Week+3

Week 3 Submitted Paper The following paper was submitted for Group 4 I, Megan Lines, verify that the members of our group listed below worked with me to complete this assignment. Kathryn Cook Amy Morris Aurora Arnett Scott Kaye Megan Lines

Model: Adopting the belief or philosophy of inclusion means believing that everyone belongs, is accepted, and is supported by his, or her peers and other members of the classroom environment as well as the use of available school resources. Both NCLB and IDEA require that those students with disabilities, no matter what level of functioning, have access to the general curriculum to the maximum extent possible. Therefore, an inclusion plan should provide for varying levels of inclusion. Our inclusion plan is driven by the specific needs of the students. Our plan places the special needs students in the least restrictive environment (LRE). We support a plan of partial inclusion. Students will be included in all socially active courses including lunch, recess, library, art, music and physical education. The students’ basic instruction in reading and math will take place in a resource room, as needed, in order to focus on building basic reading and mathematical strengths. Students will receive instruction for the core subjects of science and social studies in the regular education classroom, with the special education teacher in the room for support as often as possible. In primary grades, where the achievement gap is often smaller between regular education students and special needs students, the students with special needs may spend more time in the regular education classroom. For example, while they may stay in the classroom for a whole-group phonics lesson, special needs students will go to the resource room in order to practice the skill they just learned in a smaller-group setting. Regular education classroom teachers will be partnered with a special education teacher to help with the instructional responsibilities for the special needs students. These special education teachers will act as an advocate for the special needs students in the following ways: develop appropriate goals and objectives; modify the regular curriculum and assignments; work with students in individual and small-group arrangements; team teach; and carry out other responsibilities involved with coordinating services for the special education students, or others who show deficits. The special education teacher will also provide a small-group setting for testing situations, to allow for such accommodations as extra time, word banks, scribing, and questions read aloud.

Justification: Since IDEA requires that students with special needs receive their instruction in a LRE, we acknowledge that the learning environment must be flexible and allow for movement between the resource room and the regular education classroom. We believe that the negative effects of full inclusion for reading and math instruction outweigh the positive. Special needs students who have lower reading and math levels than their classmates are often embarrassed or intimidated by their peers during instruction in these areas. These students require more repetitive instruction and a greater breakdown of the instructional process. Cooperative measures taken by both the regular education and special education teacher will allow for the inclusion of the special needs students during instruction and activities that are appropriate for the students’ needs.

Preparation: Regarding those seeking education degrees, teacher education programs in college will need to be reassessed. They will need to include more information on working with students with special needs and differentiation of instruction. For current teachers, the regular education teacher will need to meet as often as needed with the intervention specialist to discuss strategies to implement in the classroom for the special needs students as well as low level students. Collaboration between regular and special education teachers must be encouraged and fostered by building administrators. If the regular education and special education teachers are not working together well, inclusion will be less effective. Efforts must also be made at the curriculum-development level to accommodate the needs of regular and special education teachers. By including effective and appropriate modifications within the curriculum itself, school districts can provide support for teachers during planning. The school district will provide workshops for regular education teachers pertaining to inclusion strategies. The intervention specialist will participate as a facilitator of special education strategies to the regular education teacher to be able to assist effectively in the success of the students. School districts should maintain ongoing professional development opportunities to improve both the special and regular education teachers' ability to differentiate instruction, work cooperatively in team-teaching environments and accurately identify students who may need special services.

Week 3 Work in Progress

Ok I am going to take the plunge here and try to start putting some of our ideas together: KC I'm going to add some to what Katie started - ML This is coming together well- sk It is finally starting to come together. Great team work. KC OK... is the part //above// the line what we are thinking will be submitted? If so, I think that there are elements of the text //below// the line that should be included in the submission. I will work on pulling that together, if I'm correct that the two are separate. Yes, the two areas are sperate. The final product is above the line.-sk Thank you! -Amy How's is coming guys? KC Megan are you still going to finalize our work and submit it? KC Other than the rainbow effect of our various text colors, I think this looks good. I've done my best to edit for grammar, etc., but I invite you all to chime in if you see something that doesn't look right. I think Megan is planning to put this together after the 4:00 deadline she gave us on the Angel discussion board. Thanks, Megan! Please post the final product on the discussion board, I like to keep a copy of each of my assignments. -amy Yes, I am planning on putting this on angel when I submit it - we caved and took the kids to High school musical this afternoon, so I am slightly behind schedule :-)

 Model: Adopting the belief or philosophy of inclusion means believing that everyone belongs, is accepted, and is supported by his, or her peers and other members of the classroom environment as well as the use of available school resources. Both NCLB and IDEA require that those students with disabilities, no matter what level of functioning, have access to the general curriculum to the maximum extent possible. Therefore, an inclusion plan should provide for varying levels of inclusion. Our inclusion plan is driven by the specific needs of the students. Our plan places the special needs students in the least restrictive environment (LRE). We support a plan of partial inclusion. Students will be included in all socially active courses including lunch, recess, library, art, music and physical education. The students’ basic instruction in reading and math will take place in a resource room, as needed, in order to focus on building basic reading and mathematical strengths. Students will receive instruction for the core subjects of science and social studies in the regular education classroom, with the special education teacher in the room for support as often as possible. In primary grades, where the achievement gap is often smaller between regular education students and special needs students, the students with special needs may spend more time in the regular education classroom. For example, while they may stay in the classroom for a whole-group phonics lesson, special needs students will go to the resource room in order to practice the skill they just learned in a smaller-group setting. Regular education classroom teachers will be partnered with a special education teacher to help with the instructional responsibilities for the special needs students. These special education teachers will act as an advocate for the special needs students in the following ways: develop appropriate goals and objectives; modify the regular curriculum and assignments; work with students in individual and small-group arrangements; team teach; and carry out other responsibilities involved with coordinating services for the special education students, or others who show deficits. The special education teacher will also provide a small-group setting for testing situations, to allow for such accommodations as extra time, word banks, scribing, and questions read aloud.

 Justification: Since IDEA requires that students with special needs receive their instruction in a LRE, we acknowledge that the learning environment must be flexible and allow for movement between the resource room and the regular education classroom. We believe that the negative effects of full inclusion for reading and math instruction outweigh the positive. Special needs students who have lower reading and math levels than their classmates are often  embarrassed or i ntimidated by their peers during instruction in these areas. These students require more repetitive instruction and a greater breakdown of the instructional process. Cooperative measures taken by both the regular education and special education teacher will allow for the inclusion of the special needs students during instruction and activities that are appropriate for the students’ needs.

Preparation Regarding those seeking education degrees, teacher education programs in college will need to be reassessed. They will need to include more information on working with students with special needs and differentiation of instruction. For current teachers, the regular education teacher will need to meet as often as needed with the intervention specialist to discuss strategies to implement in the classroom for the special needs students as well as low level students. Collaboration between regular and special education teachers must be encouraged and fostered by building administrators. If the regular education and special education teachers are not working together well, inclusion will be less effective. Efforts must also be made at the curriculum-development level to accommodate the needs of regular and special education teachers. By including effective and appropriate modifications within the curriculum itself, school districts can provide support for teachers during planning. The school district will provide workshops for regular education teachers pertaining to inclusion strategies. The intervention specialist will participate as a facilitator of special education strategies to the regular education teacher to be able to assist effectively in the success of the students. School districts should maintain ongoing professional development opportunities to improve both the special and regular education teachers' ability to differentiate instruction, work cooperatively in team-teaching environments and accurately identify students who may need special services.

The special needs students will participate in partial inclusion. During Science and Social Studies instruction, the students along with the intervention specialist will take part in the regular education classroom activities.The intervention specialist will provide modifications and accommodations for the students by assisting the teacher.Modifications may include the following: assigning less work, peer tutoring, rephrasing the questions for the student to comprehend the assignment, scribing for the student, and doing more hands-on activities to reinforce concepts being taught. The Intervention Specialist will serve as an advocate for his or her students, making certain that all necessary accommodations are made within the regular education setting. For example, the student may require a slanted writing board, text in larger print, or altered writing paper to help guide proper spacing. The special needs students will also participate with their peers in physical education, music, gym and library on a daily basis. The students will receive math, writing, and reading instruction with the Intervention Specialist in a resource room/pull-out services. The students will be instructed on activities from the curriculum as well as IEP goals in order to meet their learning needs.

1. Full Inclusion: Type of student- High functioning student with low levels of disability who occasionally needs help. Resource teacher would get directives to help when student shows deficits in class on an as "as needed" basis. This type of student has desires and intentions to continue their education through college, or a tech school.

2. Partial Inclusion: Student has limitations with fully grasping the concepts presented in regular ed. classrooms and has a hard time keeping up with the flow of the class. Resource teachers would rotate attendance in their student's classes and would provide 1 period in the resource room each day. These type of students intend to join the work force out of high school with the goal of being independent.

3. Limited Inclusion: Student struggles in Regular ed. classrooms and is at serious risk of dropping out if faced with attending regular ed. content on a daily basis. These students would receive training for a specific path which matches their abilities and limitations. Students could attend some classes, but would primarily be in a resource room receiving training and would, most likely be life-long dependents.

Our model for inclusion supports the belief that the regular education classroom is the LRE, with exceptions based on the success of meeting not only the special needs of our exceptional students, but also the needs of our regular education students. In our perfect world of inclusion, an inclusion teacher is assigned to this classroom full time. The two teachers share the responsibility of the classroom. They have common planning time during which they map out future instruction based on the needs of all students, set goals for all students, plan alternative instruction, assignments and modifications. They will determine how the progress of all the students will be measured. Planning together allows both teachers to accept the responsibility of the regular education students and the exceptional students. If students' special needs require an alternative classroom for some or all of their instruction, they will be assigned to a resource room, but will continue to be mainstreamed into the regular education classroom for physical education, music, art, library, lunch, recess and content area courses such as Social Studies and Science. At no time will the inclusion teacher be pulled from our model classroom.

Justification for Partial Inclusion

Partial Inclusion will be beneficial for the student’s social, behavior, and academic development. The special needs student will participate in several inclusion activities with his or her peers. While taking part in the partial inclusion model, the student will work cooperatively with peers. The student will feel a sense of belonging by interacting with his or her peers in science, social studies, gym, music, library, and physical education activities. Provided with different opportunities to feel successful, he or she will feel comfortable taking risks by participating in classroom discussions. This level of comfort will enable the student to challenge himself or herself in order to continue becoming more successful.

Section 3: This theory attempts to meet individual student's needs and helps them prepare for life after school. It reduces the chances for failure while providing an education which would help the reach their goals. Classified student's have different levels of deficits which should be recognized and educators should be prepared, and willing to meet their needs. Any one plan cannot possibly do this effectively. (in my opinion)

Teacher Preparation The regular education teacher will need to meet as often as needed with the intervention specialist to discuss strategies to implement in the classroom for the special needs students as well as low level students. The school district will provide workshops for regular education teacher pertaining on inclusion. The Intervention specialist will participate as a facilitator to the regular education teacher to be able to assist better in the success of the students.