Transcript Slide 1
Serving Students with Disabilities Current Placement Practices Systems Change Percent of children with disabilities by eligibility, 1999 compared with 2008 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% 1999 2008 Membership 7 Role Name Participant People with strong social interaction skills typically experience … More meaningful relationships Greater happiness Greater self-esteem Greater acceptance Less anxiety, stress, depression Social Relationships Inclusion is not… “Inclusion teachers” “Inclusion classes” Too many kids with disabilities in one class Preschool Children with Disabilities NATIONAL AND STATE DATA % Preschool Children with disabilities, age 3 - 5 Included In Regular Early Childhood Programs 2008-2009 School Year 90.00 80.00 70.00 60.00 50.00 40.00 30.00 20.00 10.00 0.00 Florida New York Puerto Rico Michigan California Tennessee Missouri Texas Utah Arizona Illinois Oklahoma Georgia Idaho New Jersey Wisconsin Virginia Minnesota Maryland Arkansas Oregon Indiana Louisiana Ohio Delaware Kansas New Mexico Kentucky Montana Nebraska West Virginia North Dakota Massachusetts Wyoming Iowa Colorado South Dakota Connecticut Pennsylvania % Preschool Children with intellectual disabilities, age 3 - 5 Included in regular early childhood programs 2008-2009 school year 100.00 90.00 80.00 70.00 60.00 50.00 40.00 30.00 20.00 10.00 0.00 MARYLAND Preschool children with disabilities, age 3 - 5 Included in Regular Early Childho0d Programs 2009-2010 school year 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% School-age Children with Disabilities NATIONAL AND STATE DATA % Students with Disabilities, age 6 - 21, Placed in General Education Classes 80% of the time or more: 2008-2009 school year 100 90 80 70 60 50 40 30 20 10 0 % Students with intellectual disabilities placed in general education classes 2008 - 2009 School year 100 90 80 70 60 50 40 30 20 10 0 Students with Disabilities, age 6 - 21 years Included in General Education 2009-2010 School year 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Maryland School System Teams: Planning with MCIE for Increased Inclusive Education! What makes the difference in District planning? Associate Superintendent involvement Steering Committee Participation of General Ed. Supervisors & Curriculum Coordinators in district team Action Plan Planning system-wide professional development Focus on communicating a “vision” system-wide about the value of students receiving special education services in general education classes What makes the difference in schools? Administrative support Needs Assessments (survey and group process) School based teams to plan inclusive practices Action Plans and focused planning team Technical Assistance/Job-embedded staff development Collaborative planning 15% guideline to maintain natural proportions of students with IEPs in general education classes FACTORS IN MANAGING COMPLEX CHANGE Vision + Skills + + Incentives Resources Skills Incentives Incentives Vision Vision Skills Vision Skills Incentives Vision Skills Incentives + Action Plan = CHANGE Resources Action Plan = Confusion Resources Action Plan = Anxiety Resources Action Plan = Resistance Action Plan = Frustration Resources = Treadmill Lessons Learned System level change is different from individual student change Parental and teacher opposition is often based on misconceptions Parental opposition can be strong; Parents need information and attention Building-level change can only occur if there is system-level change $ Change is not less expensive Teacher Preparation Needs 11 GENERAL EDUCATORS Instructional Technology Cooperative Learning Content skills SPECIAL EDUCATORS Assistive Technology Autism IEP development •Universal Design for Learning •Differentiation •Interventions •Accommodations •Collaboration •Positive Behavior Supports •Classroom Management VISION A society where neighborhood schools welcome all students, engage them in learning, and form the foundation for inclusive communities. Neighborhood schools where students with disabilities benefit from meaningful instruction, have friends, and be full members of their school communities.