1	An Array of Supports for Including Students with Disabilities in General Education Programs New Jersey Department of Education Office of Special Education Programs 2008
2	LRE Targets and State Data Targets - School Age Year <21% >60% Separate Settings 2005-2006 41.9% 17.8% 10.3% 2006-2007 42.1% 18.0% 10.0% 2008-2009 43.0% 19% 9.0% 2009-2010 43.5% 19% 8.5% 2010-2011 44.0% 19% 8.0% State Performance Data 2005-2006 42.0% 17.8% 10.0% 2006-2007 43.3% 17.7% 10.2% 2007-2008 45.0% 16.2% 10.1%
3	Workshop Objectives To present an array of supports for including students with disabilities in general education programs To describe the IEP decision making process that informs the consideration and identification of needed supports To provide an opportunity for you to reflect on current practice and the need to develop and/or expand your supports in general education programs To highlight implementation considerations and strategies for building capacity
4	Format for Discussion Identify Areas for Building Capacity
5	Array of Student Supports Curricular/Instructional Modifications or Specialized Instructional Strategies Consultation Assistive Services Technology In-Class Resource Supplementary Programs Instruction Teacher Behavior Aides Supports
6	IEP Decision Making Process
7	Key Questions for the Decision Making Process What are the student’s learning needs relative to the general education curriculum? What are the student’s other educational needs? Can the student learn the same content as chronological age peers, or are modifications needed? In what ways can we support the student’s learning needs and goals/objectives within the general education classroom/program? In what ways can we support the staff to address the student’s needs within the general education classroom/program?
8	Reflection for Building Capacity
9	Tool to Facilitate Listening/Reflection
10	Implementation Considerations
11	"Foundational Concepts" Foundational Concepts
12	Foundational Concepts Supports vary depending upon the classroom activity/routine and the individual student’s strengths and challenges Supports can be provided by people working directly with students in the general education classroom Supports can also be provided on behalf of a student through consultation services to general education teachers and teacher aides
13	Foundational Concepts The type and intensity of supports should be evaluated on a regular basis The type and/or intensity of supports may change over time based on: Student’s skill level Curricular/instructional demands Environmental factors Criteria for selecting and evaluating the effectiveness of supports should be identified
14	Support Curricular/Instructional Modifications or Specialized Instructional Strategies
15	Regulations N.J.A.C. 6A:14-1.3 defines special education as specially designed instruction, at no cost to the parents to meet the unique needs of a child with a disability. IDEA 300.39(b)(3) defines specially designed instruction as adapting the content, methodology, or delivery of instruction to address the unique needs of the child and to ensure access to the general education curriculum …. REGARDLESS OF PLACEMENT
16	Modifications to the General Education Curriculum Modifications to the general education curriculum to address the unique needs of a child and ensure access to the general education curriculum [IDEA 300.39(b)(3)] can include: Modifications to content (goals and objectives) Modifications to methodology or delivery of instruction (modifications and supplementary aids and services) Modifications to meet the student’s other educational needs (goals and objectives and/or modifications and supplementary aids and services)
17	Modifications to the General Education Curriculum A student with a disability is not removed from the age appropriate general education classroom solely based on needed modifications to the general education curriculum [N.J.A.C.6A:14-4.2(a)9] LEAST RESTRICTIVE ENVIRONMENT
18	Curricular/Instructional Modifications or Specialized Instructional Strategies
19	Curricular/Instructional Modifications or Specialized Instructional Strategies Curricular Demands Modify learning expectations through IEP goals and objectives Modify the nature/complexity of assignments or tests Instruction Preparation – previewing information and materials; advanced organizers; KWL strategies; preteaching Prompts – mnemonics, graphic organizers, color coding, cue cards, pictures Applications – hands-on activities, prompts, manipulatives, dramatization, illustrations
20	Curricular/Instructional Modifications or Specialized Instructional Strategies Classroom Organization Instructional Groups (e.g., peer partners, buddy systems) Classroom Routines (e.g., individual class schedule, daily planner) Transition Prompts Materials & Equipment Materials for a range of readability levels Computers and software E-books Audio books Adjusted formats FM system
21	Curricular/Instructional Modifications or Specialized Instructional Strategies Environmental Conditions Privacy workspaces Variety of seating arrangements Organizational tools (bins/cabinets) Classical background music to enhance concentration Temperature adjustments Safety rules and procedures and safe use of equipment Modeling/demonstrating Labeling
22	Curricular/Instructional Modifications or Specialized Instructional Strategies Monitoring & Assessment Response Format and Procedures Use of preferred mode (e.g., dictation to a peer/adult/PC, use of illustrations, posters, diagram) Adjusted format Extended time Fewer items Teacher Instruction of Student Self-management Goal setting Self-monitoring strategies Strategies for organizing time, tasks and materials Visual representations of progress (e.g., graphs)
23	Reflection for Capacity Building
24	Implementation Considerations
25	Reference Materials
26	Support Behavior Supports
27	Behavior Supports IEP Considerations In the case of a student whose behavior impedes his or her learning or that of others, consider, when appropriate, strategies, including positive behavioral interventions and supports to address that behavior. [N.J.A.C. 6A:14-3.7(c)4]
28	Behavior Supports Behavior serves a function… All behavior serves a purpose for the individual Most behaviors serve one of two functions To get something (obtain) Attention, objects, sensory regulation To get out/ away from something (escape) Tasks, embarrassment, people
29	Behavior Supports
30	Positive Behavior Supports (PBS) Positive Behavior Supports (PBS) are proactive and focus on: Understanding the reason for challenging behavior Student strengths and needs Teaching alternative skills Improvement in the student’s quality of life
31	Positive Behavior Supports (PBS) PBS supports a collaborative team approach PBS can range from a simple assessment of behavior and intervention to a multifaceted assessment and intervention planning for students with significant behavioral needs
32	Behavior Intervention Strategies Examples of Antecedent/Setting Events Change sequence of daily routine Provide choice Increase access to preferred activities Modify task Modify/adapt materials Change interactions Visual supports Sensory strategies Advanced preparation/rehearsal for difficult/unusual events (discussion, role play, social story)
33	Behavior Intervention Strategies Examples of Replacement Behaviors/Skills Training Teach a replacement skill to meet student’s needs (e.g., asking for a break, asking for help, asking for attention) Teach skills to increase general competence (e.g., communication, social skills, self-management, play skills) Teach coping skills for times of stress Trigger identification Anger management Relaxation/calming strategies Conflict resolution
34	Behavior Intervention Strategies Examples of Consequence Strategies Use positive consequences Reinforce use of alternative skills Redirect to new activity Provide feedback regarding challenging behavior Use corrective feedback strategically (5 positives to 1 correction) Design a crisis management plan to protect the student and others that all personnel implement consistently Be alert to triggers and phases of escalating behavior Try to redirect proactively Stay calm and follow the plan
35	Behavior Intervention Strategies Examples of Long Term Prevention Strategies Teach self management skills Provide students with appropriate academic supports, as needed Provide direct social skills training and facilitate opportunities to develop friendships with peers
36	Reflection for Capacity Building
37	Implementation Considerations
38	Reference Materials
39	Support Assistive Technology
40	Assistive Technology Device Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such device. [N.J.A.C. 6A:14-1.3, Appendix F]
41	Assistive Technology Services Assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. The term includes: The evaluation of the needs of a student with a disability, including a functional evaluation of the student in his or her customary environment; Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by students with disabilities;
42	Assistive Technology Services Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices; Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs; Training or technical assistance for a student with a disability or, if appropriate, that student’s family; and
43	Assistive Technology Services Training or technical assistance for professionals (including individuals providing education and rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of such students with disabilities. [N.J.A.C. 6A:14-1.3, Appendix G]
44	Assistive Technology Categories
45	Example of Communication Technologies
46	Examples of Mobility Technologies
47	Examples of Manipulation & Control Technologies
48	Examples of Sensory Technologies
49	Examples of Access to Learning Technologies
50	Reflection for Capacity Building
51	Implementation Considerations
52	Reference Materials
53	Support Consultation Services
54	Consultation Services Consultation as a service… Is provided on behalf of a student with disabilities or a group of students with disabilities May be provided by a related services provider, a teacher of students with disabilities or a child study team member to the general education teacher and/or the teacher aide Shall be specified in each student’s IEP, including frequency and duration [N.J.A.C. 6A:14-4.5(e)]
55	Consultation Services Consultation may include, but is not limited to the following: -The development and demonstration of techniques and strategies -Data collection on the effectiveness of the techniques and strategies -Development of positive behavior supports [N.J.A.C. 6A:14-4.5.(e)]
56	Consultation Services Development and Demonstration of Techniques and Strategies Examining lesson plans to identify where modifications are needed Adapting instruction and materials Increasing student participation in whole group/small group activities Infusing learning strategy instruction into content instruction
57	Consultation Services Data Collection Methods and formats for collecting data on the effectiveness of instructional strategies and techniques Methods and formats for collecting data on the effectiveness of behavior interventions
58	Consultation Services Positive Behavior Supports Identifying and defining behavioral expectations Developing the plan for directly teaching the behavioral expectations Designing an incentives/recognition system Evaluating the effectiveness of behavior interventions and recommending modifications, as needed
59	Reflection for Capacity Building
60	Implementation Considerations
61	Reference Materials
62	Support Teacher Aides
63	Teacher Aides A teacher aide may provide supplementary support to a student or students in the general education classroom The teacher aide works under the guidance and support of the general education teacher
64	Teacher Aides The general education teacher is responsible for curriculum and instruction of all students: Managing the overall classroom Preparing lesson plans Designing whole group, small group, and individual student activities and Providing initial instruction Monitoring, assessing, and reporting student progress and performance Collaborating in the planning, implementation, and evaluation of supports for IEP students Guiding and supporting the work of the teacher aide within the classroom on a daily basis
65	Teacher Aides The teacher aide may provide supplementary support in areas including, but not limited to: Prompting, cueing, redirecting student participation Reinforcement of personal, social, behavioral, and academic learning goals Organizing and managing materials and activities Implementing teacher-directed follow-up and practice activities [N.J.A.C. 6A:14-4.5(b)]
66	Teacher Aides The district board of education shall provide the teacher aide and the appropriate general or special education teaching staff time for consultation on a regular basis, which shall be set forth in policies adopted by the district BOE [N.J.A.C. 6A:14-4.5(d)]
67	Teacher Aides Best practice suggests that supplementary support is most effectively implemented when both the teacher aide and the general education teacher receive consultative services from a special educator (i.e. child study team member, inclusion facilitator, behavior specialist, special education teacher, related service provider) on a regular basis
68	Teacher Aides Potential consultative services from the special educator may include, but are not limited to: Planning Problem solving Modeling Guiding, coaching, and providing feedback Monitoring and assessing effectiveness of supports and accommodations Reporting on student progress
69	Reflection for Capacity Building
70	Implementation Considerations
71	Reference Materials
72	Support In-class Resource Programs
73	In-class Resource Programs Provided by an appropriately certified teacher of students with disabilities Specified in the student’s IEP Provided in the general education class at the same time as the rest of the class In-class resource teachers may provide support and replacement instruction at the same time General education teacher has primary instructional responsibility, unless otherwise specified in the IEP [N.J.A.C. 6A:14-4.6(d),(e),(i)]
74	In-class Resource Programs
75	In-class Resource Programs The resource program teacher shall be provided time on a regular basis for consultation with appropriate general education teaching staff [N.J.A.C. 6A:14-4.6(g)]
76	Support Supplementary Instruction
77	Supplementary Instruction Provided by a teacher who is appropriately certified either for the subject or level in which instruction is given Provided in addition to the primary instruction for the subject being taught Specified in the student’s IEP May be provided individually or in groups May be provided in the general education class or in a pull-out classroom [N.J.A.C. 6A:14-4.6(a), (b), (c)]
78	Supplementary Instruction A teacher of supplementary instruction shall be provided time on a regular basis for consultation with appropriate general education teaching staff [N.J.A.C. 6A:14-4.6(g)]
79	Reflection for Capacity Building
80	Implementation Considerations
81	Reference Materials
82	IEP Decision Making Process
83	IEP Decision Making Process Selection of supports is made on an individual student basis through the IEP process To address the student’s needs To implement the student’s annual goals Identification of needed supports is determined on a subject by subject basis
84	IEP Decision Making Process For each subject area consider: Student strengths and areas of difficulty (academic and/or behavioral) Curricular/instructional/environmental demands Format of instruction Task/activity demands Evaluation of student progress Materials and equipment Other physical elements
85	IEP Decision Making Process Then… Identify the need for individual supports (academic and/or behavioral) Identify the type and intensity of needed supports (supplementary aids and services) Consider how to provide these supports within the existing structure and routine of the general education classroom
86	IEP Decision Making Process Consider providing consultation services to the classroom teacher before considering other direct adult in-class supports Consider least intrusive supports Monitor effectiveness of supports Plan to fade intensity of supports over time, whenever possible
87	Thank You
88	Web Access to the LRC Library System You are able to search the LRC collections from your office or home computer. Go to the LRC website at www.nj.gov/education/lrc/ Select General Information Click on the “Search/Browse the Library” key at the LRC of your choice You will be directed to the simple search screen -- no need to “log in” for searching Enter a title, author, keyword, or subject and click on the appropriate box
89	LRC Workshop Information on the Web Visit the LRC Project website to learn about our upcoming workshops. www.nj.gov/education/lrc/