Transcript Inclusive Practices- Making it Work!

www.laspdg.org
Inclusive PracticesConsultant Support Model
Presented by Kathy Kilgore
Considerations
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Roll Call
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People First Language
“People First Language puts the person before the disability and describes
what a person has, not who a person is.”
Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1,
2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf
Series of 6 Webinars
1. Overview of Inclusive Practices 
2. Co-teaching Support Model 
3. Consultant Support Model
4. Paraeducator Support Model
5. Scheduling for Inclusive Practice
6. Logistical Issues
Grading
 IEPs
 Planning

Inclusive Practices…..
academic and behavior
supports and strategies provided
to students with disabilities in
general education settings.
 …
Collaborative Support Models for
Inclusive Practices
Co-teaching Support Model
Consultant Support Model
Paraeducator Support Model
Co-teaching Support Model
 As defined by Friend and Cook (2010)…
 Co-teaching is a service delivery option for
providing special education or related services to
students with disabilities or other students with
needs while they remain in their general education
classes.
 Two or more professionals jointly deliver
meaningful instruction to a diverse, blended group
of students in a single physical space.
Co-teaching Support Model
 Direct instruction to students by a special education
teacher jointly with a general education teacher in a
general education classroom
Consultant Support Model
 Support and assistance by a special education
teacher to a general education teacher(s)
Consultant Support Model
 Direction and feedback from a special education
teacher to a general education teacher
 On-going support provided to general educator(s)
 Ensures instructional support needs of SWD in
general education settings are met
Consultant supported general education
classes…
 No co-teacher in class
 SWD have support needs that must be
addressed by general education teacher
 SWD need specific accommodations in order to
be successful
 SpEd and GenEd teachers must work
collaboratively
 Requires on-going communication
 Willingness to listen and learn from each other
 The amount of consultation provided depends
on support needs of students:
 Initial provision of background information
and periodic monitoring
 On-going curriculum adaptations and
weekly monitoring
Two Areas of Consultation
Communication and on-going
feedback
Curriculum supports
Communication and On-going Feedback
 Articulation of student learning needs
 Clarification of special education terms
 Enlightenment of student idiosyncrasies
 On-going communication
 Liaison to all teachers
 Implementation of IEP
 Collection of progress data
 Input into future IEP goals
Progress Monitoring
 Student progress data must be maintained
 Identification of key skills and concepts for mastery
 Outline of type of documentation to be
maintained/data to be collected
 Development of data collection instruments
 Schedule of data collection
Curriculum Supports
Provides an array of supports
 Presentation and/or response format
procedures
 Instructional strategies
 Time/Scheduling
 Environment
 Equipment
Accommodation Suggestions
 Time
 Scheduling
 Setting
 Responses
 Presentation
Other curricular supports…
 Review lesson plans
 Recommendations for activities
 Adjustments of lesson plans
 Recommendations for delivery styles
 Adaptation of lessons: design/redesign of worksheets
or activities
 Recommendations for hands-on materials and
manipulatives
 Creation of hands-on materials
 Suggestions for use of assistive technology
 Designing alternative assessments
 Designing behavior interventions systems
 Suggestions for delivery of reinforcements
 Adapts instructional environment to make it
‘multiple sized’ and not one-size-fits-all
 Suggestions for when to use modifications
and not just accommodations
 Suggestions for classwide accommodations
as well as individual student
accommodations
Adaptations
 Size
 Time
 Input
 Output
 Difficulty
 Participation
 Level of support
 Alternative goals
Let’s take a poll….
Are there some other specific tasks or activities
in which a consultant support teacher may
engage in order to ensure the support needs of
students with disabilities are met?
 Use your chat pod to type in a brief response
General Education Teacher
Responsibilities
 Participate in SBLC meetings
 Implement RtI tiers
 Participate in IEP meetings
 Implement IEP accommodations
 Participate in FBA and BIP processes
 Collect instructional and behavioral data
 Maintain confidentiality
General education teacher…
…responsible for ensuring IEPs are
implemented in his/her class
…collaborate with special educator
regarding IEP implementation
Two requirements of General Education
Teachers
1st - Communication
 Willing to communication opening and positively
 Listen and learn from each other
2nd – Curricular Supports
 Open to suggestions
 Willing to implement suggestions
Logistics…
 Consultant Support Teacher’s schedule
 When and with whom
 Submitted to principal same time other teachers submit
 Documentation of Actions
 Indicate when, where, with whom, for whom and what
 Detailed
 Related to specific students
Don’t get classified as having the “Prancer” Syndrome!
Let’s take a poll….
Are there other things the consultant support
teacher could do to avoid being called a
“Prancer”?
 Use your chat pod to type in a brief response
Special Education Teacher Schedule
 More than one Collaborative Support
Model used
 Model used based on student support needs
Ms. Ryan’s
Schedule
Co-teaching
1st period
Mr. Johnson
(ELA)
2nd period
Ms. Gilson
(ELA)
3rd period
Consultant
SpEd Class
Ms. Watson
(Math)
Ms. Raymond
(Science)
4th period
5th period
Planning
Planning
SpEd Math
Consultant Support Teacher’s
Schedule
 Lesson plans for co-taught classes and
special education classes
 Detailed schedule and documentation log
for consultation activities
 Schedule depends on learning/support
needs of students
www.laspdg.org
The contents of this PowerPoint presentation were developed under a grant from the US Department of
Education, #H323A110003. However those contents do not necessarily represent the policy of the US
Department of Education, and you should not assume endorsement by the Federal Government.
Additional Webinars in this Series
 December 5 @ 10:00 am: Consultancy Model
 January 16 @ 10:00 am: Para-educator Model
 February 27 @ 10:00 am: Scheduling
 April 17 @ 10:00 am: Logistics
Questions?
Please use your chat pod if you have questions
related to this presentation (if time permits,
we will answer them, if not, please email
questions to contacts below)
 After this webinar, you may email any content-
related questions to Kathy Kilgore
[email protected]
 You may email any grant-related questions to
Melanie Lemoine [email protected]
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