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Unique Opportunities for Increased Inclusion for Learners Who Need Self Contained Classes (Elem)

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Unique Opportunities for Increased Inclusion for Learners Who Need Self Contained Classes (Elem)

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1-2 times per month guidance lessons

Low demand activities for learners with behavioral needs (read alouds, class meetings, etc.)

Social Skills Groups (mixed general education/special education)

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Inclusive Practices for General Education 

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Inclusive Practices for General Education 

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Training for general education teachers with inclusive practices and instructional differentiation to meet individual learner needs

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How does your child's disability affect them both in school and in everyday life? How does knowing their disability help you understand them and how to best support them better?

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Connecting with the students for a long term relationship.

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Connecting with the students for a long term relationship.

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Peer support (i.e. grade level peers working with special education learners on foundational skills)

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common language/prompts for working with learners and redirecting learners

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common language/prompts for working with learners and redirecting learners

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Inclusion with a positive attitude from the staff.

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Inclusion with a positive attitude from the staff.

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Reference of what terms, abbreviations, and components of the IEP are in language easy to understand for people not in the realm of education.

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More time for special education and general education teachers to collaborate. Sometimes planning periods are not aligned.

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Practical implementation of trauma informed practices

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Practical implementation of trauma informed practices

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Trainings for General Education Teachers

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Trainings for General Education Teachers

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PBSP and strategy trainings for General Education teachers to help them understand the PBSP when they are reading and following it. Help Strategy and Errorless Teaching for example is written often, but it assumes that all staff know and understand that.

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General best practices

Reinforcing school at home and vice versa

Available agency supports

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Classroom specific training before the year starts

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Classroom specific training before the year starts

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Training for PARAs and PCAs prior to starting

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Training for PARAs and PCAs prior to starting

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Teacher Training - Best Practices for Differentiation

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Teacher Training - Best Practices for Differentiation

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General education staff often need ideas and guidance for how best to serve the needs of ALL learners

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Co-taught classes or groups even at lower levels

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Co-taught classes or groups even at lower levels

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What should the SDIs look like in the classroom and how paras can assist with facilitating accommodations in the GenEd setting.

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Applying and integrating the Science of Literacy into existing ELA programs being used

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Applying and integrating the Science of Literacy into existing ELA programs being used

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Social Story delivery and development training for case managers

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Social Story delivery and development training for case managers

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-training on common language and common classroom procedures specifically for Gen Ed teachers who may have to provide coverages in classroom.

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Ongoing communication between special education and general education staff...what are learner expectations, sharing of strategies for best practice (academically and behaviorally) Understanding the identification process and subsequent LRE (for all disability categories)

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Implement more co-teaching models and not just push-in. This could possibly mean the need for more special education teachers that are certified in various content areas.

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Timelines, legal rights, community supports, etc training for parents

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Timelines, legal rights, community supports, etc training for parents

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How to support IEP learners in developing foundational reading skills (i.e. the teaching of sight words, decoding, fluency...)

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more flexibility with schedules to increase inclusion time since not all grade level schedules align completely - possibly meaning double specials or such if needed

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Revisit the PBSP in Quarterly meetings or input forms to see if the plan is being effective and if there are new ways we can support the students, teachers, and parents.

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Support for Supporting Itinerant autistic learners

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Support for Supporting Itinerant autistic learners

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basic ITT training for paras not in an AS classroom setting

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class store- high prices and frequent earning of money

Token board systems

What is best practice for an individual learner or classroom? How should it appear if used with fidelity?

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Training on how best to support your child at home including resources (activities for building foundational reading skills, sight words, etc) Quick, engaging activities that are on their child's instructional level.

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Ensuring the explicit instruction and SDIs are all following the SOR guidelines (i.e. when to use decodable text vs leveled text) Understanding the components of the Reading Rope and best practices for developing each of the strands

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LEAs trained on the specialized self-contained classrooms (AS, ES, MDS, LS, etc)

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LEAs trained on the specialized self-contained classrooms (AS, ES, MDS, LS, etc)

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Understanding the programs being used in the district more clearly will help for most efficient meetings and document review.

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Scheduling inclusion time when it's most beneficial. General education teachers (new and veteran) could benefit on professional development that focuses on the MTSS model including when a learner goes to evaluation, the identification process and how placement is determined. Followed by strategies and communication on how best to support the learners.

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Case management presentation of Learner Ability Training

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Case management presentation of Learner Ability Training

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Case managers need to have a clear understanding of not just the IEP goals and their sessions with the learner but should also make sure to convey a true depiction of the learner throughout all areas of the day (academic, social, behavioral, etc).

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Training on prompting/assisting not over-assisting for a learner

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Training on prompting/assisting not over-assisting for a learner

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Once a month a self-contained classroom has lunch in a classroom with their assigned buddy class (elementary)

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Once a month a self-contained classroom has lunch in a classroom with their assigned buddy class (elementary)