Inclusive Practices for School-Based . Therapists Presented by - PDF document

7/21/2017 Meeting Norms Inclusive Practices for School-Based . Therapists Presented by 9:00 • Welcome & Relationship Dev. 9:00 Today’s Objectives Agenda 9:30 • Why Inclusive Practices 9:30 10:15 • Break 10:15 • How to develop and maintain a positive collaborative 10:30 • Planning – Setting the Stage relationship. 10:30 • What the legal and educational mandates say regarding 11:45 • Lunch 11:45 intervention services including inclusive therapy practices in the 12:45 • Collaborative Models classroom. 12:45 • What the benefits and drawbacks of the collaborative models 2:15 • Break 2:15 between therapist and teacher are. 2:30 • Script for Success 2:30 • How the models for inclusive therapy practices will be applied on your campus to decrease LRE and improve student 3:00 • Making a Plan 3:00 outcomes. 4:00 • Dismiss 4:00 Your presenters: Your presenters: • Lisa Rukovena • Nichole Kertis • Lisa Rukovena • Nichole Kertis • Education Specialist at • Education Specialist at Region • Why I got involved with education? I • Why I got involved with education? I want believe deeply in the potential of to work with kids in their natural context Region 13 13 education to be a force for equality and where they are already living and learning. opportunity. • Speech Language • Occupational Therapist • What’s something interesting about me? I Pathologist • What’s something interesting about am a peanut butter loving cancer survivor • AT/Augmentative and me? I am bilingual, but Spanish is my who cohabitates with Dachshunds. • Bilingual Special Education Alternative Communication second language. Spanish is the primary • How long have I been working? 20+ years as language in my home. • AAC Novice • AAC Developing Expertise an OT- Occupational Therapist • How long have I been working? 14 years as a SLP- Speech-Language Pathologist 1

7/21/2017 Now you try! They don’t care how At your table, please introduce yourselves and much you know until include personal details such as: they know how - what you enjoy - what is important to you - what you find fulfilling about working in the schools much you care. - what “success” in your work means to you - what makes you feel “proud” either personally or professionally 1 2 Road Blocks? 0% - 15% 16% - 40% 3 4 41% - 65% 66% - 100% 2

7/21/2017 Tied up with a bow! • Region 13 Inclusive Practices for School-Based Therapists- Resources • https://goo.gl/a0bBw9 • Handout in a digital version Inclusion at a glance • Inclusive Practices FAQ’s • Specific Ideas and Examples for Inclusive Practices • APTA-ASHA-AOTA Joint Document on Workload Approach • Planning Checklists • And more What does inclusion mean? Co-teaching applications…? IN THE “… inclusion secures opportunities • Special Education for students with disabilities to • English as a Second GENERAL Language learn alongside their non-disabled • OT, PT, ST peers in general education EDUCATION • Media ed tech classrooms.” • Literacy or Math Coach CLASSROOM • Gifted talented http://www.specialeducationguide.com/pre-k-12/inclusion/ What it could look like for therapy Special Education is a SERVICE … not a PLACE. 3

7/21/2017 Sample Schedule Why implement inclusive practices? Origin of Inclusive Practices 35 Years of (a good) IDEA Legal Mandates Professional Guidelines • IDEA 2004 • AOTA/APTA • LRE • TOTA/TPTA • PGC • TSHA/ASHA • Integrated Services • Student Centered • ESSA • RtI • AYP • Research-based interventions • UDL • TEA • Commissioner’s Rules Access, Universal Design, UDL UDL: It’s not A thing, it’s THE thing • EHA 1975 Access to Schools UDL • IDEA 1990 Access to Classrooms • IDEA 1997 Access to General Education Curriculum • IDEA 2004 Access to Instructional Materials DI SDI • ESSA 2015 Access to Universal Design for Learning www.CTDInstitute.org 4

7/21/2017 IDEA § 612(a)[5] AOTA, APTA, & ASHA L e a st Re stric tive E nvironme nt AOTA, APTA, and ASHA recognize that with “To the maximum extent appropriate, children with the passage of IDEA 2004, the work of school- disabilities, including children in public or private institutions or other care facilities, are educated with based therapists has evolved. IDEA mandates children who are not disabled, and special classes, separate that students with disabilities participate in, schooling, or other removal of children with disabilities from have access to, and progress in the general the regular educational environment occurs only when the curriculum or natural environments. nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.” Educational Benefit A new view on pull-out therapy… Previous thinking about pull-out therapy: Can our services provide meaningful • Small group instruction educational benefit if we do not: • Intensive, direct instruction • Therapist as expert • Know what curriculum is being presented and Current thinking about pull-out therapy: tie into it? • Out of context • Know how students achieve with current • Different content • Increased transitions instruction and what supports are most • Decreased access to natural opportunities to effective? generalize • Adult-dependent • Know how students are relating to their peers? • Isolation from / stigmatization by peers • Missed instruction • Therapist as collaborator Paradigm Shift Access, Universal Design, UDL • EHA 1975 Access to Schools The World Health Organization now defines disability in the following manner: • IDEA 1990 Access to Classrooms • For persons with chronic disabilities, a shift from • IDEA 1997 Access to General Education Curriculum assuming what is disabling lies within the person , to • IDEA 2004 Access to Instructional Materials • Assuming what is disabling is just as likely to • ESSA 2015 Access to Universal Design for Learning result from the activity/task design, the environment or some combination of all these elements. www.CTDInstitute.org 5

7/21/2017 Updating Our Language Ten Benefits of Integrated Therapy Old Phrasing New Phrasing 1.Students learn the skills they • Qualifies for therapy services • Recommend therapy supports and services • Therapy goals vs. Teachers goals need in the setting in which they • Student goals, focused outcomes • Push-in therapy services • In-context or integrated therapy will use them. • Pull-out therapy services • Out-of-context; services to support • Dismissal from OT/PT/Speech skill acquisition • No longer requires the skills and expertise of an OT/PT/SLP to meet student’s educational needs The goal is to move to in-context services and supports as soon as possible. Ten Benefits of Integrated Therapy Ten Benefits of Integrated Therapy 2. Students have increased practice 3. Students’ relationships with opportunities. peers are fostered. Ten Benefits of Integrated Therapy Ten Benefits of Integrated Therapy 5. Teachers learn therapeutic 4. Students do not miss out on strategies that will be used to classroom instruction and support all students even once the activities. therapist has left. 6