1、An Array of Supports for Including Students with Disabilities in General Education Programs,New Jersey Department of Education Office of Special Education Programs 2008,2,LRE Targets and State Data,Targets - School AgeYear 60% Separate Settings2005-2006 41.9% 17.8% 10.3% 2006-2007 42.1% 18.0% 10.0%
2、2008-2009 43.0% 19% 9.0% 2009-2010 43.5% 19% 8.5% 2010-2011 44.0% 19% 8.0%State Performance Data 2005-2006 42.0% 17.8% 10.0% 2006-2007 43.3% 17.7% 10.2% 2007-2008 45.0% 16.2% 10.1%,3,Workshop Objectives,To present an array of supports for including students with disabilities in general education pro
3、grams To describe the IEP decision making process that informs the consideration and identification of needed supports To provide an opportunity for you to reflect on current practice and the need to develop and/or expand your supports in general education programs To highlight implementation consid
4、erations and strategies for building capacity,4,Format for Discussion,Review Reference Materials,Reflect on Current Practices,Identify Areas for Building Capacity,Discuss Implementation Considerations,Describe Support,5,Array of Student Supports,Curricular/Instructional Modificationsor Specialized I
5、nstructional Strategies Consultation AssistiveServices TechnologyIn-Class Resource SupplementaryPrograms InstructionTeacher Behavior Aides Supports,Student Needs,6,IEP Decision Making Process,7,Key Questions for the Decision Making Process,What are the students learning needs relative to the general
6、 education curriculum? What are the students other educational needs? Can the student learn the same content as chronological age peers, or are modifications needed? In what ways can we support the students learning needs and goals/objectives within the general education classroom/program? In what w
7、ays can we support the staff to address the students needs within the general education classroom/program?,8,Reflection for Building Capacity,What is currently in place?-District-wide -Individual schools,Where do we need to develop or expand this support?,What are considerations for implementation?,
8、9,Tool to Facilitate Listening/Reflection,10,IEP Decision Making Process,Knowledge & Skills,Administrative Leadership,Parent Involvement,Resources,Collaboration,Implementation Considerations,11,Foundational Concepts,12,Foundational Concepts,Supports vary depending upon the classroom activity/routine
9、 and the individual students strengths and challenges Supports can be provided by people working directly with students in the general education classroom Supports can also be provided on behalf of a student through consultation services to general education teachers and teacher aides,13,Foundationa
10、l Concepts,The type and intensity of supports should be evaluated on a regular basis The type and/or intensity of supports may change over time based on: Students skill level Curricular/instructional demands Environmental factors Criteria for selecting and evaluating the effectiveness of supports sh
11、ould be identified,14,Support,Curricular/Instructional Modifications or Specialized Instructional Strategies,15,Regulations,N.J.A.C. 6A:14-1.3 defines special education as specially designed instruction, at no cost to the parents to meet the unique needs of a child with a disability. IDEA 300.39(b)(
12、3) defines specially designed instruction as adapting the content, methodology, or delivery of instruction to address the unique needs of the child and to ensure access to the general education curriculum . REGARDLESS OF PLACEMENT,16,Modifications to the General Education Curriculum,Modifications to
13、 the general education curriculum to address the unique needs of a child and ensure access to the general education curriculum IDEA 300.39(b)(3) can include: Modifications to content (goals and objectives) Modifications to methodology or delivery of instruction (modifications and supplementary aids
14、and services) Modifications to meet the students other educational needs (goals and objectives and/or modifications and supplementary aids and services),17,Modifications to the General Education Curriculum,A student with a disability is not removed from the age appropriate general education classroo
15、m solely based on needed modifications to the general education curriculum N.J.A.C.6A:14-4.2(a)9LEAST RESTRICTIVE ENVIRONMENT,18,Curricular/Instructional Modifications or Specialized Instructional Strategies,19,Curricular/Instructional Modifications or Specialized Instructional Strategies,Curricular
16、 Demands Modify learning expectations through IEP goals and objectives Modify the nature/complexity of assignments or tests Instruction Preparation previewing information and materials; advanced organizers; KWL strategies; preteaching Prompts mnemonics, graphic organizers, color coding, cue cards, p
17、ictures Applications hands-on activities, prompts, manipulatives, dramatization, illustrations,20,Curricular/Instructional Modifications or Specialized Instructional Strategies,Classroom Organization Instructional Groups (e.g., peer partners, buddy systems) Classroom Routines (e.g., individual class
18、 schedule, daily planner) Transition Prompts Materials & Equipment Materials for a range of readability levels Computers and software E-books Audio books Adjusted formats FM system,21,Curricular/Instructional Modifications or Specialized Instructional Strategies,Environmental Conditions Privacy work
19、spaces Variety of seating arrangements Organizational tools (bins/cabinets) Classical background music to enhance concentration Temperature adjustments Safety rules and procedures and safe use of equipment Modeling/demonstrating Labeling,22,Curricular/Instructional Modifications or Specialized Instr
20、uctional Strategies,Monitoring & Assessment Response Format and Procedures Use of preferred mode (e.g., dictation to a peer/adult/PC, use of illustrations, posters, diagram) Adjusted format Extended time Fewer items Teacher Instruction of Student Self-management Goal setting Self-monitoring strategi
21、es Strategies for organizing time, tasks and materials Visual representations of progress (e.g., graphs),23,Reflection for Capacity Building,What is currently in place?-District-wide -Individual schools,Where do we need to develop or expand this support?,What are considerations for implementation?,R
22、esources,Collaboration,Parent Involvement,Administrative Leadership,IEP Decision Making Process,Knowledge & Skills,Implementation Considerations,25,Reference Materials,26,Support,Behavior Supports,27,Behavior Supports,IEP Considerations In the case of a student whose behavior impedes his or her lear
23、ning or that of others, consider, when appropriate, strategies, including positive behavioral interventions and supports to address that behavior. N.J.A.C. 6A:14-3.7(c)4,28,Behavior Supports,Behavior serves a function All behavior serves a purpose for the individual Most behaviors serve one of two f
24、unctions To get something (obtain) Attention, objects, sensory regulation To get out/ away from something (escape) Tasks, embarrassment, people,29,Behavior Supports,A,B,C,Antecedents are events that occur prior to the behavior,Behavior must be observable, measurable, and describe what the student sa
25、ys or does,What is said and done in response to the occurrence of the behavior,The ABCs of Problem Behavior,30,Positive Behavior Supports (PBS),Positive Behavior Supports (PBS) are proactive and focus on: Understanding the reason for challenging behavior Student strengths and needs Teaching alternat
26、ive skills Improvement in the students quality of life,31,Positive Behavior Supports (PBS),PBS supports a collaborative team approach PBS can range from a simple assessment of behavior and intervention to a multifaceted assessment and intervention planning for students with significant behavioral ne
27、eds,32,Behavior Intervention Strategies,Examples of Antecedent/Setting Events Change sequence of daily routineProvide choiceIncrease access to preferred activitiesModify task Modify/adapt materialsChange interactionsVisual supportsSensory strategiesAdvanced preparation/rehearsal for difficult/unusua
28、l events (discussion, role play, social story),33,Behavior Intervention Strategies,Examples of Replacement Behaviors/Skills Training Teach a replacement skill to meet students needs (e.g., asking for a break, asking for help, asking for attention)Teach skills to increase general competence (e.g., co
29、mmunication, social skills, self-management, play skills)Teach coping skills for times of stress Trigger identification Anger management Relaxation/calming strategies Conflict resolution,34,Behavior Intervention Strategies,Examples of Consequence Strategies Use positive consequences Reinforce use of
30、 alternative skills Redirect to new activity Provide feedback regarding challenging behaviorUse corrective feedback strategically (5 positives to 1 correction)Design a crisis management plan to protect the student and others that all personnel implement consistentlyBe alert to triggers and phases of
31、 escalating behaviorTry to redirect proactivelyStay calm and follow the plan,35,Behavior Intervention Strategies,Examples of Long Term Prevention Strategies Teach self management skills Provide students with appropriate academic supports, as needed Provide direct social skills training and facilitat
32、e opportunities to develop friendships with peers,36,Reflection for Capacity Building,What is currently in place?-District-wide -Individual schools,Where do we need to develop or expand this support?,What are considerations for implementation?,Resources,Collaboration,Parent Involvement,Administrativ
33、e Leadership,IEP Decision Making Process,Knowledge & Skills,Implementation Considerations,38,Reference Materials,39,Support,Assistive Technology,40,Assistive Technology Device,Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the she
34、lf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such device. N.J.A.C. 6A:14-1.3, Appendix F,41,Assistive Technology Service
35、s,Assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. The term includes: The evaluation of the needs of a student with a disability, including a functional evaluation of the student in
36、 his or her customary environment; Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by students with disabilities;,42,Assistive Technology Services,Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assi
37、stive technology devices; Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs; Training or technical assistance for a student with a disability or, if appropriate,
38、 that students family; and,43,Assistive Technology Services,Training or technical assistance for professionals (including individuals providing education and rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the majo
39、r life functions of such students with disabilities.N.J.A.C. 6A:14-1.3, Appendix G,44,Assistive Technology,Categories,Communication,Mobility,Manipulation & Control,Sensory Functions,Access to Learning,45,Example of Communication Technologies,Low Tech High Tech,46,Examples of Mobility Technologies,Mi
40、d Tech High Tech,47,Examples of Manipulation & Control Technologies,Low Tech High Tech,48,Examples of Sensory Technologies,Low Tech High Tech,49,Examples of Access to Learning Technologies,Low Tech Mid Tech,50,Reflection for Capacity Building,What is currently in place?-District-wide -Individual sch
41、ools,Where do we need to develop or expand this support?,What are considerations for implementation?,Resources,Collaboration,Parent Involvement,Administrative Leadership,IEP Decision Making Process,Knowledge & Skills,Implementation Considerations,52,Reference Materials,53,Support,Consultation Servic
42、es,54,Consultation Services,Consultation as a service Is provided on behalf of a student with disabilities or a group of students with disabilities May be provided by a related services provider, a teacher of students with disabilities or a child study team member to the general education teacher an
43、d/or the teacher aide Shall be specified in each students IEP, including frequency and duration N.J.A.C. 6A:14-4.5(e),55,Consultation Services,Consultation may include, but is not limited to the following: -The development and demonstration oftechniques and strategies -Data collection on the effecti
44、veness of thetechniques and strategies -Development of positive behavior supports N.J.A.C. 6A:14-4.5.(e),56,Consultation Services,Development and Demonstration of Techniques and Strategies Examining lesson plans to identify where modifications are needed Adapting instruction and materials Increasing
45、 student participation in whole group/small group activities Infusing learning strategy instruction into content instruction,57,Consultation Services,Data Collection Methods and formats for collecting data on the effectiveness of instructional strategies and techniques Methods and formats for collec
46、ting data on the effectiveness of behavior interventions,58,Consultation Services,Positive Behavior Supports Identifying and defining behavioral expectations Developing the plan for directly teaching the behavioral expectations Designing an incentives/recognition system Evaluating the effectiveness
47、of behavior interventions and recommending modifications, as needed,59,Reflection for Capacity Building,What is currently in place?-District-wide -Individual schools,Where do we need to develop or expand this support?,What are considerations for implementation?,Resources,Collaboration,Parent Involve
48、ment,Administrative Leadership,IEP Decision Making Process,Knowledge & Skills,Implementation Considerations,61,Reference Materials,62,Support,Teacher Aides,63,Teacher Aides,A teacher aide may provide supplementary support to a student or students in the general education classroom The teacher aide w
49、orks under the guidance and support of the general education teacher,64,Teacher Aides,The general education teacher is responsible for curriculum and instruction of all students: Managing the overall classroom Preparing lesson plans Designing whole group, small group, and individual student activities and Providing initial instruction Monitoring, assessing, and reporting student progress and performance Collaborating in the planning, implementation, and evaluation of supports for IEP students Guiding and supporting the work of the teacher aide within the classroom on a daily basis,
