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General IEP Development -IEP's
= Benefits of Inclusion =


 * == Higher Expectations ==
 * == Better performance on r **eading and math tests**  ==
 * == Fewer days missed from school ==
 * == Fewer problem behavior referrals ==
 * == Value-added benefits to the general education classroom ==
 * == Students "who receive their educational program with same age peers will have greater access to the general curriculum" (Wehmeyer,2003). ==
 * == Opportunity to develop social relationships ==
 * == Promotes the values of diverse community for all students ==
 * == Best preparation for adult life ==

"Diane Ryndak did several different studies. The one she did in 2005 found that when a student went from a segregated classroom to an inclusive classroom, where academic instruction embedded the functional skills, the functional skills weren't a separate, discrete skill set. It ended up providing more time forthat student to work on both sets of skills, because they were basically doing double duty. In addition, providing instruction in inclusive settings does result in academic and social gains.  Another study by Ryndak, et al, found that the IEP was better designed, had curriculum content more consistent with peers, and had more meaningful instructional activities. The result being that, in particular cases, the student increased their time on task, increased their motivation, and increased other academic behaviors related to learning.  In a study done by Hunt, et al, in 1992 and 1994. They looked at IEP goals for students who were in inclusive settings versus students who were in segregated settings and they found that the inclusive settings provided more opportunities. The IEP goals showed more opportunities for age appropriate goals and more goals related to basic skills. In addition, several studies have shown that students in inclusive classrooms have higher rates of instruction time, so when you hear that you can't do inclusion because it's going to take instruction time away fri that student, actually, inclusive settings had higher rates of instruction time. And the data showed two to three years' worth of gains toward IEP goals. Plus, the inclusive setting had more one-on-one instruction time". Taken from a presenetaion from the Low Incidence Conference at Penn State given by Deborah Taub

The thinking about how to do this has changed.
= You don't belong and cannot have relationships if.... = = You're not there on a regular basis. = = You're not participating. = = and you don't have anything to contribute to the interaction. = = (Janney and Snell, 1997) =

[[image:modifications.png width="800" height="487"]]
Assessment of your understanding about Accommodations and Modifications http://piratepad.net/fNtwoubm1r

Now that we know the difference between Accommodations and Modifications let's spend the rest of the time working on how to plan............

First step-



[|Cheryl Jorgenson - Presuming Competence]



Guiding Questions for this article on the Inclusive Practices 1 link below IT IS THE 'LEAST DANGEROUS ASSUMPTION' TO PRESUME THAT THE STUDENT IS COMPETENT TO LEARN AGE APPROPRIATE GENERAL EDUCATION CURRICULUM CONTENT IN THE GENERAL EDUCATION CLASSROOM.

"SIMPLY PUT WHEN TEACHERS EXPECT STUDENTS TO DO WELL AND SHOW INTELLECTUAL GROWTH, THEY DO, WHEN TEACHERS DO NOT HAVE SUCH EXPECTATIONS, PERFORMANCE AND GROWTH ARE NOT SO ENCOURAGED AND MAY IN FACT BE DISCOURAGED IN A VARIETY OF WAYS." - JAMES RHEM ON THE 'PYGMALION EFFECT"

Presuming Competence List

(Jorgenson, 2005)
= Principle of Partial Participation - "Even if independence in an activity is not a realistic goal for a student, she or he can still be actively and meaningfully involved.= =(Baumgard et al, 1982)= = Principle of Only-as-Specialized-as-Necessary Adaptations (OSAN) -" When we apply inividualized adaptations, they should be as non-intrusive as possible for the student and as user-friendly as possible for the student and as user-friendly as possible for the teaching team. (Janney & Snell, in press)=

What the research says about 'just being in there' vs. true class members Janney and Snell(1977) found support for the theory that it is participation in shared lessons---even with the use of adaptations---that defines inclusion. In a study of the peer supports used in several inclusive elementary classes, the authors found that peers could describe the sorts of adaptations provided for their classmates with moderate and severe disabilities but still viewed these classmates as doing "the same work." For example, when asked, "Does Peter( a student with mental retardation) do the same work?" a classmate replied, "He does the same thing, but he doesn't write much." In fact, Peter did very little reading or writing, but he did participate in functional activities that were quite similar to those of his classmates.

Mindset - Carol Dweck video clip

Second Step- WE START WITH THE [|STANDARDS ALIGNED SYSTEM] We need to know Webb's Depth of Knowldege and how it impacts our planning. Remember we are focused on the 'Big Ideas' in the learning. -SAS QUEST

Depth of Knowledge Activity

Third Step- Once we know the standards and where we are starting we need to decide if the student needs an adaptation/accommodation or modification of material. We need to have an understanding of Universal Design Principles before we can continue with our planning.



 Remember to incorporate UDL Principles into your classroom planning. What can you do for one student that all students would benefit from?

 Remember the General Education Curriculum is the Focus of all of our planning around all students.



[|Let's Review UDL Principles]

Below is what is included in the example of class planning. If all diversity cannot be met using the UDL approach you need to Pause and Reflect and decide what else is needed to create success and student belonging.

media type="file" key="Assistive_Technology_for_Writing____Low_High_Tech_Options.mov" width="300" height="300"

Describe UDL in 3,5, or 7 words -[|Pirate Pad Response] =Examples=





Links to other wikis in this series movingforwardcollaboaratively.wikispaces diandudl.wikispaces.com Supporting students with complex needs