Transcript 14_ENGLISH_Special_Needs_Students

Leadership for Innovative Omani
Schools in the 21st Century
Providing an Education to Students with
Handicapping Special Needs
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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
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Activity 1
SMALL GROUP CHART ACTIVITY
Defining Inclusive Education
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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?
Education for All: Students with Handicapping Special Needs
Worldwide Critical Issues
Inclusion
Definition
Identification
Placement
Support Services
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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 Needs
Worldwide Critical Issues
Inclusion
Definition
Identification
Placement
Support Services
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What do we mean by
students with
handicapping special
needs?
Education for All: Students with Handicapping Special Needs
Worldwide Critical Issues
Inclusion
Definition
Identification
Placement
Support Services
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How are students with
disabilities assessed
and identified?
Who should be
involved?
Education for All: Students with Handicapping Special Needs
Worldwide Critical Issues
Inclusion
Where and how should
students be educated? -in regular classrooms?
Definition
-in separate schools?
Identification
Placement
Support Services
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What instructional
accommodations may
be needed?
What services are
needed to ensure
maximum learning
opportunities?
Education for All: Students with Handicapping Special Needs
Worldwide Critical Issues
Inclusion
What is the role of :
Definition
Identification
Placement
Support Services
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--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 Needs
Worldwide Critical Issues
School to Work
Partnerships
Professional
Development
Quality Assurance
Funding
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How can we transition
students with
handicapping
disabilities to the
workforce?
What transition
program models exist?
Education for All: Students with Handicapping Special Needs
Worldwide Critical Issues
School to Work
Partnerships
Professional
Development
Quality Assurance
Funding
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What partnerships are
needed between the
school and:
--Family?
--Community?
What “best practice”
models are available?
Education for All: Students with Handicapping Special Needs
Worldwide Critical Issues
School to Work
Partnerships
Professional
Development
Quality Assurance
Funding
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What training is
needed?
--General education
teachers ?
--Special education
teachers?
--School administrators
--Parents?
--Community agency
personnel?
Education for All: Students with Handicapping Special Needs
Worldwide Critical Issues
School to Work
Partnerships
Professional
Development
Quality Assurance
How are we ensuring a
quality education for
students with
disabilities?
Who is accountable?
Funding
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Education for All: Students with Handicapping Special Needs
Worldwide Critical Issues
School to Work
Partnerships
Professional
Development
Quality Assurance
Funding
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Who pays?
How much?
Activity 2
SMALL GROUP CHART ACTIVITY
Education for All
Inclusive Education Issues and Priorities
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?
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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
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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.
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Salamanca World Conference Proclamation2
Every child
has unique
characteristics,
interests,
abilities and
learning needs.
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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.
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Salamanca World Conference Proclamation2
Those with special
educational needs
must have access to
regular schools which
should accommodate
them within a childcentered pedagogy
capable of meeting
these needs.
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?
??
Reflective Question
What implications does
the Salamanca
proclamation have for the
leadership and
management of Oman
secondary schools?
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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.
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Salamanca Conference Recommendations for
Worldwide Governments 2
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.
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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.
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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
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The Salamanca Framework for Action
Develop a national plan
for inclusive education
that includes:
Policy & Funding
that support
inclusive schools
International
Partnerships
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Needs of all with
severe, multiple
disabilities
External
Funding
Opportunities
Coordination
of services at
all levels
The Salamanca Framework for Action
“Regular School”
Factors
Accommodations
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The Salamanca Framework for Action
School Leadership
and Management
School leaders play a
major role in making
schools more responsive
to students with special
education needs.
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The Salamanca Framework for Action
Leaders need authority to:
• 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
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The Salamanca Framework for Action
Recruitment and training of educational personnel
Provide pre and inservice training, that includes:
• Assessment
• Curriculum development and adaptation
• Using assistive technology
• Individualizing instruction
• Working in teams
•
•
•
•
•
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Regular education
Special education
Psychologists
Social workers
Community agency personnel
The Salamanca Framework for Action
Community Involvement
Decentralization and local planning create greater
community involvement in the education and training
of persons with disabilities.
SEEK
community
involvement
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Volunteers
Youth
Clubs
Recreation Facilities
Salamanca Priorities for Students with
Handicapping Special Needs
• Early childhood education
• Preparation for adult life
• Adult Education
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Activity 3
SMALL GROUP DISCUSSION
Application of the Salamanca Framework
1.
2.
3.
4.
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In what ways does the Salamanca Framework for Action
apply to Oman secondary schools?
What components of the Framework could you implement
in your school?
What resources would you need?
What changes to the Framework would you recommend?
Activity 4
SCENARIO ACTIVITY
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?
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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?
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Inclusive Education: Providing Services to Students
with Handicapping Disabilities in the U.S.
What are the critical issues?
• Identifying students –
who is eligible?
• Home, school, and agency
partnerships
• Placement controversy where should & where
does special education
happen?
• Transition to work &
community
• Appropriate instructional
models
• Support services (in
school and in community)
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• Quality assurance and
accountability
• Teacher shortages
• Funding
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 ENVIRONMENT
THE REGULAR EDUCATION CLASSROOM
ZERO
REJECT
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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
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Inclusive Education: U.S. Definitions of
Handicapping Disability Categories 3
Learning Disability
Health Impairment
Mentally Challenged
Emotional-behavior
Disorder
Deaf – Hard of Hearing
Blind
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Autism
Spectrum
• 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 Disability
Health Impairment
Mentally Challenged
Emotional-behavior
Disorder
Deaf – Hard of Hearing
Blind
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Autism
Spectrum
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
Learning Disability
Health Impairment
Mentally Challenged
Emotional-behavior
Disorder
Deaf – Hard of Hearing
Blind
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Autism
Spectrum
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
Learning Disability
Health Impairment
Mentally Challenged
Emotional-behavior
Disorder
Deaf – Hard of Hearing
Blind
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Autism
Spectrum
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
Learning Disability
Health Impairment
Mentally Challenged
Emotional-behavior
Disorder
Deaf – Hard of Hearing
Blind
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Autism
Spectrum
Deaf
Hearing is disabled to the
extent that individuals cannot
understand speech without
the use of a hearing aid
(usually 70db loss or more)
Hard of Hearing
Hearing 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
Learning Disability
Health Impairment
Mentally Challenged
Emotional-behavior
Disorder
Deaf – Hard of Hearing
Blind
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Autism
Spectrum
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
Learning Disability
Health Impairment
Mentally Challenged
Emotional-behavior
Disorder
Deaf – Hard of Hearing
Blind
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Autism
Spectrum
… or visually impaired
Loss of some or all of the
ability to see.
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
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Identification of Students with Handicapping Special
Needs in the U.S.
1
2
3
4
5
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Referral to Special Education
Service Team
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- by school staff member, parent, doctor or
other health professional working with the
student
8
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Identification of Students with Handicapping Special
Needs in the U.S.
1
2
3
4
Pre-assessment Intervention Option
- may occur in the regular education
classroom to determine need for full
assessment
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6
7
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Identification of Students with Handicapping Special
Needs in the U.S.
1
2
3
4
5
Multidisciplinary Assessment
6
7
-Multiple types of assessment data are
collected and reviewed by the team
•
•
•
•
•
•
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Health history and other medical data
Academic data
Psychological assessment data (if applicable)
Behavior data
Communication skills
Social skills data
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Identification of Students with Handicapping Special
Needs in the U.S.
1
2
3
4
5
Assessment Review
• Assessment data is reviewed by the Special
Education Student Services Team.
• Parents attend the meeting.
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6
7
8
Identification of Students with Handicapping Special
Needs in the U.S.
1
2
3
4
Needs Identification
• The need for services and the type of
special education services is determined.
• Parents must agree to the recommended
education program.
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5
6
7
8
Identification of Students with Handicapping Special
Needs in the U.S.
1
2
3
4
5
Individual Education Plan is Written
6
7
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.
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8
Identification of Students with Handicapping Special
Needs in the U.S.
1
2
3
4
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
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5
6
7
8
Identification of Students with Handicapping Special
Needs in the U.S.
1
2
3
4
5
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Review of the
Individual Education Plan
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Individual Education Plans are regularly
reviewed, at least once a year.
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Professional staff who work with the student
and parents attend the meeting.
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Cascade Model of Special Education Services –U.S.
LEVEL I – Consultation Only;
Regular Classroom Placement
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 IV – Full-time special class or program; May be
in a regular school setting
LEVEL V – Special school outside of regular class setting
LEVEL VI – Homebound (due to extended illness; short duration typically)
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Note: Eligibility and service levels may vary by state
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
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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
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Inclusive Education: Education Programming for Students
with Special Needs—Secondary School Level
Using A Differentiated Instruction Model
• 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
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Inclusive Education: Education Programming for Students
with Special Needs—Secondary School Level
Using A Differentiated Instruction Model
• Continuous student performance
assessment – use of portfolios,
work samples, exhibits
• Instructional change decisions
are data-driven
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Inclusive Education: Education Programming for Students
with Special Needs—Secondary School Level
Example: Traditional Pull-out Model
• Student receives supportive
instruction outside of regular
education classroom for up to
50% of school day
Student
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Classroom
Inclusive Education: Education Programming for Students
with Special Needs—Secondary School Level
Example: Collaborative Classroom Model
• The regular and the special
education teachers team teach
• Example classes:
•
•
•
•
Communications
Vocational Education
Industrial Arts
Theme Units
Student
Classroom
Teacher
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Teacher
Collaborative Classroom Diagram
Classroom
Teacher
Grade
Level
Academic
Support
Education
Assistant
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ELL
Teacher
Special
Education
Teacher
Inclusive Education: Education Programming for Students
with Special Needs—Secondary School Level
Example: Peer Tutoring
• A regular education student
helps the special needs student
Student
Peer
Classroom
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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
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Activity 5
PROJECT
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.
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