Inclusion is More Than Just Being In: P ractical Strategies for - - PowerPoint PPT Presentation

Inclusion is More Than “Just Being In:”

Practical Strategies for Supporting the Authentic

Participation & Learning of Students with Complex Support Needs

Wachusett School District May 13, 2019

Resources for This Presentation

Agenda

◼ “Is It Really Inclusion?” ◼ Accessible Instructional Materials

Overview

◼ Commercial sources ◼ Other internet sources ◼ Light tech “make your own” ◼ High tech

◼ Practice

Not Part of Our Agenda Today

Augmentative and Alternative Communication

Introductions

◼ Name ◼ Grade/s ◼ Role ◼ What would you like to learn today?

Jack’s Story

◼ “Included” in grades 1 - 3 ◼ Passionate about flying

machines – will spend hours looking out the window trying to spot a plane or helicopter

◼ Experiences autism ◼ Communication system: ◼ gestures (2 finger pt.) ◼ some signs ◼ vocalizations ◼ no speech ◼ Gets very anxious during

transitions

◼ Described by latest evaluation

as “functioning at 2 yr. Level”

Jack’s Communication Device

Jack with Assistant Jack’s Desk JACK: CASTS General Education Teacher

WHEN I FIRST VISITED 4TH GRADE

What Did It Take to Make the 5th Jack Scenario Successful?

Presuming Competence

Membership in General Education Class & Reciprocal Social Relationships

I count I belong I have friends

Participation in UDL General Education Instruction

Academics Social & Other

Learning

Gen Ed Curriculum Life Skills Everything Else

Collaborative Teaming & Administrative Support

Vision of an Ordinary Life Value & Dignity

Presuming Competence

The Least Dangerous Assumption

It is the least dangerous assumption to presume that all students are competent to learn & communicate about some age- appropriate general education curriculum content in the general education classroom.

Least Dangerous Assumption

“The criterion of least dangerous assumption holds that in the absence of conclusive data, educational decisions ought to be based on assumptions which, if incorrect, will have the least dangerous effect on the likelihood that students will be able to functional independently as adults” and “problems of student learning are presumed to be problems of instruction.”

Anne Donnellan, 1985

#1 Expectations Matter

"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.”

#2 Traditional Assessments are Flawed

Traditional assessments of people with disabilities are seriously flawed. Those that purport to measure students’ intelligence and adaptive behavior usually measure what they can’t do, rather than what they might be able to do with the right supports.

#3 Science without Values Has Caused Harm

#4 Research on Access to Communication

Research shows that a growing number of people labeled “retarded” show they are competent when they have a means to communicate.

How Competent Would You Appear If This Were Your Communication Device?

YES BREAK BATHROOM NO HELLO GOODBYE DRINK HUNGRY

#5 Presuming Competence Leads to More Options in School and After

#6 To Presume Incompetence Could Cause Harm if We Are Wrong

#7 Even If We Are Wrong…

Even if we are wrong about students’ capacities to learn general education curriculum content, the consequences to students of that incorrect presumption are not as dangerous as the alternative.

AIM

MATERIALS used in instruction and assessment and TECHNOLOGY = AIM (Accessible Instructional Materials)

Accessible Instructional Materials

When the Individuals with Disabilities Education Act (IDEA) was reauthorized in 2004, it included a requirement that elementary and secondary school students with disabilities who need print instructional materials in an accessible format receive them in a timely manner. This means that school districts must take reasonable steps to provide accessible instructional materials (AIM) to eligible students with disabilities without delay, typically at the same time as other students receive instructional materials.

A GREAT resource: PACER CENTER: “Accessible Instructional Materials (AIM) A Technical Guide for Families and Advocates” available at http://www.pacer.org/stc/pubs/STC-22.pdf

In an Ideal World… Universal Design for Learning

All Instruction & Materials

Universal Design Elements

Accommodations & Modifications

Without UDL

All Instruction & Materials are Universally Designed

A & M

With UDL

Accommodations & Modifications

Acommodations change how a student learns the material or demonstrates her

• learning. Modifications change what a

student is expected to learn, is taught, or is expected to demonstrate on an assessment. On an IEP they may be listed under a category called Accommodations & Modifications or under Supplementary Aids and Services.

Accommodations

◼ If a student has reading difficulties she might listen to an

audio recording of a text.

◼ Using a spell-checker might help a student with writing

difficulties take notes during class but wouldn’t be appropriate during a weekly spelling test. However, this student might benefit from extra time to complete the spelling test or using typing technology if the physical act of writing is difficult.

◼ Statewide assessments allow certain accommodations

like extra time or taking a computerized exam. Ideally these are the same accommodations a child uses to take class tests.

Modifications

◼ Students who are far behind their peers may need

changes to the curriculum. A student could be assigned shorter or easier reading assignments. Kids who receive modifications are not expected to achieve the same standards as their classmates.

◼ Modifications in testing often involve requiring a

student to cover less material or material that is less

• complex. For example, in the case of the spelling test, if

the class was given 20 words to study, the student with modifications might only have to study 10 of them. Or she might have a completely different list of words.

◼ The gym teacher might modify the number of laps a

student needs to run.

Alternate Assessment

◼ Students who participate in a state’s alternate

assessment based on alternate achievement standards are learning material that is reduced in depth, breadth, and complexity – that is greatly modified – but still aligned with grade level standards.

◼ These assessments may only be taken by 1% of

students in a school district.

◼ Be very cautious about choosing this assessment

because there might be implications for the diploma a student may earn upon graduation from high school.

IDEA Regulations Say…

◼ § 300.116 Placements (pg. 46765).

A child with a disability is not removed from education in age- appropriate regular classrooms solely because of needed modifications in the general education curriculum.

U.S. Department of Education 34 CFR Parts 300 and 301 “Assistance to States for the Education of Children With Disabilities and Preschool Grants for Children With Disabilities; Final Rule” – August 14, 2006

First and foremost…

Determine what you want the student to learn!

◼

Same as typical students

◼

Same as typical students, with accommodations?

◼

General education standards, but reduced in depth, breadth, and complexity (i.e., with modifications)

Six Rules for Making Accessible Materials

1.

Make sure that the essential content of the academic standards are represented.

2.

Always have the un-adapted materials available.

3.

Provide more than text-to-speech access.

4.

Use symbols, pictures, animation, and sound to support comprehension.

5.

Accommodate for vision, hearing, and movement difficulties.

6.

Focus on removing barriers to full participation. Don’t simply provide alternate materials to be used in an alternate activity in a different setting.

Commercial Sources

Commercially Available Adapted Text

◼ Readtopia - http://donjohnston.com/readtopia/ ◼ Ablenet Curriculum Materials ◼ Stem -

https://www.ablenetinc.com/curriculum/stem/focus-

• n-stem-digital-edition

◼ Math -

https://www.ablenetinc.com/curriculum/mathematics

◼ Don Johnson Literacy Starters and Core Curriculum -

http://donjohnston.com/start-to-finish-core-curriculum/

◼ Learning A to Z - https://www.learninga-

z.com/site/products/readinga- z/overview?gclid=EAIaIQobChMI0cWv6ICM3gIVnEwN Ch1uoQziEAAYASAAEgIfpfD_BwE

More Accessible Text Resources

https://newsela.com/ http://udleditions.cast.org/ http://coedpages.uncc.edu/access/adapt edbooks.htm http://tarheelreader.org/ http://www.apple.com/apps/ibooks/ https://itunes.apple.com/us/app/book- creator-for-ipad/id442378070?mt=8

◼ http://www.ric.edu/sherlockcenter/wwslis

t.html

◼ http://staff.bbhcsd.org/kolism/2012/11/03/a

• modified-charlottes-web-unit/ - entire

Charlotte’s Web unit materials

Search the Internet to See What Resources Already Exist – To Kill a Mockingbird

◼

Adapted materials for unit http://tkamforall.pbworks.com/w/page/9671794/FrontPage

◼

Chapter summaries http://issuu.com/bdbbaltazar/docs/chapter_summaries http://www.sparknotes.com/lit/mocking

◼

Re-written text in PPT format – several versions http://www.slideshare.net/anthony_morgan/to-kill-a-mockingbird-1455200

◼

Boardmaker symbols and photos of TKAMB characters https://www.boardmakeronline.com/Activity/670043

◼

Background knowledge videos and websites https://newsela.com/text-sets/7674/books--to-kill

Light Tech “Make Your Own”

◼ Simplify and/or enhance text ◼ Task cards ◼ Schema ◼ Aided language/topic boards ◼ Other visual supports

Simplify and/or Enhance Text with Pictures/Symbols

If You Need to Create Accessible Text from Scratch

◼ First, determine your student’s reading level ◼ Determine what symbols (e.g., photos, line

drawings, Google images, cartoon clip art, Boardmaker) symbols you might use to enhance your student’s understanding of the text.

◼ Remember the rule: DO NOT ADD PICTURES

TO TEXT THAT YOU WANT YOUR STUDENT TO DECODE. Enhancing text with symbols can help students with comprehension of text and their participation in read alouds. It does not help students learn to “sound out” or learn to read sight words.

If You Need to Create Accessible Text from Scratch

◼ First look for free digital version online

◼ Search in Google for “ [name of book] + adapted version”

OR…

◼ Type the document in Word to begin, but if it is already

text-on-paper, scan it on the office copier and convert it to a Word or PDF file that is sent to your computer.

◼ Adobe Export software converts files from Word to PDF

and PDF to Word. When a file is in Word, you can manipulate it endlessly!

Try Autosummarize and Rewordify First

◼ Shorten text -

http://www.tools4noobs.com/summarize/

◼ Substitute easier vocabulary -

https://rewordify.com/index.php

◼ Make quizzes, cloze sentences, vocabulary

study sheets, matching activities

Guidelines for Simplifying Text from Scratch

◼ Breakdown compound and complex

• sentences. Remove transition/connecting

words and make them into 2 separate sentences. Example

◼ Unsimplified: A shiver convulsed Joel, though the

sun was still bright and hot, and he began to move woodenly toward the spot where he had left his clothes.

◼ Simplified: Joel shivered. He walked to the place

where he left his clothes.

◼ Watch the pronoun use

◼ Try not to have too many pronouns where it

may not be confusing who/what it might be referring to. Make sure that the pronoun has what it is referring to right before it or in the preceding sentence. When using character names/dialogue, try to not have too many: he, she, they, we. Use them but sparingly—try to use the actual name while not making it so

• mechanical. This might make it easier to

follow the conversation.

Example

◼ Unsimplified: Maybe Tony could still be

saved if he got help.

◼ Simplified: Maybe Tony could be saved if

Joel got help.

◼ Simplify vocabulary words

◼ Keep some rich vocabulary words to explain

and teach. But, will want to keep it in balance to allow time for teaching all of the other text concepts/connections. When simplifying vocabulary words, also consider the vocabulary on the AAC device.

Example:

◼ Unsimplified: Joel fell over and vomited

again.

◼ Simplified: Joel fell over. He threw up

again.

◼ Consider the student’s background

knowledge

◼ Clarify concepts/terms that students may not

have the background knowledge to

• understand. For example, a student who has

never ridden a bike before may not know the name “Schwinn.” Try to clarify when possible.

Example

◼ Unsimplified: Tony said, “I get dibs on the

Schwinn!"

◼ Simplified: Tony said, “I want the Schwinn

bike!"

◼ Clarify figurative language

Example

◼ Unsimplified: Joel gave Tony a high five,

taking in his friend's face as he did.

◼ Simplified: Joel gave Tony a high five. Joel

looked closely at Tony’s face.

◼ Delete information that is not necessary

to understanding the main theme(s)

◼ There is so much involved with teaching

comprehension—there are a lot of balls to juggle for any student. It may be helpful to choose a few to juggle for the very beginning reader to make them more successful. It is important to target and give instruction at a level a bit beyond where the student is. Try to do this while maintaining the integrity of the story.

Example

◼ Unsimplified: It took only about ten minutes to

reach the edge of town. On their way past the school, Tony stuck out his tongue in the direction of the sixth-grade classroom where they had spent last year. Joel, deciding he might as well get into the spirit of the day, followed suit, though he liked school well enough.

◼ Simplified: It took ten minutes to reach the edge

• f town. The boys rode past their school. Tony

stuck out his tongue at the school. Joel did the same, even though he liked school.

Thank You, Ma’am - original by Langston Hughes

She was a large woman with a large purse that had everything in it but hammer and nails. It had a long strap, and she carried it slung across her shoulder. It was about eleven o’clock at night, and she was walking alone, when a boy ran up behind her and tried to snatch her purse. The strap broke with the single tug the boy gave it from behind. But the boy’s weight and the weight of the purse combined caused him to lose his balance so, instead of taking off full blast as he had hoped, the boy fell on his back on the sidewalk, and his legs flew up. the large woman simply turned around and kicked him right square in his blue- jeaned sitter. Then she reached down, picked the boy up by his shirt front, and shook him until his teeth rattled.

Thank You, Ma’am - Simplified by Langston Hughes

• Mrs. Jones was a large woman with a large purse

that had lots of stuff in it. It had a long strap and

• Mrs. Jones carried it on her shoulder.

A boy ran up behind Mrs. Jones and tried to grab her purse. The strap broke when the boy grabbed the purse. The boy fell on the ground and Mrs. Jones kicked him in his butt.

Sarah, Plain and Tall by Sarah MacLachlan

Maniac Magee by Jerry Spinelli

Task Cards

1 2 3 4 Choose a book Read quietly Choose another book Read for 15 minutes

Self-Selected Reading Task Card

Math Messag

Math Message Mad Minute

Teacher Lecture

Journal Work Hands-On Games

1. 2. 3. 4. 5.

Math Lesson Task Card

Schema

http://s3.amazonaws.com/cmi- teaching- ld/assets/attachments/41/math_tutorial. pdf https://greatmiddleschools.org/toolkits/ math/schema-based-instruction/

Rounding

Aided Language/Topic Boards

Aided Language/Topic Board to Support Receptive Understanding & Expression

Other Visual Supports

Kidspiration or Inspiration

https://www.youtube.com/watch?v=R2z0eRgqlLw

Rising Action Visual Support

..word prediction (Read and Write Gold, textHELP)

..webbing software (Inspiration) A portable keyboard (AlphaSmart) .. a custom overlay and adaptive keyboard (Overlay Maker, IntelliTools)

• .. word stamps

.. sentence strips in science

• The plant needs sunlight.

.. individual laminated symbols secured with Velcro (Boardmaker, Mayer-Johnson) .. pictures – drawn, magazine, Google Images

Read-Aloud/Text-to-Speech Software

◼ Read & Write Gold or Kurzweil has read-aloud ◼ And you can enable this feature on any

computer.

◼ Go to the “Customize Quick Access Toolbar” at the

VERY top of a Word document.

◼ Click “More Commands” ◼ Click “All Commands” ◼ Find “SPEAK” ◼ “ADD” it to the right hand column. ◼ Highlight the text you want to read ◼ Click the “Speak selected text” icon – looks like a

rectangular thought bubble

Other Text-to-Speech Options

◼ Students with physical or reading

disabilities can get free digital books through BookShare. These can be read

• aloud. https://www.bookshare.org/

◼ Books on tape/CD ◼ iPad or Android apps -

http://appadvice.com/appguides/show/tex t-to-speech-apps-for-ipad

Use a Text Leveling App

Snap and Read Universal

• Reads accessible and inaccessible text aloud
• Works across Google Drive, email, websites, Kindle

Cloud Reader, and PDFs

• Works offline
• Dynamic Text Leveling
• Study tools
• Annotation
• Translation into 100+ languages on Chrome
• Data for reading level and usage
• Bibliographer
• Shows Readability

Visual Reading for iPad

https://www.youtube.com/watch?v=gfGWaJQuZ3E

Similar to Writing with Symbols/Symwriter but you can import your own pictures or videos!

Thinking Blocks – Interactive Math Tools

GeoGebra– Interactive Math Tools

Pictello

Clicker Connect App iPad

First Author Writing Software

Planning Process Questions

◼ What do we want the student to know and be

able to do after this week’s or unit of instruction?

◼ How will we assess the student’s learning? ◼ What supports does the student need to fully

participate in typical instructional routines?

◼ Who will prepare the supports?

Other Great Resources

PINTEREST GOOGLE IMAGES CAST

GOOGLE IMAGES

Wrap-Up

◼ Biggest Ah-ha ◼ Commitment ◼ Share