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Ohio Department of Education and Workforce

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Special Education - The Basics of an Individualized Education Program (IEP)

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Tips for Fostering Independence at Home.docx

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Contains additional tips and tools to use in developing an inclusive IEP and making your IEP meetings and IEP procedures more inclusive.

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Inclusive education at a glance research and data

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Before I outline how to create your own One Page Profile for your child, I wanted to share with you why I think this concept is so important for our children.

About 5 years ago I attended a learning session on how to create a Person Centered Plan and the One Page Profile. Roberta Dunn, the Founder of FACT was leading the session and it was so eye opening for me. Person Centered Planning is a positive, strengths-based approach to mapping out your child's future. Your child's team comes together to create strategies to help them be their best self, as well as find solutions for support in the areas where they may be struggling. And as Ellie grows, she will be driving this process of determining her future.

Roberta explained that this method can be used when your child enters a new grade, moves to a new school, if they are transitioning from Early Intervention into the school system, or even going to a new daycare. In any situation where you want your child's team to have a better understanding about your child this would be the time to use it.

It begins with a Vision Statement. The Vision Statement I used in Ellie's One Pager was courtesy of Laura Buckner. Laura was our keynote speaker at a DSDN Rockin' Moms retreat. I remember there wasn't a dry eye in the house, as Laura explained the vision statement she brought to all of her son's IEP meetings. Her son is now an adult who lives a happy and productive life. She is an amazing advocate and mother. She told us to get out our pens and to write it down, this is it in it's entirety:

We envision Ellie living a life of choice.
We envision her having relationships she finds meaningful.
We envision her spending her days at work and other places that she enjoys and finds productive.
We envision her living with people she chooses to live with in places she chooses to live.

A life of choice, this says a lot doesn't it? I really loved the vision statement and tweaked it a little for her One Pager, she's was only 4 when I first made it after all :) But I plan on editing it as she grows, but it will always remain that we envision Ellie living a life of choice.
I also wanted to share the link to the Person Centered Planning information from FACT. It is a wealth of information and I highly suggest reading it. I poured over many One Pagers to create Ellie's, it's so helpful to see what other parent's are doing.

Another tool that inspired me was the video We All Belong which was created by NWDSA and All Born In. I sent this video to Ellie's teachers, therapists, and the school Principal. It's very impactful and I believe will help to reiterate your vision for your child.

And now I will walk you through how to create a One Page Profile for your child. To create Ellie's profile I used a graphic design website called Canva. There are many other templates in there if you don't prefer the one I made. I will list below how to take the existing template I created and edit it to your child's needs. Please reach out if you get stuck or have any questions!

Step 1: Canva finally updated their system to allow for "templates" so no more worrying about making a copy first! WHEW! I have provided the template link HERE. I have also included a white version with black type to help reduce ink wastage if you'd rather have a white one! Find it HERE.

Step 2: A new template will open, you can edit this copy as you please. And every time you log in to Canva it'll be there. So each year you can make a copy and create a new profile and only update what has changed!

Step 3: You can rename your template here:

Step 4: Start with your child's pic, their adorable face will be looking back at you as you write down all of their amazing strengths!

To add a photo into the photo area, click on the left hand side under "uploads".

Once you click under "uploads" you'll see a button for "upload your own images". Click here and add your child's photo. From here you can drag and drop the photo into place.

Step 5: Background Color. Click on the left hand side under "background" and choose a color or pattern that you like.

Step 6: If you would like to change the font, highlight the text you'd like to change, then the font box will pop up. Here you can edit the font type as well as size.

Step 7: Edit the text. If you want to change up what the template says, click on the text and a text box will appear. Here you can go in and edit as needed:

Step 8: Are you all finished? Now it's time to save off your masterpiece so you can print it! Go up to the "download" button and save as either a png or jpg. I have printed both options and they are similar in quality!

Step 9: I always end up saving the copy to my desktop so I can find it easily. I have used a printing service (I uploaded the document directly to the printing site) to make color copies, or just printed on our home color copier.

Step 10: Now you are ready to share with your team! And as I mentioned above, in Canva your template is now saved, so next time you log in you can go to File: Make a Copy and edit your One Pager each year as your child grows! It's fun changing it up and seeing how your child has grown.

A few helpful tips: Don't edit from a phone. A desktop is your best bet. Also, your internet browser can change the font! I prefer to use Google Chrome.

I always end every blog post with a song. There's just something about this one that fills me with all the feels, like you want to raise your hands up and close your eyes, it's one of my all time faves:
The River - Leon Bridges

Ellie's first day of school - age 3!

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How to Make a One Page Profile, Ellie Style

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Before I outline how to create your own One Page Profile for your child, I wanted to share with you why I think this concept is so important for our children. About 5 years ago I attended a learning session on how to create a Person Centered Plan and the One Page Profile.

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Guiding Principles of Collaborative Advocacy | CADRE

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CADRE's Guiding Principles of Collaborative Advocacy combines highly effective communication strategies, facilitative behaviors, interest-based problem solving skills, and most importantly, a collaborative approach to empowering students with disabilities, their families, and other advocates for the student to effectively navigate the IEP process.

Navigating the world of special education is a challenge. Educators and parents of students with disabilities alike are charged with the responsibility of making educational decisions for students that will ultimately impact the trajectory of the student's academic career, social emotional development, and future independent functioning. Understanding the complex system as a parent is difficult, and if done without support can be an overwhelming experience. Many parents rely on the support of a trusted friend or educational advocate to help them better understand the IEP process and the provisions outlined under the IDEA. Through close collaboration with State Education Agencies, Parent Centers, and the full range of stakeholders, CADRE has learned of the critical deficit of resources designed to promote the use of ethical and collaborative advocacy methods. This document is a response to this need.

In creating this document, CADRE received stakeholder feedback from represeantives across the country, including Parent Center staff, parents, advocates and SEA staff. CADRE is grateful to the following contributors:

Nissan Bar-Lev, Director of Special Education, CESA 7

Janice E. Breton, State Director of Special Services, Birth - 20, Maine Department of Education

Cindy Duch, Director of Parent Advising, PEAL Center

Ysela Heim, Parent & Exceptional Student Consultant, Special Education Advocacy Services, LLC

Charmaine Thaner, Advocate, Collaborative Special Education Advocacy, LLC

Ann Turnbull, Retired Distinguished Professor of Special Education, University of Kansas

See CADRE's other resources related to collaboration and communication:

For Educators: Working Together: Building Improved Communicationand Engaging Parents in Productive Partnerships

For Parents: Steps to Success: Communicating with Your Child's School and Educational Advocates: A Guide for Parents

For IEP Team Members: Working Together Online Learning Series

Comments from the field:

As a Special Education Director of 38 school districts, I extend my deepest thanks for this new CADRE much, much needed project.

- Special Education Director

It actually makes me feel really proud because this is exactly how I personally work and wish all advocates would!

- Parent & Advocate

This is a great document and will be so supportive for parents navigating the decision of where to find support.

- Parent Center Director

You have identified a critical, unaddressed need, and your work in this area will fill a significant gap.

- Parent & Education Expert

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Guiding Principles of Collaborative Advocacy

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CADRE's Guiding Principles of Collaborative Advocacy combines highly effective communication strategies, facilitative behaviors, interest-based problem solving skills, and most importantly, a collaborative approach to empowering students with disabilities, their families, and other advocates for the student to effectively navigate the IEP process. Navigating the world of special education is a challenge.

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Steps to Success 2019 Final Accessible 1.15.21

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Tips for Including Students Who Do Not Speak

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School-home communication from student 2015

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Frequently asked questions to help direct families of children and youth with disabilities to CADRE’s most valued parent and family-centered resources

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Inclusive Learning_ Everyone's In - Overview [360p]

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Visual Structures for Homework Completion

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Social Stories in Special Education - Watson Institute

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Special education social stories resources were designed to teach appropriate behaviors and social skills for children with special needs.

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The 6th Circuit Court of Appeals recently called a school district's arguments in favor of segregating a student with Down syndrome "a bit bizarre." I've written about the case of 15-year-old Luka who wanted to continue to be included with his typical peers here. The school district's arguments to send him to a separate school, in a self-contained class for students with more significant disabilities won't surprise most of my readers though. Many of us have heard the same argument.

In the case, officially named L.H. v. Hamilton County Department of Education, The district referenced a video of Luka in a general education class at the public school stating, "'L.H. was functionally isolated from typically developing peers despite sitting in their midst.' The district contended that this is common because 'the academic gap between students with disabilities and typical peers can be so extreme that it is isolating and stigmatizing.'"

The U.S. District Court's response is one that you'll want to keep in your IEP meeting playbook:

"This is really an argument against 'mainstreaming' as a concept, because the district believes it is impossible, impracticable, or counterproductive . If this is truly the district's view, then it is worrisome and inadvertently supports the parents' experts opinions that the teachers and staff reject mainstreaming because they do not understand it, do not believe in it, and need extensive training on why it is valuable and how to do it ."

The U.S. District Court went on to say the "premise is that L.H. should not be mainstreamed because the teachers and staff were unwilling or unable to properly engage in the process of mainstreaming L.H., as they deemed it futile or useless in light of his disability."

"These actions do not demonstrate a failure of mainstreaming as a concept, but a failure of L.H.'s teachers and the other staff to properly engage in the process of mainstreaming L.H. rather than isolating and removing him when the situation became challenging."

Wow! This is what advocates of inclusion have been arguing for FOREVER! But finally a U.S. District Court of Appeals confirms this legal precedent, and you can use it to fight for a general education placement with supports FIRST. Luka's lawyer, Justin Gilbert, is using the ruling in cases in Tennessee, Michigan, North Carolina, and even California to shift LRE back to general education first.

Remember, IDEA defines LRE as follows: "To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled; and Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily."

Remember these important points when fighting for LRE in general education with appropriate supports:

1. Your child does NOT have to keep up with their typical peers or the grade level curriculum to be included meaningfully in general education. The 6th Circuit Court of Appeals confirmed this in Luka's case. You can make the argument that the LRE is always general education with supports, as long as your child is making meaningful progress on IEP goals in light of their disability.

2. IDEA and state laws outline a continuum of placement that always starts in general education with appropriate supports and moves to more restrictive environments only after all supports have been exhausted. How do you know when they've been exhausted? When you've tried everything (1:1 aide, modified curriculum, behavioral plans, etc) and your child has made no progress individual progress.

3. The placement decision happens annually. Even if your child is in a more restrictive environment now, you can make the argument that LRE needs to be discussed and re-evaluated every year.

4. Be careful how your child's IEP goals are written. Those goals drive placement. So if you're child's goals are life skills based, like counting coins or tying their shoe, you may be writing your child right into a more restrictive placement. Always tie your child's IEP goals to the grade level curriculum at their level.

5. There's no legal statute that defines "inclusion." LRE is as close as you get to the idea of inclusion. Use the language in IDEA defined above, as well as this case to make your case for general education with supports FIRST.

Luka's mother, Deborah Rausch, says "all those sleepless nights were worth it!" She has one message for parents: "Do not accept a segregated placement. It is not appropriate for most any child. Insist on inclusion, and use a great advocate to negotiate with the school until you get it."

Luka has made meaningful progress in a general education setting at a private Montessori school since his case went to due process in his 3rd grade year. He was recently accepted into a private high school. Read more about his case here.

Luka with his mom, Deborah

Does your school district understand and believe in LRE? Tell me about your triumphs and tribulations surrounding LRE in the comments section.

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What to do when a school district doesn't understand or believe in the Least Restrictive Environment - Inclusion Evolution

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The 6th Circuit Court of Appeals recently called a school district's arguments in favor of segregating a student with Down syndrome "a bit bizarre." I've written about the case of 15-year-old Luka who wanted to continue to be included with his typical peers here.

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Introduction

What are high expectations for students with the most significant cognitive disabilities? This question has been raised for decades, with the answers changing over time. Although the conclusion has been that all individuals deserve the chance to show what they know and can do, exactly what that means for students with the most significant cognitive disabilities is just emerging.

Evidence

Students with disabilities in the United States have a history of exclusion in education. Although it has been more than 40 years since the first laws were enacted to ensure that a child with any disability had access to school, the placement of students with the most significant cognitive disabilities in segregated settings continue (Morningstar, Kurth, & Johnson, 2017).

Legislation requires access to and assessment of student performance in grade-level academic content (IDEA 1997; ESEA 2001, 2015). Yet, there continues to be a mindset that students with intellectual disabilities should be taught an "alternate" curriculum, one that meets their functional skill needs rather than academics. Spooner and Brown (2011) noted that inclusive efforts for students with moderate and severe intellectual disabilities have focused on the location of their learning, but continued the separate curriculum. The assumption was that this population of students could not learn academic content. Even though this myth has been debunked (Saunders & Wakeman, 2018/2019), it persists. Advocates and researchers continue to encourage practitioners to consider what is relevant for students in this population and plan for what they could do instead of assuming what they cannot do (e.g., Courtade, Spooner, Browder, & Jimenez, 2012; Quenemoen & Thurlow, 2017).

The least dangerous assumption was first proposed by Donnellan (1984). It is a concept that has guided the approach taken by some, but not all, educators who work with students with the most significant cognitive disabilities. Still, there is evidence that when there is adherence to the least dangerous assumption, students with intellectual disabilities can make progress on the same academic content as their grade-level peers without disabilities (e.g., Heinrich, Collins, Knight, & Spriggs, 2016; Ruppar, Afacan, Yang, & Pickett, 2017).

The least restrictive environment (LRE) requirement in IDEA was designed to ensure that every child be educated with non-disabled peers to the greatest extent possible. Every Individualized Education Program (IEP) team makes decisions about placement based on the student's strengths and needs, so it is best practice that IEP teams remain up-to-date on current research for educating students in inclusive settings. Research findings indicate that:

Inclusive placements in general education classrooms for students with significant cognitive disabilities correlate positively with their achievement (Kleinert et al., 2015).

When students with intellectual disabilities are educated with their non-disabled peers they also make progress on social goals (e.g., Brock, Biggs, Carter, Cattey, & Raley, 2016; Henrick, Collins, Knight, & Spriggs, 2016).

When students without disabilities are educated in inclusive classrooms, they develop skills like empathy and advocacy, and there is no negative effect on their academic performance (Carter et al., 2016).

Definition

The least dangerous assumption is a theory developed in the early 1980s. According to Donnellan (1984), "The criterion of the least dangerous assumption holds that in the absence of conclusive data, educational decisions ought to be based on assumptions that, if incorrect, will have the least dangerous effect on the likelihood that students will be able to function independently as adults" (p. 141). Evidence gathered by Rosenthal and Jacobson (1968) indicated much earlier that teacher expectations could influence student achievement. In the current policy environment when so many expectations are created by test score data or disability label, it is vital that high expectations are set for all students.

Donnellan wrote about the need to practice the least dangerous assumption for students with disabilities. She suggested that if a student does not make progress, we should first assume it is due to a problem with the instruction or materials rather than a student deficit. Jorgensen (2005) outlined five reasons for presuming competence as the least dangerous assumption: (a) human intelligence is multi-faceted, (b) measuring intelligence is flawed, (c) communication and high-quality instruction are needed before we can determine capability, (d) presuming incompetence could be harmful, and (e) even if we are wrong, the consequence is not as harmful as the alternative.

Further information on expectations is provided in the following video clips of a parent and a general education teacher talking about the importance of high expectations from each of their perspectives:

Implementation

The ways in which expectations can play out for an individual student are shown in this case study of Leo. Leo has an intellectual disability and has been in a separate classroom for the past four years. His IEP includes goals for using Augmentative and Alternative Communication (AAC) to make simple requests (e.g., more, drink, bathroom, eat), using behavioral self-management strategies, identifying simple sight words, and sorting objects by color or size. The IEP team is discussing the best placement for Leo. His parents have been pushing to have him included in general education classes. This is the conversation:

Parents: We have been attending trainings on building communication systems and using the least dangerous assumption. It seems that Leo's behavior outbursts are linked to the fact that he doesn't have a solid communication system yet. We also are worried because he has been coming home from school with the same types of work for years, and we think he would benefit from joining the regular class where the kids from our neighborhood are.

Principal: What has Leo been working on this past year?

Speech-language pathologist: He's been working with a new AAC system, but he still hasn't mastered the basic needs (asking for a drink, identifying his name, etc.). His IEP goals have been pretty similar since Kindergarten.

Teacher: Well, he has been working on many of the same IEP goals for awhile, but that is because he really struggles to remember anything from one day to the next. We do flashcards for sight words and he knows them one day, but then the next week he has forgotten them all. There is no way Leo can do grade-level work. His academics are not even close, and his behaviors would be detrimental to the rest of the students.

After quite a few meetings and discussions and some reading (e.g., Carter, 2018/2019; Jorgensen, 2018/2019), the IEP team realized that Leo seems more interested in his surroundings when he is with same-aged peers, including those without disabilities. His parents share that he finds ways to communicate with his brother's friends when they come over. Ultimately, on a trial basis, Leo is placed in a general education setting from the time of his arrival at school through lunch. Leo's parents asked that the educators who work with Leo be given some professional development to support planning for Leo's transition to the general education classroom. The principal and teachers agreed. During and after the training, everyone worked together to identify potential barriers to Leo's inclusion and access to the curriculum, and together they problem-solved ways to overcome them. For instance, rather than focusing on Leo having few sight words and a bad memory, the team thought about how to help him access information and show what he knows. Perhaps Leo may not master multiple sight words, but through a free technology, such as Bookshare, he could listen to the same text as his peers, and he could show his understanding using a response board with some choices rather than coming up with each answer on his own.

Leo's case provides examples of how the least dangerous assumption can be implemented. For each implementation example presented below, there is also the likely negative effect if the least dangerous assumption is ignored.

Teaching Life, Social, and Academic Skills

In Leo's inclusive math class, students are working on multi-step mathematical problems. Leo is using his task-analyzed support to complete problems similar to his peers. Leo uses his stamp to write his name, or his AAC to electronically sign, at the top of his math assignment. Like all the students in class, if Leo has a question he is supposed to ask two peers before he asks a teacher. Further, his AAC device is programmed to ask for help and has core words that can be combined to reflect a large number of concepts and ideas. Leo also has some fringe vocabulary for specific units. The math problems are connected to the science lesson being taught later that day.

What might have occurred if the least dangerous assumption had been ignored? Leo works alone at his desk. He circles numbers in isolation on a worksheet. He stamps his name five times in a row on a second worksheet. He staples the worksheets together before he turns them in to his teacher.

Instruction in Natural Contexts and Routines

Leo enters the inclusive classroom and says "hello" to his classroom teacher and friends. What might have occurred if the least dangerous assumption had been ignored? Leo is practicing activating his AAC device to say "hello" in a therapy session in four out of five trials.

More Challenging Content

In his inclusive classroom, Leo uses familiar playing cards to sequence numbers on a number line as part of multi-step math problems that the rest of the class is doing. He sorts information from two different stories to create a Venn Diagram. He uses his name and course subject to identify letter sounds.

What might have occurred if the least dangerous assumption had been ignored? Leo completes three tasks each morning when he arrives at school. These three tasks are his IEP goals related to matching colors and pictures of playing cards, sorting blocks, and circling his name. These tasks are not changed until he demonstrates mastery for five out of five days.

Addressing Barriers to Learning

Leo's inclusive classroom teacher plans a lesson related to comparing and contrasting states of matter. She plans using tangible objects so that Leo can touch, see, and hear the differences. She provides picture and object response options for concepts for Leo to use on his AAC device. She uses videos for Leo to see the melting and freezing process in a short period of time.

What might have occurred if the least dangerous assumption had been ignored? Leo's teacher sees Leo as the barrier to learning, and thus uses hand-over-hand support with Leo to sort pictures of hot and cold items because there is only 15 minutes of class time for science.

Focus of Instruction

Leo works on a subset of prioritized vocabulary for each chapter of the text the class is reading. He uses his AAC device for both word recognition and definition. Leo has picture supports that match each vocabulary word and has several opportunities each day to respond to questions using the vocabulary on his communication device. He repeats having the chapter read aloud to him and using his vocabulary as homework.

What might have occurred if the least dangerous assumption had been ignored? Leo's teacher regularly focuses on a narrow set of skills or topics. Thus, Leo's vocabulary instruction focuses on flashcard instruction. He works on five words in isolation each benchmark period.

Summary

The least dangerous assumption pushes us to consider all students as capable (Jorgensen, 2005). Our challenge is to not think in a deficit mindset but consider what can we do to support students in how they access, engage in, and respond not only to life skills content, but academic content, as well. By including students with the most significant cognitive disabilities in the instruction of all content, students and families are included in a community of learning that sets achievable high expectations.

Learning Activities

Least Dangerous Assumption Learning Activities for Educators: Activity 1

Watch the following video. Be prepared to note where you see evidence of considerations of least dangerous assumption and where there are potential ways to increase considerations of least dangerous assumption.

After watching the video, click here to see places to potentially improve considerations for LDA​.

Least Dangerous Assumption Learning Activities for Educators: Activity 2

The least dangerous assumption basically states that if we aren't 100% sure, we should make decisions that, if wrong, have the fewest negative repercussions against the person. At different times of a person's life, these decisions may include what someone should or shouldn't learn, where someone should learn, where someone should live, with whom someone should live, etc.

The least dangerous assumption is important because we know:

Having high expectations makes a difference

IQ is not destiny

Not talking is not the same as not having something to say

So, how do you create least dangerous assumption opportunities in your IEP meetings, your schools, and your life? Let's look at some possible scenarios.

"Shaquan has Down syndrome so I think this classroom may be best. He will learn the functional skills he'll need to get a job."

The assumptions being made:

All people with Down syndrome have the same needs.

Functional skills are often defined as "daily living skills" and typically include hygiene skills, making change, and following basic directions. "Academic" skills such as reading, writing, science, and math are not considered as a priority or achievable for some students.

What is a response that reflects a least dangerous assumption? Write one before moving on to see some possible responses.

See possible responses that reflect a least dangerous assumption in Shaquan's scenario.

"Down syndrome is only one part of who Shaquan is."

"Functional skills for Shaquan are reading, making friends, and learning how to advocate for himself."

"How can we support Shaquan learning all the skills he needs to help him get access to general education classroom and content?"

Kaitlyn needs to learn to better use her AAC system before she will benefit from a general education classroom.

What assumptions are being made?

Communication is taught in isolation.

Not talking is the same as not having anything to say.

What is a response that reflects the least dangerous assumption? Write one response before moving on to see some possible responses.

See possible responses that reflect a least dangerous assumption in Kaitlyn's scenario.

"Let's give Kaitlyn more opportunities to practice communication and more people to communicate with."

"Rather than waiting for Kaitlyn to 'prove herself' by communicating, let's begin by giving her things to communicate about."

"Since Kaitlyn doesn't yet have a strong communication system, we can't be sure what she does and doesn't understand. We must then give her access to as much as we can, in case her receptive language is stronger than her expressive currently is."

Daniel's behavior is not appropriate for a general education classroom. Once he learns better ways to handle his frustration then we can talk about moving him.

What assumptions are being made?

Behavior is a prerequisite for being allowed in a classroom.

Behavior is not communication.

What is a response that reflects the least dangerous assumption? Write one response before moving on to see some possible responses.

See possible responses that reflect a least dangerous assumption in Daniel's scenario.

"What is Daniel's behavior telling us? Is he engaged in the classroom environment?"

"How can we support Daniel to learn better ways to handle his frustration?"

"What strategies and supports can we put in place in a general education classroom to help Daniel?"

What assumptions are being made?

Shandra's IQ is 60. She won't be safe in a general education setting.

IQ is destiny.

Shandra will only be safe if adults take care of her and adults will always be around to take care of her.

Shandra's peers will be mean to her.

What is a response that reflects the least dangerous assumption? Write one response before moving on to see some possible responses.

See possible responses that reflect a least dangerous assumption in Shandra's scenario.

"What are supports that Shandra needs to access reading, writing, math, science, etc.?"

"How can we set up peer networks or a circle of friends for Shandra?"

"What strategies can we use to help Shandra build her advocacy skills?"

TIPS Series: Tip #6, July 2019

All rights reserved. Any or all portions of this document may be reproduced without prior permission, provided the source is cited as:

Taub, D., Wakeman, S., Saunders, A., Thurlow, M. L., & Lazarus, S. S. (2019). Using the least dangerous assumption in educational decisions (TIPS Series: Tip #6). Minneapolis, MN: University of Minnesota, TIES Center.

TIES Center is supported through a Cooperative Agreement (#H326Y170004) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. The Center is affiliated with the National Center on Educational Outcomes (NCEO) at the Institute on Community Integration (ICI), College of Education and Human Development, University of Minnesota. The contents of this report were developed under the Cooperative Agreement from the U.S. Department of Education, but do not necessarily represent the policy or opinions of the U.S. Department of Education or Offices within it. Readers should not assume endorsement by the federal government. Project Officer: Susan Weigert

The National Center on Educational Outcomes leads the TIES Center partnership. There are six additional collaborating partners: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North Carolina - Charlotte, and University of North Carolina - Greensboro.

TIES Center

University of Minnesota

Institute on Community Integration

2025 East River Parkway

Minneapolis, MN 55414

Phone: 612-626-1530
www.tiescenter.org
This document is available in alternate formats upon request.

The University of Minnesota is an equal opportunity employer and educator.

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TIES TIPS | Foundations of Inclusion | TIP #6: Using the Least Dangerous Assumption in Educational Decisions

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What are high expectations for students with the most significant cognitive disabilities? This question has been raised for decades, with the answers changing over time. Although the conclusion has been that all individuals deserve the chance to show what they know and can do, exactly what that means for students with the most significant cognitive disabilities is just emerging.

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Strategies for Transitioning to an Inclusive School Environment_0

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"When inclusive education is fully embraced, we abandon the idea that children have to become 'normal' in order to contribute to the world." - Norman Kunc

We have a significant problem with education in the United States, and it has nothing to do with Common Core. Instead, it has to do with how we educate students with disabilities, also known as "special education."

Before 1975, there was no guarantee that children with disabilities had the same access to public schools as their non-disabled peers. That changed with the Education For All Handicapped Children Act (later renamed the Individuals with Disabilities Education Act, or IDEA), which mandates equal access.

Under this law, special education services often mean separate education services that isolate students with disabilities from their non-disabled peers.

These services continue to operate in too many schools today.

Consider classroom integration of general education students and students with disabilities, a practice known as "full inclusion". Research over the past 40 years shows that students of all abilities benefit when students with and without disabilities learn together.

A 2001 study of six Indiana schools, for example, looked at students in both general education and self-contained classrooms over a two-year period. Of children with disabilities in general education classrooms, 47.1 percent made progress in math, compared to 34 percent in self-contained learning environments.

The study also reports that general education students achieved higher gains in math when children with disabilities were present, most likely because they benefited from the supports provided for students with disabilities. This is hardly the only evidence advocating for integrated classrooms, but one of countless studies supporting full inclusion.

Disabled students are considered fully included if they spend at least 80 percent of their day alongside typically developing students. Yet, despite the proven benefits of full inclusion, recent data show that only 62.5 percent of all students with disabilities are fully included.

The figures decrease dramatically for students with intellectual disabilities (16.3 percent) and students with autism spectrum disorders (29.7 percent).

How to promote full inclusion for your child

Educators aren't the only ones who can advocate for greater integration; families can, too. Parents of children with disabilities can use these strategies to encourage progress outside of the immediate classroom environment.

1. Share your vision for your child with their school

A child's education is a long and complicated journey, and like any journey, it's easier to complete if you have a map. When you develop a vision for your child's education, you're creating a plan to navigate all the tricky twists and turns.

These questions, adapted from the McGill Action Planning System, will help you get started:

1. What are your dreams for your child? Where do you see them in 10, 15, 20, or even 30 years from now? What goals does your child articulate for their future?

2. What are your fears for your child? What does exclusion look like for them?

3. Who is your child? Do they have any special interests? What are their strengths? What are their gifts?

4. What are your child's needs? Where do they struggle the most academically, socially, and behaviorally?

5. What would an ideal day at school look like for your child?

Write the answers down in a statement to share at your child's Individualized Education Program (IEP) meeting or with their teacher. This will help school staff develop any goals and objectives for your child, and boost your child's chances of having positive learning experiences in the classroom.

2. Develop school-to-home communication

A child with a disability may have difficulty talking about school when she gets home. To lessen the struggle, consider working with your child's teacher to develop a system through which they update you about your child's day.

It doesn't matter how the information is conveyed, so long as it is consistent and formalized. It could be a folder containing assignments and lesson summaries that the child brings to and from school each day, or a weekly newsletter previewing upcoming classroom content.

Whatever method your school chooses to communicate, make sure you are getting all the information you need. The more opportunities you have to learn what is going on at school, the better you will be able to advocate for your child's needs.

3. Know your special education rights.

According to the Individuals with Disabilities Education Act (IDEA), students must be educated in the Least Restrictive Environment (LRE) possible. That means a school district must make every effort to provide special education services in a setting alongside non-disabled peers. Many districts come up short, offering services only in a segregated setting.

In order to advocate for full inclusion, you'll need to know exactly what your child is entitled to. Under LRE, students should be educated to the "maximum extent appropriate" with non-disabled peers. They can be removed to be educated "only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily."

Be prepared to argue the definition of terms like "appropriate" and "satisfactorily" with educators who don't see things your way.

On occasion, it may become necessary to seek the help of a special education attorney or advocate. While it's always better to work things out collaboratively with a school district, sometimes you need someone with expertise and experience on your side. Be aware that you are always within your rights to seek such assistance.

Getting the best education for your child

Know in advance that you may have to fight for your child's inclusive education, even with equal access laws in place. Arm yourself with facts and remember that the data supports you. For example, when someone argues that children with behavior issues negatively impact their fellow students' education, be ready to point to the 1998 study from the University of Montana showing no such adverse effect. At the end of the day, it's all to start a conversation on why all children-not just yours, not just children with disabilities-benefit from full inclusion.
Questions or feedback? Email editor@noodle.com

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Benefits of Inclusive Education in K-12 Schools

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"When inclusive education is fully embraced, we abandon the idea that children have to become 'normal' in order to contribute to the world." - Norman Kunc We have a significant problem with education in the United States, and it has nothing to do with Common Core.

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Using a mini-schedule for independence in routines

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Using a mini-schedule for independence in routines

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If your child has an individualized education program (IEP), by the time school begins - aside from the special education teacher and IEP team - it is possible not all of your child's teachers will have read their IEP. As kids move on to middle and high school, you may find this happening more and more, though it can happen in elementary school too. Sometimes, the only thing teachers know about your child is that they will be in their classroom and whether or not they will have a paraprofessional with them for support.

At the beginning of the school year, supports should already be set in place to welcome your child, but that is not always the reality. It's possible your child's teacher has not read the IEP because they haven't received a copy by the time the first day rolls around. To me, that's concerning.

Last year, my middle child, who has an IEP, started middle school. Suddenly, we had more than one teacher to work with - not counting teachers for specials such as choir or physical education.

I wasn't sure how many of her teachers would get a copy of her IEP and read it, even as they planned the year. One of the accommodations she receives is where she sits. She needs her desk to be wheelchair-accessible and close to the front of the class. We have always met with teachers before the open-house to ensure she gets some one-on-one time with them without distractions. Last year, almost every classroom was not set up in a way that met the seating requirements of her IEP. We ended helping teachers rearrange their classrooms so they were accessible to my child.

What is the best way to address these issues? Enter our one-page IEP Lite.

It is possible you may have been creating these one-page profiles for your child for years - many parents have. If you Google "student profiles" you will get all sorts of ideas and examples. There are so many, it can become overwhelming.

I've traced back these documents as far as 2004 when Helen Sanderson Associates developed its one-page profiles. Over the last 15 years, one-page profiles have changed and evolved but are always based around person-centered planning.

Person-centered planning promotes the human side of an IEP by bringing your child - with their strengths, gifts, what works and doesn't work - to the forefront. Basically, you want educators to see your child first, their diagnosis second. What do you want teachers to know about your child? What will help them understand your child better as a person?

While person-centered planning is more common when young adults with disabilities transition out of school or seek employment, advocates have been encouraging parents to take this approach as early as the first day a child begins school. It should have the information you want people to know about your loved one. This will help teachers and educators understand the vision you have for your child's future.

As I was trying to figure out how best to connect with each of my child's teachers, I came across a blog post from " our three little birds," who adapted a template based off of a person-centered planning session led by Roberta Dunn of FACT. I thought her template was super cute, so I created my own.

Now that I have received feedback from educators and am more experienced with one-page student profiles - and now that my daughter with Down syndrome is entering middle school - I see the need for a document that looks more professional. These profiles are my kids' "resumes." Most person-centered plans focus on strengths, what works and what doesn't work, but I feel it is important to include weakness, as well as key points from the IEP that teachers needed to know about and follow.

Adding an IEP section breaks away from a person-centered approach and changes the tone, but I feel very strongly the key points from my child's IEP should be included. Why? Because these are the key points I will be making sure are followed. This section also holds the teacher accountable and focuses on their role.

These one-sheets can help facilitate conversations and allow teachers to ask questions. While I want teachers to see my child first and disability second (person-centered approach), I also mean business. I am taking a step to help them understand how my child's disability impacts their learning, their time in the classroom and interactions with peers and educators. This is why in these profiles, I include IEP-worthy information throughout the document. This is not the time to tell the teacher my child has changed my life for the better, she is a ray of sunshine and if they get to know her they will love her, too. This is the time to say she can follow directions, but she needs to be given them one at a time. She loves books, but she is still below reading grade level and needs materials to be accessible to her. Basically, what does the teacher need to know about my child and how her disability impacts her when she is in their classroom? This information can still be person-centered, yet pulling from the accommodations, modifications and accessibility needed per her IEP.

These profiles can easily become two or three pages, but it is important to focus on just one page. You want it to be as easily "digestible" as possible, with bullet points and short sentences. If you feel you have more to say, maybe you write a separate letter of introduction or arrange a face-to-face meeting. Remember, we are approaching this as a professional "resume" for our kids.

I created two editable templates so you can easily create a student profile for your child. Last year, teachers were really appreciative of the handout. When I posted it on my Facebook page, I even had teachers who said they wish they had a template like it so they could hand it to their students (or the students' parents). One template has two columns, which you can use it for any class or grade. The other template has one column and has the option of including the class name, teacher name and your child's grade.
Download this two column template.
Download this one column template.

Tips for filling out the templates:

Create a vision statement, ideally with your child. If your child is older, have them write their own vision or personal statement. My daughter wrote hers last year:

Treat me with dignity and respect. I am not a little kid, I am 12, so please don't use baby talk, it feels condescending. I want to be treated as a real person. My disability (cerebral palsy) does not define who I am, but it is part of my identity. I can make my own choices. Please listen to what I have to say when it comes to my disability or accommodations I need, I know my body best.

This is not the time to get lengthy. Think clear and concise, ideally using short bullet points. What should the teacher absolutely know about your child?

IEP key points are just that, key points.

If your child is in middle school or high school, make one for each teacher and include information only relevant to each class. For example, if your child struggles with math and has a modified curriculum, exclude that in the document you give their history teacher. But you may want to include in the IEP section that tests are to be modified, with no time limit and with adult support for reading.

I printed out the one-sheets, now what?

Don't just hand them out and expect the teachers to read them later. Teachers are super busy at the beginning of the year and this may just go on a pile of things to get to later.

Bring them to each teacher at the open-house or preferably schedule a time before school begins. Read them together, this way you know they have the information and have a chance to ask questions. I had a few teachers express they were quite appreciative of having this information handy.

My daughter had some pretty great conversations with teachers based on her student profile and it made her feel much better about beginning the school year. As her little sister is joining her in middle school, I am creating these profiles for two of my kids with IEPs.

Last, if you are super creative and you just want to do your own thing, Canva is a free service you can use to create a template. There are also several online templates you can print out and fill out by hand. I don't want to tell you the ridiculous amount of hours it took me to create these editable templates, but I did it so you don't have to spend the time doing it.

Once you create your own, share an image with us here on The Mighty! #StudentProfile
Here are other posts that may help you get ready for this upcoming year:

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If Your Child Has an IEP, Make Sure You Give Their Teachers This

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If your child has an individualized education program (IEP), by the time school begins - aside from the special education teacher and IEP team - it is possible not all of your child's teachers will have read their IEP.