "
"
"
Student s have little to no contact with peers without
disabilities"
"
!
From a website on a “Best Buddies”
program"
November Buddy Pair of the Month: Christine and Lesley"
"
  Christine and Lesley have been friends for three years
now. They share a beautiful relationship that truly
illustrates the true meaning of friendship and serves as
an example to all of us about the power of the Best
Buddies Program.!
  When we saw the two of them at this year’s Meet and
Greet, it brought tears to our eyes as the two of them
gave each other a real hug and asked how each other
was after a summer apart. Every time I saw Lesley in
the summer, all she could talk about was her “Best
Buddy” and how excited she was to see her in the fall. It
is times like this that we are able to really realize the
importance of true friendship and the impact it has on
both the Student Buddy and the Buddy. !
Questions We Should Ask"
Do typical kids get awards for being one
another’s friends?"
"
Do 17 year olds call each other “best buddies?”"
"
Do “best buddies” see each other once a year at a
“Meet and Greet?”"
"
Should we feel good when students with
disabilities get “real hugs?”"
!
Participation
"
"
In class - participate in all typical routines"
"
"
In class - participate in some typical routines"
"
"
In and out of class - participate in different routines"
"
"
"
Out of class - limited participation with classmates "
4th Grade
Social Studies Play
Participation Indicators"
 
 
 
The student participates in classroom and school
routines in typical locations, such as the Pledge of
Allegiance, lunch count, jobs, errands, eating lunch in
the cafeteria, etc. !
The student participates in school plays, field trips, and
community service activities.!
The student participates in classroom instruction in
similar routines as students without disabilities; for
example:!
 
 
 
 
whole class discussions !
at the board!
in small groups!
when called on by the teacher!
Participation Indicators"
 
The student has a way to communicate the same
academic messages that are expected of other students in
the above instructional routines. For example:!
!
 
 
 
 
!
Whole class discussions: brainstorming, calling out answers,
taking notes, social side talk!
At the board: writing answers, drawing figures!
In small groups: commenting to classmates, sharing information,
taking notes, socializing!
When called on by the teacher: sharing information!
Participation Indicators"
 
The student completes assignments and other work
products (with adaptations and modifications) as
students without disabilities.!
!
 
!
A high school student engages in outside-of-school, ageappropriate, and inclusive environments (e.g., service
learning) in the same proportion as classmates without
disabilities.!
Learning
Grade Level Curriculum (or Enduring Understandings and
Essential Content) in Typical Routines"
"
“Lower Level” Curriculum "
in Typical Routines"
"
"
Functional Skills in Typical Routines"
"
"
Functional Skills in Atypical Routines"
"
"
Developmental Curriculum"
Learning"
With the right supports, all students are
presumed competent to learn the general
education curriculum in the general
education classroom and their IEPs reflect
general education standards as well as
individualized IEP goals that will help
them achieve those standards and prepare
for an inclusive life in the community.!
Jorgensen, C.M., McSheehan, M., & Sonnenmeier, R. (2007). Presumed competence
reflected in the educational programs of students with IDD before and after the
Beyond Access professional development intervention. Journal of Intellectual and
Developmental Disabilities. 32(4), 248-262.!
Learn Grade Level GE Curriculum"
!
!For each social studies unit, Peter will!
demonstrate enduring understanding of !
three main curriculum concepts, people and !
events, vocabulary words, and understand !
the relationship of the unit to his life.!
Learn Lower than Grade Level GE
Curriculum"
!
Nelson will increase his sight word !
vocabulary to 2.5 grade level of the GE !
curriculum reading series [while in 3rd !
grade].!
Participate with the Potential to
Learn GE Curriculum"
!
!After reading and listening to a selected !
passage, Anna will participate in answering !
questions by activating a SGD (speech-!
generating device) when several possible !
right answers are provided.
Learn Specialized or Alternate
Curriculum"
!
Susan will make her bed with…!
  Mary will set the table…!
  Jonathan will cross the street…!
  Cynthia will name 3 characteristics of a
good friend…!
  Elizabeth will pay for a purchase at the
store…!
!
 
What’s Wrong with These
Goals?"
Nothing in an of themselves, but…!
  These are the skills that we use to enable
us to fully participate in our lives…they
are not end goals.!
  These are the things that typical students
learn in contexts other than school.!
  Prioritizing these skills above “functional
skills” prevents students from having
access to the full, rich general education
curriculum.!
 
Getting Kids IN and
Supporting Them to be
Successful"
How do we transition a student from
being in a self-contained class to
being a valued member and active
participant in a general education
class?!
Fairly Far Ahead of Time"
 
 
 
 
Enlist school principal and special education
administrator!
Enlist student and family & establish common
goals and timelines!
Provide professional development to faculty!
General:!
 
Visit inclusive schools!
 
Read literature, watch videos, go to
workshops!
 
Have open discussions to address
concerns!
 
Learn how to use the instructional
planning process!
Fairly Far Ahead of Time"
Provide professional development
to faculty!
 
Build Knowledge and Skills:!
 
 
 
 
 
!
Adapting materials!
Use of technology!
Positive behavior supports!
Supporting students’ communication,!
sensory, physical, behavior, and !
emotional needs!
Within a Couple of Months"
 
 
 
 
 
Identify general education classroom/s and
teacher/s!
Identify members of the instructional
planning team and schedule regular
instructional planning meetings!
Schedule monthly check-in with
administrative team !
Identify general supports student will need;
order materials/equipment if necessary!
If necessary, revise IEP to align with GE
curriculum and to specify accommodations
and services!
Within One Month"
 
 
Visit classroom and school to observe
physical layout!
 
How will student get to school!
 
Identify where the student will sit and
what physical adaptations are
necessary for full participation!
 
Are all other places in the school
accessible to the student?!
Visit classroom to observe instructional
routines!
Within One Month"
 
 
 
 
 
Meet with team to begin to plan
supports for specific lessons and units!
Plan when natural supports can be used!
Schedule services/supports from sped.
teacher and related service providers!
Give student a tour of classroom and
building; meet teacher and future
classmates in a social setting (e.g.,
summer barbeque)!
Assure that medical and/or emergency
procedures are in place!
Instructional Meeting Agenda"
 
 
 
 
 
 
 
Set agenda and times!
Announcements - no discussion!
Review of lessons and data from previous week!
Review upcoming lessons and develop supports for
student’s participation!
To do list!
Set next meeting agenda/date/time!
Evaluate meeting!
  What worked? What didn’t? What do we want to do
differently? Ah-ha’s?!
*Use a digital template and take minutes using the computer!
To Do List"
 
 
 
 
 
What, who, when!
One person accountable!
“Get out your calendars.”!
“When will you do this task?”!
Keep running to do list for accountability at next
meeting!
!
Planning Learning &
Participation Supports"
 
See Form Parts 1 and 2!
Caseloads etc."
 
Caseloads!
Building level IF: 5-8 students in one building !
  District level IF: provides consultation to special
educators and teams in several buildings!
 
 
Scheduling!
 
 
Team meetings FIRST, then time IN G.E.
CLASSES, then OTHER duties!
Space!
Office space not classroom space!
  Use natural environments throughout the school
to meet student needs!
 
Steps to Convert Your Role"
Read all the resource materials from this
webinar.!
  Share those materials with your principal
and special education administrator.!
  Provide the webinar link for them to view
it.!
  Meet to discuss how caseloads and job
responsibilities can be shifted to create the
IF role!
 
Our Next Webinars"
April 14, 2016: A Team Planning Process for
Learning & Full Participation in General Education!
May 9, 2016: Integrating Related Services into
Inclusive Lessons and School Activities!
!
Contact Jeanne Nauheimer at
[email protected] to register or with
questions.!
!
Q & A"
Thank you for !
attending! !
!