Schools Are for All Kids: School Site Implementation. Level II

DOCUMENT RESUME

ED 365 052

EC 302 677

AUTHOR

Roger, Blair; And Others

TITLE

Schools Are for All Kids: School Site Implementation.

Level II Training. Participants Manual.

INSTITUTION

San Francisco State Univ., CA. California Research

Inst.

SPONS AGENCY

Office of Special Education and Rehabilitative

Services (ED), Washington, DC.

PUB DATE 19 Feb 92

CONTRACT

G0087C3056-88

NOTE

149p.; For related material, see EC 302 678-679.

PUB TYPE

Guides Classroom Use

Teaching Guides (For

Teacher) (052)

EDRS PRICE

MF01/PC06 Plus Postage.

DESCRIPTORS

Cooperative Learning; *Disabilities; *Educational

Planning; Elementary Secondary Education; Group

Dynamics; Grouping (Instructional Purposes);

Individualized Education Programs; Inservice Teacher

Education; *Leadership Training; *Mainstreaming;

Participative Decisioh Making; Postsecondary

Education; *Program Development; School

Restructuring; Social Integration; Staff Role;

Teacher Role; Teamwork; Workshops

ABSTRACT

This training manual for a 2-day workshop was

developed from the perspective that a fully inclusive society will

evolve only if there are schools which embrace all children,

including those with disabilities. Each participating team first

considers their school's current goals and progress made towards full

inclusion, and then establishes goals and identifies strategies and

resources to support continued movement towards full inclusion.

Objectives in Section I of the training manual involve identifying

and describing key components of integration, a rationale for school

restructuring, the role of the school site integration task force,

and the role of the integration facilitator, and team teaching and

peer coaching strategies. Section II focuses on group skills,

leadership and participatory management, decision making, conflict

management, effective meetings, student placement, and systems

change. Section III covers educational goals for students with severe

disabilities, curriculum adaptation, student grouping strategies,

cooperative learning strategies, and factors which facilitate

integration. Section IV addresses the Individualized Education

Program, functional assessment, team action plans, a common vision

for integration, and establishment of an individual school site

integr-Aion plan. The manual provides background information,

self-evaluation questionnaires, group and individual learning

activities, and note-taking guides. (Contains 18 references.)

(JDD)

***********************************************************************

Reproductions supplied by EDRS are the best that can be made

from the original document.

***********************************************************************

SCHOOLS ARE FOR ALL KIDS:

SCHOOL SITE IMPLEMENTATION

LEVEL II TRAINING

PARTICIPANTS MANUAL

Sponsored by:

The California Research Institute

A Federally Funded Research and Technical

Assistance Project on the Integration

of Students with Severe Disabilities

Written by:

Blair Roger

Consultant

Integrated Services for

School, Community, & Work

MEW-

U S DEPARTMENT OF

EDUCATION

Orhce 0 Ed.cat.ona. pesealo,

and onDrOvement

EDUCATIONAL

RESOURCES INFORMATION

CENTER ERIC.

7....1'Ks document has Peen

redoduced as

recemad Iom the oe,son

organaahon

ohcpnahng 4

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made tc moroye

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Po.nts of y.e*

op.mons stated ,rtInS

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,ewesent offcna,

OEFh poso.on dt palCy

Renee Gorevin

California Implementation

Sites Manager

TRCCI, PEERS, &

California Deaf Blind Services

Meredith Fellows

Consultant

Effective Instruction & Supervision

Dotty Kelly

Technical Assistance Coordinator

California Research Institute

This program was developed by the California Research Institute, funded by the Office of Special

Nucation and Rehabilitation cooperative agreement number G0087C3056-88.

The information

presented herein does not necessarily reflect the position or policy of the United States Department of

Education and no official endorsement should be inferred.

BEST COPY AVAILABLE

Table of Contents

SCHOOLS ARE FOR ALL KIDS

SCHOOL SITE IMPLEMENTATION

PAGE

INTRODUCTION

Agenda Day 1

What Makes a Class "Work"?

iii

Format & Philosophy of Program

Progam Objectives

Overview Parameters of Full Inclusion

viii

SECTION I

1-1

Objectives

1-1

Strategies for Building Inclusive Schools

1-2

Circle of Friends

1-28

Summary Activity Strategies for Building Inclusive Schools

1-31

School Site Team Planning

1-33

SECTION II

2-1

Objectives

2-1

What's Wrong With This Picture?

2-2

Roles in the Integration Process

2-4

Making Meetings Work

2-7

Student Planning Team Meeting

2-9

The Change Process

2-15

Closure Activity Story Board

2-22

SECTION III

Agenda Day 2

3-2

The Interview Activity

3-3

Objectives

3-4

Promoting Inclusive Schools Activity

3-5

Assumptions for Integrated IEP Process

3-6

Cunicular Goals & Adaptations

3-7

Grouping Strategies

3-12

Cooperative Groups

3-23

SECTION IV

Objectives

4-1

Individualized Program Planning Process

4-2

Group Vision

4-23

Final Action Plan

4-24

Evaluation

4-29

Additional Readings List

4-30

Cova Parc SAFAK II

2/19O2

ACKNOWLEDGEMENTS

Several individuals offered guidance, insight, technical assistance and support

during the design of SCHOOLS ARE FOR ALL KIDS: SCHOOL SITE

IMPLEMENTATION. We would like to express sincere thanks to the following

individuals for their contributions.

CRI Staff

Dotty Kelly

Patricia Karasoff

Felicia Farron-Davis

Lori Goetz

Susan Beckstead

Pam Hunt

Morgan Alwell

Other

Dru Stainback

Jodi Servatius

Linda Brooks

Louise Ziberski

Bonnie Mintun

Ida Denier

Tom Neary

Ann Halvorsen

Lynn Smithey

Laurie Triulzi

Debbie Zehnder

Support Services

Swift Pense

Charles Ragland

Teclmical Assistance Coordinator

Project Coordinator

Research Assistant

Best Practices Research Development

Specialist

Research Site Manager

Research Coordinator

Teacher, Berkeley Unified School District

& CRI Research Assistant

Educational Consultant, SDSU

California State University, Hayward

Teacher Yolo County Office of Education

Teacher Davis Unified School District

Parent

Prindpal Valley Oak Elementary School

PEERS Project

Teacher, Berkeley Unified School District

Special Education Teacher, Santa Cruz

County Office of Education

CRI Office, Support Staff

Video Consultant

IINTA DUCTIT N

Introduction; SAFAK

2/111/92

SCHOOLS ARE FOR ALL KIDS

SCHOOL SITE IMPLEMENTATION

AGENDA DAY 1

INTRODUCTION:

Introduction Activity

What Makes a Class Work? Activity

Format & Philosophy of Program

Overview Workshop Objectives

Overview Parameters of Inclusive Programs

(Mini Lecture & Discussion)

SECTION I:

Overview Objectives

Jigsaw Activity Strategies for Building Inclusive

Schools

Circle of Friends Activity

Kids Belong Together Video

Team Prioritizing and Planning Activity

Lunch

SECTION II:

Overview Objectives

What's Wrong With This Picture?

Roles in the Integration Process

Making Meeting Work

Student Planning Team Meeting

School Site Team Planning

Strategies to Facilitate Change Activities

Closure Activity

Introduction; SAFAK n

392

iii

ACTIVITY

CHARACTERISTICS IDEAL CLASSROOM

Take 5 minutes to brainstorm the characteristics of an ideal dassroom (what's going

on to make it "work") with your group. Share your ideas with the large group.

Inuoduction; SAFAK 11

2/1S/92

i v

PHILOSOPHY OF PROGRAM

The training has been developed from the prospective that a fully inclusive society

will evolve only if we have schools which embrace all children. The program

attempts to establish this vision as a goal. However, care has been taken to assure

that no participant is made wrong because his or her school isn't more fully

integrated. This is accomplished by asking each team to first consider their school's

current goals and progress made towards full inclusion and then to establish goals,

identify strategies and resources which will support their continued movement

towards full inclusion. Thus all teams can be successful in the program.

The program has been developed from the point of view that workshop attendees

must be active participants in their own learning. Application of the skills and

attitudes in the program will be most likely when participant teams make realistic

plans together, form a group commitment to realizing those plans and are assisted

in locating the resources to support them.

Introduction; SAFAK 1:1

2/11/92

PROGRAM OBJECTIVES

SCHOOLS ARE FOR ALL KIDS

School Site Implementation

Level II Training

Participants will:

Increase instructional leaders' awareness of principals regarding the

universal advantages of integrating students with mild to severe

disabilities

into their school sites.

Develop the commitment to the concept of equal access to learning

for all

students.

Identify new roles for special and general educators as instructional leaders

for all kids.

Develop plans to implement integrated programs in home schools.

Increase their knowledge of effective practices, models and resources

for

implementing the integration of students with mild to severe disabilities

into their home schools.

Identify specific strategies for team-building and developing collaboration

between general and special educators and parents to ensure that all

students meet their educational goals and objectives in the least restrictive

environment.

Identify curricular and instructional adaptations for the delivery of effective

programs for all students.

Identify strategies specific to the development of their school site plan for

restructuring special and general education service delivery to provide

quality education for all children.

Increase their knowledge of systems change and strategies for facilitating

personal and organizational growth.

10.

Increase commitment and identify strategies to develop schools and

classrooms with a sense of community, a belief that everyone belongs, is

welcomed and has gifts and talents to offer.

introduction; SAFAK 11

2/18/92

v i

WORKSHOP OBJECTIVES ACTIVITY

Which goals listed here are you most familiar with?

The goals that interest me most and or will probably provide me with the

most information are?

Introduction; SAFAK D

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vii

THE PATH TOWARDS FULL INCLUSION

AN OVERVIEW OF INTEGRATION

NOTE TAKING PAGE FOR LECTURE & GROUP DISCUSSION

baroducoon; SAFAK A

2111192

WHAT IS INTEGRATION?

INTEGRATION IS:

All children learning in the same schools with the necessary services and

supports so that they can be successful there.

2. Each child having his or her unique needs met in integrated environments.

3. All children participating equally in all facets of school life.

4. An integral dimension of every child's educational program.

5. Labeled and nonlabeled children having facilitated opportunities to interact

and develop friendships with each other.

6. A new service delivery model for special education which emphasizes

collaboration between special education and general education.

Providing support to general education teachers who have children with

disabilities in their classrooms.

8. Children learning side by side even though they have different educational

goals.

*Adapted from Douglas Biklen

Introduction; SAFAK U

2/11492

viii

WHAT IS INTEGRATION?

INTEGRATT.ON IS NOT:

Dumping children with challenging needs into general education classes

without the supports and services they need to be successful there.

2. Trading the quality of a child's education or the intensive support service the

child needs for integration.

Ignoring each child's unique needs.

Sacrificing the eduction of typical children so that children with challenging

needs can be integrated.

All children having to learn the same thing, at the same time, in the same

way.

Doing away with special education services or cutting back on special

education services.

Expecting general education teachers to teach children who have challenging

needs without the support they need to teach all children effectively.

*Adapted from: Douglas Biklen

A LOOK AT FULL INCLUSION ACROSS AGE GROUPS

Infant Through

Integrated Daycare & Pre-School

Preschool Age

Programs

Early Elementary

Home School

School Age

General Education Classroom

Intermediate &

Middle-School Age

High-School Age

Post-Secondary Age

Home School

General Education Classroom(s)

Community Based Instruction

Vocational Instruction on Campus &

in the Community

Home School

General Education Classrooms

Community Based Instruction

Integrated Work

Transition Planning

Community College Campus

Integrated Work

Training for Community &

Independent Living Skills

Sailor, W., et al. (1989). Comprehensive local schools: Regular education for all students with

disabilities. Baltimore: Paul H. Brookes.

CHARACTERISTICS OF EFFECTIVE SCHOOLS

Safe, Orderly, and Positive Learning Environment

Strong Instructional Leadership

High Expectations

Clear School Mission

Opportunities to Learn and Time on Task

Frequent Monitoring of Student Progress

Parental and Community Involvement

Curriculum Continuity

Multi-cultural Education

Intro luerion: SAFMC

2/1102

xii

"The process toward integration has followed

a well-worn path traveled by several gener-

ations of people classified as disabled in

nearly the same sequence of graduated

steps experienced by several generations of

black sftidents.

The process seems to have

been: identify, categorize, separate, equalize,

integrate.

The process for blacks was called

desegregation: for people with disabilities it

is called integration."

Sailor & Guess, 1983

1 - 1

Section I

A strong and sturdy foundation is needed to begin construction of any building in

order to ensure its stability and longevity. Any shortcuts or compromises in design

or materials will surely jeopardize the safety and effectiveness of the structure in the

long run.

When building an inclusive school to meet the needs of all students certain

characteristics, commitment, leadership and philosophy need to be in place to create

that "sense of community." The "foundation" for creating an inclusive school will

be discussed in this section. We will begin by exploring key components of an

inclusive school.

Strategies to support teachers and students in inclusive schools will be discussed.

Support networks within a school provide the teachers, students, and staff with the

assistance they need to teach, learn and work together effectively. Teams are

developed to aide in consultation, collaboration, problem solving and student

program development. Students and parents are important contributing members

to a networks of support. Finally we will discuss the utilization of resources in place

at your school and begin to identify new resources.

Objectives:

Describe key components of Integration.

Describe a rationale for the restructuring of schools.

Describe key components of classrooms that "work."

Identify the role of a school site integration task force and a students centered

team in promoting integration and inclusion in general education.

Identify team teaching and peer coaching strategies.

6. Describe the role of the integration facilitator in your school.

Identify strategies to utilize peers in your school, including mapping Circle of

Friends, peer tutors and peer buddies.

Sic I; SAFAK ii

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1 2

ACTIVITY

SUPPORT NETWORKS

STRATEGIES TO SUPPORT STUDENTS AND TEACHERS

IN DEVELOPING INCLUSIVE SCHOOLS

Number off from one to six in your school site team. Join workshop participants

who have the same number to form an expert group. Take the next 25 minutes to

complete your reading and discuss with your expert group how you can best present

the information back to your school site team. Indude personal examples of how

you have seen this strategy work effectively.

Return to your school site team and take the next 40 minutes for each expert to

share strategies with the team.

S4e 1; SAFAK

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1 3

NOTE TAKING GUIDE

STRATEGIES FOR BUILDING INCLUSIVE SCHOOL

SCHOOL SITE INTEGRATION TASK FORCE (1) PEER TUTORS, PEER BUDDIES, AND FRIENDS

(2)

SUPPORT FACILITATOR (3)

INSTRUCTIONAL PLANN NG TEAM (4)

MAPPING PROCESS (5)

TEACHING TEAMS (6)

SecI;SAFAKfl

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1 - 4

(fl

SCHOOL SITE INTEGRATION TASK FORCE

A school site integration task force brings people together to work collaboratively to

develop plans for creating an inclusive school. In some school buildings, a school

site planning team that provides direction and leadership already exists. In these

situations, it is most efficient to infuse integration as an agenda item for this pre-

existing team and develop a sub-committee or task force of the existing planning

team rather than create a new structure.

Membership of the task force should include at least key parents, key general and

special education teachers, and the building administ-ator. The participation and or

input of individuals who are responsible for implementation as well as individuals

who are willing to solve problems in a positive and creative manner should be

encouraged. Recruitment of individuals who are respected by their peers and are

representative of various factions within the school facilitates communication and

feedback from the larger school community.

Achieving change requires bringing people together - collaborative teamwork.

Maintaining change requires including in the planning process the people

responsible for implementation, so that ownership is instilled and a base of support

is built. A participation approach to change has the advantages of ownership, group

problem solving, division of labor, and greater connections facilitative of building

constituencies (York & Vandercook, 1989).

In addition to serving as a general advocacy group for integration, the purpose of the

task force is to help all individuals involved with the school gain a better

understanding of the why and hows of developing and maintaining an integrated,

caring, and inclusive school community. To do this the task force is often charged

with several duties. One is to gather background information in the from of books,

articles, and videotapes on the subject. These can be recommended to and shared

with school personnel, students, parents, and school board members. A special

section of the school library might be designated to maintain all the materials

gathered. Also, when gathering background information, key task force members or

other school personnel may want to visit inclusive schools in one's own or nearby

school district and organize attendance at professional conferences and workshops

on full inclusion strategies.

A second purpose of the task force is to organize and conduct information sessions

for parents and school personnel where people knowledgeable and experienced in

full integration can discuss reasons and provide suggestions as to how it might be

accomplished. It is important that the key people invited to share information have

direct experience in full-time regular class integration. Usually a combination of

parents, students, teachers, and administrators from a school system that has

successfully integrated their classrooms can he more "believable" ,..1c1 effective than

Sec I; SAFAK

21111)92

1 - 5

hearing only from "experts."

Some schools have the same information sessions for

parents, educators, students and administrators, which involves everyone "sitting

down together" rather than each group communicating only among themselves.

Use of outside consultants should be exercised cautiously so that building site

personnel do not consider themselves lacking the competence to implement change

or lacking control over the change process.

A third purpose of the task force is to establish an integration plan based on a school

site needs assessment that identifies specific goals and objectives for achieving full

inclusion. This plan usually includes how the resources and professional and

nonprofessional personnel in special and general eduction can be utilized to

provide reduced teacher/pupil ratios, team teachers, consultants, teacher aides, and

support facilitators in the mainstream of regular education. In addition, the

integration task force can assist in developing an inservice plan on strategies which

facilitate full inclusion (e.g. cooperative learning, peer programs, student planning

teams, ability awareness education, etc.). Finally, the integration task force should

develop a process for ongoing evaluation of the integration plan.

By establishing such a task force to help achieve inclusive schooling, community

members, students, and a variety of personnel within a school can become involved

and take ownership and pride in achieving a fully integrated school.

Adapted from:

York, J. & Vandercook, T. (1989). Strategies for Achieving an Integrated Education for Middle School

Learners with Severe Disabilities. In York, J., Vandercook, T., Macdonald, C.,& Wolf, S.

(Eds.) (1989). Strategies for Full Inclusion. Minneapolis: University of Minnesota, Institute on

Community Integration.

Stainback, S. & Stainback W. Inclusive Schooling. In Stainback, W. & Stainback S. (Eds.) (1990).

Support Networks for Inclusive Schooling. Baltimore, Maryland: Paul H. Brookes Publishing

Co.

Sae I; SAFAK ll

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2 AT

1 - 6

(2)

PEER TUTORS, PEER BUDDIES, AND FRIENDS

Thousand and Villa discuss instructional practices utilizing "peer power" as a

major resource which can facilitate the eduction of all learners within regular

education. "In our estimation, peer power is a key variable in meeting the needs of

a diverse student population within general education settings."

Peer tutoring partnerships are a cost-effective way for teachers to increase the

amount of individualized instructional attention available to select or all students

within their classrooms (Armstrong, Stahlbrand, Conlon, & Pierson, 1979). By using

same-age and cross-age tutors, teachers can add instructional resources to the

classroom without adding additional adult personnel.

Peer tutor systems. Same age and cross-age peer tutoring systems are two

forms of peer power upon which heterogeneous schools need to capitalize. In a

review of the literature regarding peer tutoring, Pierce, Stahlbrand, and Armstrong

(1984) have cited the benefits of peer tutoring to twees, tutors, and instructional

staff. What follows is a discussion of some of these benefits.

Benefits to tutees. Clearly, students who receive tutoring receive increased

individualized instructional attention as a consequence of the one-to-one teaching

arrangement with a peer; and research has consistently demonstrated that students

make significant academic gains as a result of tutorial sessions with same-age or

cross-age peers. Additionally, there is the opportunity for a positive personal

relationship to develop between the tutor and the tutee; and the tutor may become a

positive role model, demonstrating interest in learning and desirable interpersonal

skills. Finally, success experienced by the tutee in the tutorial situation promotes

enhanced feelings of self-esteem (Pierce et al., 1984).

Good and Brophy (1984) have suggested that peers trained as tutors may be

more effective than adults in teaching particular content such as mathematical

concepts (Cohen & Stover, 1981). They further speculate that their superior

effectiveness lies in their tendency to be more directive than adults; their familiarity

with the material and their resultant understanding of the tutee's potential

frustration with the materials, and their use of more meaningful and age-

appropriate vocabulary and examples.

Benefits to tutors. There is an old adage, "If you can teach it, you know it."

For the tutor, the act of teaching and the preparation required to effectively teach a

concept or skill can lead to a higher level of reasoning and a more indepth

understanding of the material being taught (Johnson, Johnson, Holubec, & Roy,

1984). Like the tutee, the tutor's self-esteem may be enhanced, in this case by

assuming the high status role of teacher (Gartner, Kohler & Riessman, 1971). The

social skills of the tutor also may be increased as a direct result of the modeling,

coaching and role playing of effective communication skills (e.g., giving praise,

giving constructive criticism) they are expected to use in tutorial sessions (Pierce, et.,

1984).

Arranging peer tutoring systems. Peer tutoring systems can be established

within a single classroom or across an entire school. Systems which have been

demonstrated to be effective have well-developed strategies for recruiting, training,

See 1; SAFAK 11

2/1S/92

1 - 7

supervising and evaluating the

effectiveness of

peer tutors (Cooke, Heron, &

Heward, 1983: Good & Brophy, 1984, Pierce, et

al., 1984). Frequently, the tutor and

supervising teacher formulate and sign a contra.t

which spells out in detail the

performance expectations of the tutor and the

supervisor. At the high school level,

courses have been taught

and credit has been given for peer tutoring activities.

Peer support networks and peer buddies.

Historically some students,

particularly student with disabilities, have been

excluded from certain aspects of

their school life (e.g., school clubs and

other co-curricular activities, school dances,

attendance at athletic events). Peer support groups or

networks have been

established in some schools and have proven to

be effective in enabling these

students to participate more fully in the life

of their schools.

The purpose of a peer support network is to enrich

another student's school

life. Peer support networks are comprised

of students who have volunteered, been

recommended by teachers or counselors, or been

recruited by other students in the

network to serve as "peer buddies." Students

and school personnel have stressed

the importance of trying to include as peer tutors

those students who are active in

school activities or who are perceived as

having "high social status" among their

peers. Peer support networks are

effective because the peer buddies are active in

school activities and have a social network

and therefore, can facilitate the

introduction, inclusion and active involvement of

students who typically might not

be invited or volunteer to participate in

non-academic school functions.

Peer buddies are different from peer tutors in that

their involvement with

other students is primarily non-academic. The

diversity of support which peer

buddies can provide other students is limitless.

For example, a peer might assist a

student with physical disabilities to use and get

items from her locker, "hang out" in

the halls with a student before or after classes, or

walk to classes. A peer buddy

might accompany a student to a ball game after

school or speak to other students,

teachers or parents about the unique physical,

learning, or social challenges that they

see their friend facing

and meeting on a daily basis.

The benefits of peer tutoring programs dted above also apply to peer support

systems. Peer buddies assist the person

with whom they are paired and the larger

school community to acquire skills to more

effectively communicate and interact

socially with one another. Peer support networks

have helped to make

heterogeneous schools places where students' learning is

expanded to include an

understanding of one another's lives.

Peer membership on instructional planning teams. Peers

also have proven

to be invaluable members of

instructional planning teams for students with disabil-

ities. They are particularly helpful in identifying

appropriate social integration goals

to be included on a student's

instructional planning team. A special education

administrator who routinely includes peers in IEP

development has stated:

"Although we have emphasized socializaon and inclusion for years,

never really took off until we

turned to the students and asked for their help. We

previously were leaving out of the planning process

the majority of the school's

population" (DiFerdiando, 1987).

Friendships and supportive relationships. Supportive

relationships and

friendships may range from simple, short term events,

such as saying hello in the

S4m I SAFAK

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1 - 8

hallway or one student helping another find his or her way to the cafeteria or with a

homework assignment during study hall, to more complex, long-term relationships

where two or more students "hang out" together, socially interact, and freely help

and assist each other inside and outside of school. It should be noted that most

people agree that supportive relationships and friendships are highly

individualistic, fluid and dynamic, vary according to the chronological age or the

participants, and are largely based on free choice and personal preference. They

cannot be easily defined and programmed: and they certainly cannot be forced

(Perske & Perske, 1988). However, this does not mean that they cannot be facilitated

and encouraged by sensitive educators and parents (Stainback et al., 1989).

Proximity. Research has indicated that a critical variable in peer support and

friendship development is proximity (Asher & Gottman, 1981). That is, if a student

without friends is to gain the support and friendship of other students, he or she

must, at the very least, have the opportunity to be with other students. There are a

number of activities that can provide opportunities for a student lacking friends to

be with other students. One is to help the student needing friends become involved

in extracurricular activities of his or her choice in which other class members

participate, such as band, photography club, and/or pep rallies. Arranging peer

tutoring, buddy systems and cooperative learning can also be useful in providing

opportunities for an isolated student to get to know classmates.

Encourage support and friendship development. School personnel can

encourage students to build peer relationships with one another by involving

students in thinking about supportive relationships and friendships as part of the

curriculum. Some students may need specific instruction in identified social skills.

It is important to remember that this instruction will be most effective if it is

provided in the natural environments and activities where these skills are used

with their peers. Many teachers believe that social interactions and potential

friendships tend to develop among students who understand and respect each

others' differences and similarities (Stainback et al., 1989). One way to foster this

understanding in the classroom is to infuse information about individual

differences and similarities into existing reading materials; health and social studies

classes, and extracurricular activities such as assembly programs, plays, school

projects, service activities, and/or clubs.

Possibly the most important way to promote supports and friendships among

students is to be a good model. Teachers must communicate to students through

their behavior that every student is an important and worthwhile member of the

class. To be a good model, it is essential to indicate acceptance and positivity toward

all class members.

Adapted from:

Garbler, A., & Lipsky, D.K. (1990). Students as instructional agents. In W. Stainback & S. Stainback

(Eds.), Support networks for inclusive schooling. Baltimore: Paul H. Brookes.

Stainback, W. & Stainback, S. (1990). Fadlitating peer supports and friendships. In W. Stainback &

S. Stainback (Eds.), Support networks for inclusive schooling. Baltimore: Paul H. Brookes.

See I; SAFMC

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(3)

SUPPORT FACILITATOR

While there are many individuals within a school who can provide support

to each other (e.g., teacher, specialists, aides, students), there is no

individual

responsible for facilitating supportive relationships and/or other supports that may

be needed. As the supportive roles are recognized and developed, there is a need for

personnel knowledgeable in the facilitation of supportive relationships to work

with regular classroom teachers and students to organize, coordinate, and promote

the variety of supports needed. This role could be assumed by former special

educators, consultant, supervisors, or other educators interested in assisting

classroom teachers to coordinate support networking. This individual is called the

integration specialist, special education teacher, resource specialist, special education

case manager, and support facilitator depending on

what state, city or district they

live in. The responsibilities vary almost as much as the names as this position is

developing to meet the needs of each individual student, school and district.

The support facilitator's role can be defined as carrying out a three step

process. The first step is identifying with regular classroom teachers

and students

the types of informal supportive relationships and/or professional supports they

would like to have. This includes discussing with and helping teachers and

students become aware of the various support options available. The second step is

collaborating with teachers and students in determining those supports they need in

their classroom. During these two steps, the support facilitator should listen to and

jointly identify with the teachers and students possible supports. The process of

jointly gathering information, defining the problem to be addressed and identifying

supports is fundamental to the third step, which is assisting in organizing and

implementing those supports deemed most likely to be appropriate or worthwhile.

It is important that teachers and students be inherently involved in the selection,

development, and implementation of the supports since ownership of the

support(s) by teachers and students is essential for a collaborative venture to work

(Conoley & Conoley, 1982; Idol-Maestas, Nevin, & Paolucci-Whitcomb, 1984;

Schowengerdt, Fine, & Poggo, 1976).

It should be noted that collaboration means

that the support facilitator, teacher, students, and other school personnel work

together cooperatively with no one assuming an expert, supervisory, or evaluator

role. At any given time any person may assume leadership or be the giver or

receiver of information. It depends on who has the expertise at the given time or in

a particular situation.

The skills needed by the support facilitator are similar to those skills needcd

by educational consultants, which include providing technical assistance,

coordinating programs, and communicating with other professional, parents, and

students (Goldstein & Sorcher, 1974). However, the difference between the slapport

facilitator and the educational consultant lies in the nature of the technical

assistance provided. The technical assistance provided by the educational

consultant is based on the premise that the educational consultant has acquired

mastery of the educational process (i.e., assessment, planning,

implementation, and

Sic 1; SAFAK 11

2/11/92

2.7

1 10

evaluation) appropriate for mainstream settings (Heron SE Harris, 1987; Idol et al.,

1986; Idol-Maestas, 1983; Rosenfield, 1987). The technical assistance provided by the

support facilitator is based on the premise that the support facilitator knows the

structure, how to implement, and the effectiveness of various support options, is

informed regarding the availability of support options, and is able to assist teachers

and students in selecting the most appropriate options for a given situation. The

educational consultant provides support to teachers and students to enhance the

instruction of students, while the support facilitator develops a network of supports

to enhance the educational success and friendships of students. One support in that

network may be the educational consultant.

The support facilitator needs a working knowledge of the support models and

resources available that can be utilized to facilitate support networks to provide

needed assistance in the mainstream. This involves an understanding of and how

to informally facilitate natural supportive relationships among students, teachers,

and others, as well as how to effectively use support models such as professional

peer collaboration and the student planning team process.

Assessing and matching the needs of students and teachers to applicable sup-

port options and resources available is another skill needed to carry out the job of a

support facilitator. To identify what assistance is required, the support facilitator

needs experience in and knowledge of regular classroom curriculum, methodology,

and programs and the ability to listen to what support regular classroom teachers

and students believe they n?ed to be successful. Once the needs of a teacher and/or

student are determined, a support facilitator needs to work collaboratively with the

classroom teacher and students to organize and operationalize those supports and

resources deemed necessary. The support facilitator may act as a mediator or catalyst

to promote communication and collaboration among those involved. They can be

involved in such tasks as locating specialists, team teaching, and/or helping with

the organization of assistance teams for teachers: and for students, they can be in-

volved in facilitating peer tutoring, friendship development, and cooperative learn-

ing activities and the development. As support facilitators, they can interweave a

network of varying supports into a comprehensive and coordinated support system.

Specific activities a support facilitator might do include:

Facilitate the establishment and coordination of a School Site Integration

Task Force.

2. Establish a peer support committee

the peer support committee is

classroom-based and usually made up of four to six students who work on

ways of making the classroom a supportive, accommodating, positive

learning environment to help all class members experience success, rather

than determining how to solve a problem or difficulty for a particular

student. The committee often becomes involved in organizing and

participating in buddy systems, peer helpers, study partners, and "circles of

friends" within a classroom.

Individual Student Planning Teams are made up of individuals who are

involved with a student with disabilities on a regular basis. A major focus

Sec I; SAFAK

2/11192

of the team is to assist and provide support to a classroom teacher and or

student. The support facilitator participates on this team and may be

responsible for organizing and initial facilitation of the team.

Serving as a Team Teacher the support facilitator can teach in his or her

curricular expertise area (e.g. learning/strategies and/or community based

instruction) or simply assist the classroom teacher in an area where the

classroom teacher has the major expertise. The support facilitator can also

foster or enable cooperative or team teaching activities to occur among a

variety of teachers in a school by freeing one teacher to team with another

classroom teacher, thereby capitalizing on the expertise of colleagues within

a school in a teaming capacity.

The support facilitator can serve as a curriculum analyst by breaking down

curriculum into different levels to meet individual student needs and/or

adding components or making adaptations to lessons which enable greater

participation of students at different levels.

The support facilitator may locate specialists who are needed in an

integrated classroom to address some difficult or complex educational needs

or situations that a student or teacher might encounter. In addition, she

may assist with communication and coordination between the specialist

and the teacher and/or help organize a student's daily schedule to include

time for instruction in a specialty area such as braille, mobility, etc.

Coordination between the school and the home is often critical to the

quality of eduction that can be provided any student. A support facilitator

can be instrumental in arranging for sharing of informatiun between the

home and the school. In addition, the support facilitator may provide

support to parents in finding ways they can help their child(ren) operate

effectively in the mainstream of school and community activities.

The support facilitator can be instrumental in locating materials and

equipment needed by various teachers to address the diverse needs of their

class members.

While it is true that many schools do not have all the resources they need,

there are usually an array of financial, equipment and people resources available.

There are also many teachers with expertise in a variety of areas, as well

as the

students themselves, volunteers, parents, counselors, and administrators. The job

of the support facilitator is to help organize and coordinate all of these different

resources into a comprehensive support network for teachers and students in the

mainstream.

Adapted from:

Stainback, W. & Stainback, S. (1990). The support facilitator at work. In W. Stainback and S.

Stainback (Eds.), Support networks for inclusive schooling. Baltimore: Paul H. Brookes.

Stainback S. & Stainback W. (1990). Facilitating support networks. In W. Stainback and S. Stainback

(Eds.);Support networks for inclusive schooling. Baltimore: Paul H. Brookes.

Socl;SAFAKfl

2/11/92

2 7

"My child is not

salmon. She

can't swim upstream... She can't

get up your cascade... if she

tries, she'll drown."

Sec 1; SAFAK

2/11)92

Parent of a 5-year old;

In response to special education

placement for her daughter

on the continuum of services.

1 - 13

(4)

STUDENT INSTRUCTIONAL PLANNING TEAM

The purpose of an Instructional Planning Team is to enable general and

special education staff to work together to plan and implement comprehensive

instruction for students with special needs in typical school and community

environments.

The make-up of the team will depend on the student's needs but typically

includes special and general educators, parents, sometimes the student, classmates,

and other key individuals who provide support to the student. Other key

individuals may include vocational specialist, therapists, school principal, etc.

It is

practical to establish a core team which meets and plans together on a regular basis

and invites other support individuals to participate as needed. However, all

individuals who support the student need to come together periodically to share the

vision for the student, share success, monitor progress, re-evaluate and modify

program as necessary and plan for transition.

The presence of the student at meetings serves as a constant reminder that

the ability and willingness of the team to problem solve creatively and collaborate

will impact the quality of a person's life and that the meeting of a team is not simply

an academic exercise. Involvement of family members can assist in achieving

continuity of programming over time. Educational priorities identified by family

members should receive primary consideration. The classroom teacher has several

primary functions including: 1) to view the individual as a member of the class

rather than a visitor; 2) to contribute information about the classroom curriculum,

instructional strategies, management techniques, routines, and rules; 3) to work

collaboratively with the other team members in developing the educational

program and in including the individual with his or her peers in typical classroom

activities and routines; and 4) to provide a model of appropriate interaction and

communication with the student, including recognition and acknowledgement of

the positive attributes and contributions of the individual. The special education

teacher/support facilitator with training in curricular and instructional adaptations

and related services personnel with training in specific functioning areas (e.g.

motor, vision, hearing) assume primary responsibility for adapting curriculum,

materials, equipment, or instructional strategies such that the educational needs of

the student can be met in the context of typical school and community

environment. Support from personnel with specialized training could range from

primarily consultation with the classroom teacher to a combination of consultation

and direct intervention with the student and classroom activities.

If the team

decides that direct instruction by a professional support person is necessary, in most

situations that instruction should occur in regular class settings and other typical

school and community environments. Some students with high needs require, at

least initially, an instructional assistant to be present in the regular class. If this is

the case, the instructional assistant must collaborate as a team member. Classmates

are the experts on formal and informal demands and opportunities of regular

school life. They play a key role in supporting one another. As contributing

See 1; SAFAK

VI SA2

2::

1 - 14

members of individual student planning teams, classmates provide the evidence

that students with high needs can be accepted, valued and contributing members

the school community. A critical role of the building principal is to demonstrate

support of collaborative teaming by setting an expectation

that teachers will

collaborate, providing incentives for collaboration, promoting training on efficient

team planning, and arranging for the time necessary to

plan.

The student planning team works to identify strategies for integrating IEP

goals into general classroom, integrated community and work activities.

Team

responsibilities include:

Identifying current and future integrated school and community

environments in which student participation is desired.

Specific goals and objectives which target behaviors for instructional

emphasis within activities in each environment are generated by the team.

The team then develops individualized supports and adaptations to ensure

success therein.

The challenges presented by these students have led to creative solutions and

the development of a planning and decision-making process for meeting IEP goals

in integrated activities and environments.

Essential for effective team work is recognition that quality integration requires

ongoing team problem-solving. Teams must meet on a regular basis. No one

individual is solely responsible, the team shares in solving problems as well as

celebrating success.

The successful operation of the team depends on the skillful use of the

essential components of cooperative group structure (i.e., face-to-face interactions,

individual accountability, positive interactions, individual accountability, positive

interdependence, and individual and small group interpersonal skills).

Responsibilities are assumed based on interest and skills of team members and may

be permanent or rotated. Other responsibilities which are important include the

following:

Planning, providing and evaluating specialized instruction in all

educational settings.

Planning for merging special education and general education services.

Monitoring student progress on IEP goals.

Scheduling and coordinating information between consultants, related

service providers, and all other educational team members.

Ensuring positive communication with parents.

Ensuring that others in the student's environments learn to interact with

the student.

Ensuring that all persons who will provide direct instruction to the student

are adequately trained.

Scheduling a regular time seems to work best so team members can plan for

the meeting. Meetings are essential for colleagues to creatively plan and problem

solve tor;ether, to share and learn from each other, and to collaboratively respond to

each student's needs. Scheduling more often and for longer meetings may be

Sec I; SAFAK

VI 8/92

1 15

needed at first until the team becomes comfortable and efficient with the process.

There are several strategies for making planning time available, such as, team

teaching to cover classes, rotating substitutes, excusing regular education teachers

with special education responsibilities from duties, and including regular planning

time into the general school schedule for all staff. Meetings will take less time and

be more productive if a specific agenda is planned, leadership roles are distributed to

ensure efficiency and meeting minutes are taken.

Adapted from:

York, J., & Vandercook, T. (1989). Strategies for achieving an integrated education for middle school

learners with severe disabilities. In J. York, T. Vandercook, C. MacDonald, & S. Wolf (Eds.),

Strategies for full inclusion. Minneapolis, MN: University of Minnesota, Institute on

Community Integration.

Vandercook, T., & York, J. (1990). A team approach to program development and support. In W.

Stainback & S. Stainback (Eds.), Support networks for full inclusion. Baltimore: Paul H.

Brookes.

3 1.

See i; SAFAK II

2/11i/92

(5)

MAPS:

THE McGILL ACTION

PLANNING SYSTEM

A planning process used to facilitate

full participation for children with

challenging educational needs

3:2

Sec 1; SAFAK fl

211102

1 - 17

INTEGRATED EDUCATION: MAPS to Get You There

Terri Vandercook and Jennifer York

The McGill Action Planning System (Maps) (Forest, Snow, & Lusthaus, in

press) is a positive and affirming process that assists a team of adults and children to

creatively dream and plan, producing results that will further the inclusion of

individual children with labels into the activities, routines, and environments, of

their same age peers in :heir school community. The principles underlying and

guiding the process include: (1) integration, (2) individualization, (3) teamwork and

collaboration, and (4) flexibility.

The MAPS planning typically occurs in one or two sessions. Participants are

arranged in a half circle, with the facilitator positioned at the open end of the circle.

The information and ideas generated during the process are recorded on large chart

paper which serves as a communication check during the session and as a

permanent record when the planning is finished. The role of the facilitator is to

elicit participation of all team members in the collective design of an integrated

school and community life for the individual student.

The following are the seven questions which comprise the MAPS process:

(1)

What is the individual's history?

Aside from the individual for whom the planning is occurring, family

members are the most important members of the circle because they typically know

the individual better than anyone else. Because of this, family members, and the

individual to the greatest extent possible, are asked to spend a few minutes talking

about the individual's life history, including some of the milestones.

(2)

What is your dream for the individual?

This question i

intended to get people to develop a vision for the

individual's future, to consider what they want for that person, and to look beyond

the current reality. Those dreams can become reality if there is a common

commitment to strive for them. The dream question forces team members to

identify the direction they are heading with the individual; only then can specific

plans to be made for realizing the vision. This is not to say, however, that the

vision, plans, or expectations are set in concrete; they will be challenged continually

as more is learned about how to facilitate inclusion in the school community and as

positive outcomes are realized. Depending upon the age of the individual, it may be

difficult to dream for them as an adult; if that is a problem, team members can be

encouraged to think just a few years ahead.

(3)

What is your nightmare?

This is a very difficult question to ask the parents of any child, yet an

extremely important one. The nightmare presents the situation that the members

of the individual's team and others who care for him or her must work very hard to

keep from happening. Parents frequently relate the nightmare as a vision of their

child being alone.

See 1; SAFAK U

2/111/42

3 :-;

1 18

(4)

Who is the individual?

Everyone in the circle participates in responding to this question. The

participants are asked to think of words that describe the individual, i.e., what comes

to mind when they think of the person? There are no right or wrong words.

Participants take turns going around the circle until all thoughts have been

expressed. Participants can pass if nothing comes to mind when it is their turn to

supply a descriptor. When the list is complete, the facilitator asks certain people,

usually family and peers, to identify the three words from the list that they feel best

describe the individual.

(5) What are the individual's strengths, gifts, and abilities?

So often when educational teams get together, they dwell upon the things

that the individual cannot do as opposed to identifying and building upon the

strengths and abilities of the individual. The facilitator asks the participants to

review the list which described the individual as a way to identify some of his or her

strengths and unique gifts. In addition, they are instructed to think about what the

individual can do, what he or she likes to do, and what he or she does well.

(6) What are the individual's needs?

This question provides an opportunity for all the team members to identify

needs from each of their unique perspectives. When the list of needs is complete,

family, friends, and educators are asked to prioritize the identified needs. The list of

assets and the identified needs are a primary basis for design of the educational

program

(7) What would the individual's ideal day at school look like and what must be

dome to make it happen?

Because MAPS is a process to assist teams to plan for the full integration of

students with high needs into regular, age-appropriate classes, frequently attention

to this question begins by outlining a school day for same-age peers who do not have

labels. Next, the team begins to strategize ways that the needs identified in the

previous question can be met in the context of the regular education day. Finally,

initial planning occurs for the supports needed to achieve successful integration. As

learners reach middle and high school age, the ideal school day will include

instruction in both regular education and a variety of community instruction sites

(e.g., home, worksites, stores, and recreation places).

The MAPS process provides a common vision and road map for all team

members, enabling them to be supportive and effective in furthering the integration

of learners with disabilities into regular school and community life.

Sec I; SAFAK

21111/92

EVERYONE

BELONGS

Marsha Forest

and

Evelyn Lusthaus

The movement to educate

all children

even students labeled as

severely or

multiply handicappedin

ordinary

classrooms with their brothers

and

sisters, friends and

neighbors, has

caught the imagination of parents

and

educators across Canada.

This momentum is founded on a

simple, yet profound

philosophy: Ete-

ryone belongs. In a system

in which

each belongs, the homeroom

for all

children is the ordinary classroom.

Every child's education

begins with

placement in a regular classroom,

with

the necessary support

services pro-

vided to the child and the regular

class

teacher. With this system, the use

special, self-contained

classrooms is

almost extinct. In the Waterloo

Region

Separate School Board, for

example,

which has a student population

approximately 20,000, very few chil-

dren are served in

self-contained

classes. All the other children

with

special needs are learning

alongside

their age peers in ordinary

classrooms.

In this article, a case study

illus-

trates how this system

works and

introduces MAPS, a planning process

used to facilitate full participation

for

MIK

children with challenging

educational

needs.

Carla Comes to School

In the spring of 1986, Danny

and

Sandra Barabadora and their daughter

Carla came to their local school to

was labeled severely mentally re-

tarded, but her parents were request-

ing their local school to permit Carla

to attend class with other children

her

age beginning the following

Septem-

ber. The school board was the Hamil-

ton-Went worth Separate School

Board.

The principal welcomed the family

enthusiastically and told them how

excited he was to have Carla in the

school. He also admitted that he and

his staff had a certain amount of

anxiety about having a child with such

challenging rkeeds entering a regular

seventh-grade class and that they

wanted to do their best. They had

previously integrated other children

with special needs, but none whose

needs were as challenging as Carla's

appeared to be.

A meeting was set before the end

of the spring semester to sit down and

chat about the overall expectations for

Carla's schooling. The principal, re-

ceiving home room teacher, and

Carla's parents were there. The princi-

pal asked about the parents' expecta-

tions, explained the school program

in general, and provided an overall

picture of how Carla could fit in.

Just before school began in the fall,

another short meeting was held with

the principal, receiving teacher, and

parents together with a team of other

people who could be helpful. Because

Carla had a mental handicap, a special

education resource person was pre-

sent; because her language was very

limited, the speech and language re-

source people were there; because

she

waS being integrated into the school.

an outside consultant was

invited to

assist in the planning process.

Everyone agreed that the teacher.

the other students, and Carla

all

needed to get to know one another for

2 weeks before any specific planning

would take place. It was decided thai

Carla would follow the regular seventh.

grade school day and the teacher

would get to know her without an

educational assistant present. At the

end of the 2 weeks, anothcr team

meeting would be held.

On the first day, the teacher wa

exhausted and tense, but by the thin%

day, he mentioned that he wa:

"amazed at how much Carla coulJ

4.1

MAIL_

Nips

Okbait

-*N,

t5-

do- and that he was getting to know

her very well, particularly because the

assistant wasn't there. Could he han-

dle it for 2 weeks? Yes, as long as the

team got together again after the 2

weeks.

During that time, the consultant

approached Carla's class of peers to

begin to build a "friendship circle"

around her. This involved speaking

honestly and directly to the students

about why Carla was being integrated

and what the students could do to be

involved in the process. The consult-

ant asked for volunteers to form a

friendship circle around Carla, and the

teacher selected 4 main actors from the

19 students who volunteered. A tele-

phone committee was formed so that

Carla would get one telephone call

each evening from one of her new

classmates. Carla had never before

received her own phone call, but

iv Al C' o

I 0 0

Npersft

Through MAPS

(Map Action Plan-

ning System) chadren

with challenging ex-

ceptional needs add

to the quality of edu-

cation for everybody.

despite her limited language, she was

able to communicate with her new

friends.

MAPS: An Action

Planning System

The team meeting was the beginning

of a formal planning process for Carla's

school program. The process they

followed was based on a planning

svstem developed at McGill University

(@orest, Snow, 1987) called MAPS

(Map Action Planning System). MAPS

is a systems approach designed to help

team members plan for the integration

of students with challenging needs

into regular age-appropriate class-

rooms. Members of the MAPS plan-

ning team for Carla included the

exishng planning team as well as her

'4*

;.-

brothers and many of her new friends

at school.

A unique feature of the MAPS

planning team is the inclusion of

children in the planning process. As

the principal of Carla's school said, "If

I hadn't seen it with my own eyes, I

wouldn't have believed it." He was

referring to the influence and power

of student participation in the plan-

ning process. The inclusion of stu-

dents is a key element in the MAPS

process, for students are often the

most underutilized resource in schools.

The point of the planning process is

to come up ivith a plan that makes

good sense for the youngster with

challenging needs. In our experience,

students often understand this far

better than adults, and without their

presence on the team the results

would not be as good.

BEST COPY-AVAlLABLE

The meeting opened with a

review

of the events to date.

Over all, it had

been a good 2 weeks.

The teacher, the

class, and Carla had

become ac-

quainted with one another.

Now it

was time to focus on

the seven key

questions that are at the

heart of the

MAPS planning process.

What Is Carla's History?

This questioh is meant to

give all team

members a picture of what

has hap-

pened in the student's life.

Parents are

asked to summarize the

key mile-

stones that have

affected their child's

life and schooling. For

example. one

key milestone in Carla's

life was that

she had been critically ill

for about a

year, hospitalized,

and not expected

to live. Someone

from the family was

with her day and night for over a year.

which affected Carla's ability to

without her mother once

she went

back to school.

What Is Your Dream

for Carla?

Parents of children with

handicaps

have often lost their ability

to dream;

they have not had the

opportunity to

think about what they want most

for

their children. This question

restores

the chance to have a vision

based on

what they really want,

rather than

what they think they can get.

With

this question, we tell parents:

"State

your dream. What

vision do you have

for your child in the future?

Don't hold

back. Say what you've never

dared to

say before. Forget

reality for a while

and dream.'

Sometimes this is the first time

professionals have ever had the oppor-

tunity to hear what parents

hold in

their hearts and minds for

their chil-

dren's future. It is important to

listen.

Caria's parents said they dreamed

that

Carla would be able to go to

high

school with her brothers, get a

job, and

one day live with some

friends in the

community.

What Is Your Nightmare?

The nightmare makes explicit

what is

in the heart of virtually every

parent

of a child with a handicap.

Caria's

parents said. "We're afraid

Cada will

end up in an institution,

work in a

sheltered workshop, and have no ont

wt. .446 "

Who Is Carla?

The next question, "Who is Carla?",

was meant to begin a

general brain-

storming session on Carla's character-

istics, no holds barred. We went

around the circle and asked everyone

to state characteristics until all

thoughts

were exhausted. Examples

of the re-

sponses to Carla's

"Who" question

follow.

Is 12 years old.

Is happy and smiling.

Has two brothers.

Lives with mom and dad.

Is lively.

Loves touch and warmth.

Pulls her hair.

Is playful.

Is temperamental.

Is Lnquisitive.

Has a real personality.

Is small.

Has a good memory.

Is fun to be with.

Wants to be involved.

Uses some words.

The facilitator asked the parents to

circle the three words they felt best

described Carla. Her mother circled

"happy," "temperamental," and "real

personality," while her father circled

"aware," "memory," and "small."

One of the teachers circled "tempera-

mental," "small," and "memory." The

students circled "personality,"

"small," and "lively." The rule fol-

lowed was "NOlargon, no labels; just

describe how you see the person." The

result was that the image of a unique

and distinct personality emerged.

What Are Carla's Strengths,

Gifts, and Talents?

This is a vital question, for all too often

we focus on what a person's

weak

areas are. Many parents

have prob-

lems with this because they have been

focusing on negatives for so long. This

question turns their focus to the

positives. Carla's planning group re-

sponded as follows.

She's a real personality.

She's persistent.

She has a good memory.

She's inquisitive.

She loves people.

She's daring.

She's a good communicator.

She loves music.

She can follow directions.

She eats by herself.

`.4 "

She dresses and undresses herself.

She can turn on the VCR and use

the tape recorder on her own.

She washes her hands and brushes

her teeth.

What Are Carla's Needs?

This question is very important. Needs

vary according to who is

defining

them, so Carla's group was divided to

get a variety of points of view. Their

answers to the question follow.

According to her parents:

Carla needs a communication sys-

tem.

She needs a way to express feelings

and emotions.

She needs to be independent.

She needs self-motivation in starting

things she presently cannot do.

She needs to stop pulling her hair.

She needs friends at home and at

school.

According to her peers:

She needs to be with her own age

group.

She needs to feel like one of the

group.

She needs to wear teenage clothes.

She needs goop on her hair.

She needs to have her ears pierced.

She needs a boyfriend.

The teachers were in agreement with

the parents on what Carla's needs

were, but they added that she needs

to fit in and be part of the group.

At the dose of this exercise, four

main needs were summarized: Carla

needs friends at home and at school;

she needs a communication system;

she needs to learn to be more inde-

pendent; and she needs to stop pulling

her hair.

Carla's Ideal Day

To many, Carla would be defined as a

severely to profoundly mentally handi-

capped student who should be segre-

gated in a school or class for retarded

students. To her receiving school, she

was a spunky 12-year-old who

should

be attending seventh grade with her

peers. The school had all the

right

ingredient= a cooperative family, a

wekoming and cooperative school prin-

dpal, a nervous but inviting teacher,

and V' seventh-grade students.

Thus, with a team approach, the

idea that they did not have all the

answers, and a spirit of adventure. the

*A.v.

team started to create a plan. The

teacher indicated that his main need

was for an educational assistant at

various times of the day and a program

created by the special education re-

source people.

Now the team was ready to go step

by step through the day and deter-

mine activities, goals, objectives, and

environments. In many educational

planning processes, goals and objec-

tives stand outside the rhythm of the

school day; they should, however, flow

from the environment and be inter-

twined with the daily schedule and

rhythm of the classroom. The goals

and objectives for Carla were arranged

around the following schedule:

8:40-8:45 a.m. The day begins. Carla

arrives in a taxi and is met by Susie and

some other children. Who is responsi-

ble for getting Carla from the taxi to

the classroom? Volunteer: Susie.

8:45-8:55. Opening exercises. Carla

will sit at her desk in the middle of the

second row, sing "0, Canada," and

participate in the beginning of the day.

8:55-9:30. Language arts period.

Does it make sense for Carla to follow

the seventh-grade program? Does it

meet her needs? No. Can it be modi-

fied? No. Should she have her own

program in the language and commu-

nication area? Yes. Where should this

take place? In the room, at the side

table where other students do indi-

vidualized work. The educational as-

/ sistartt will carry out a program de-

signed ty the special education re-

source team to improve Carla's func-

tional reading, writing, and speaking.

9:30-9:50. French. After much dis-

cussion, the team agreed that Carla

enjoys French and that the French

teacher welcomes her, but she should

not stay for the whole period. She will

stay 20 minutes for the conversational

French portion of the class, songs,

weather, and so forth. She will listen.

learn to recognize French, and learn a

few words. She can learn numbers and

colors and point to some pictures in

French. Carla's homeroom teacher and

the French teacher will design this

curriculum with the assistance of the

special education resource person. No

educational assistant is needed in this

time slot.

9:50-10:10. Individualized computer

program work. Carla will work on the

computer with the educational assis-

tant or by herself in the homeroom

classroom where everyone else uses

the computer. Programs will be devel-

oped in cooperation with the school

district communications team.

10:10-10:25. Recess. Carla will get

ready to go out with a volunteer circle

of friends. They will make sure that

she is not trampled.

10:30-11:00. The seventh-grade

class has either French or communica-

tions. At this time a creative communi-

cation progrim developed by district

personnel I's being put in place for

Carla. For example, one goal is learn-

ing to dial and talk on the telephone.

The school principal has volunteered

both his office and his telephone (no

long distance calls).

11:00-11:20.

Silent reading. Carla

will choose library books and do silent

reading along with her classmates.

No extra help is needed other than

that from peers.

11:20-11:50. Religion. Carla will

have a modified program designed by

her homeroom teacher and the special

education resource teacher. No extra

assistance is needed except for what

other children offer. She will have

tasks to complete along with the other

students, but they will be at her level

of performance.

11:50-12:30. Lunch. Carla will eat

with a group of friends, and the

assistant will be available, but out of

sight. She will go out or stay in with

her friends and listen to music or play

as the rest of the group does.

12:30-1:00 p.m. Lunch hour contin-

ues. Carla will have some quiet time

with the other students who read

books or listen to music, tapes, re-

cords, or videos. She will be with a

circle of friends (boys and girls).

1:05-2:05. Math. Carla will have a

parallel math program and work with

the educational assistant on learning

to use the computer, and calculator,

counting, numbers. shopping, and

related skills.

2:05-2:20. Recess.

2:20-3:30. Rotary.

It was agreed

that this tvcntld be inappropriate for

Carla, and here was where in-school

work experience could be built in to

her schedule. Carla, who likes plants,

will work with the educational assis-

tant in taking care of all the plants in

the school. They will also buy seeds

and start new plants, and in the spring

they will plant them outdoors.

3:30. Dismissal. Carla's day is full,

with a variety of environments, activi-

ties, and events. Both Carla and her

parents like it. It will be revised and

reviewed as needed. The overall objec-

tives for communication, independ-

ence, and making friends are an

integral part of the daily schedule.

Conclusion

Of course, providing Carla with a

good education within the regular

classroom means making a commit-

ment of extra resources. This requires

a change in perspective of the school

system administrators so that special

education personnel and resources can

be used to support children in regular

classrooms.

Such changes are occurring in

school districts where administrators

are, as George Flynn, Director of the

Waterloo Region Separate School

Board, put it, "committed to quality

education for all children; this means

all children attending school together."

Quality education means effective

teaching of the 3R's, but it also in-

cludes emphasis on another R: Rela-

tionships. The philosophy that "every-

one belongs" encompasses the chil-

dren who have previously been told

they do not belong. As they bring their

gifts and special needs to regular

classrooms and enter into rela tion-

ships with their neighbors and class-

mates, they can add to the quality ot

education for everybody.

Reference

Forest, M & S...zw. J. (1957)

Mort edurrt:on

iniqratron. The C. Allan Rocher Insniute

Toronto.

Marsha Forest is Thrtclor, Center for Inte-

grated Education and Community. Frontier

College, Toronto, Ontario. Evelyn Lusthaus

Professor. Faculty of Education, McCii.

University, Montreal.

CEC.

WINTER 1990

TEACHING

EXCEPTIONAL CHILDREN

1 23

Larry, As His Friends See Him

Hamilton, OntarioSixteen-year-old Larry

O'Brien's friends at St. Marys' ash School

had just finished getting to know him when I

visited their room. They had taped large sheets

of paper on the wall, and many student-

inspired ideas had been written on them with a

magic marker:

WHAT ARE YOUR DREAMS

FOR LARRY?

to have a social life

to have a meaningful job he is happy doing

to share a house or apartment with others

his own age

to have friends

WHAT COULD BE

LARRY'S

NIGHTMARES?

no real friends

no meaningful job

to live with paid staff or in an institution

friendly

charming

aggressive

romani4

cheerful

generous

WHO IS LARRY?

fun

frustrated

stubborn

nonverbal

grabby

LARRY'S NEEDS

to learn to behave properly in the cafeteria

to not grab people and things

to get off the bus properly

to communicate effectively

as0 t142. °t% CkC,

gober-t- "Paco..

b b,1 clay+

Press

to sit still and listen

more guys

to learn to match numbers

to learn to count

to be part of classes (um, English, typing,

art, math, drama, computers)

POSSIBLE JOBS

IN THE Coiaamary

IN SCHOOL

mailman

bag boy in grocery

garbageman

take tickets at

movie theater

coat check man

bellboy at hotel

put food trays on

wagon in

hospital

snack bar

packagink

unpacking

work with younger

children

work at nursing

home

cut grass

put cards in binary

books

coat room at school

dances

pick up paper on

school grounds

work with janitor

dean

sweep

in cafeteria

put food out

dean tables

in office

deliver messages

staple PaPers

put mail in slot

fill pop machines

The students participate in regular

plabnnehtl"

sessions to

uce charft on

According to faculty members at St. Mary's,

each session becomes more sophisticated,

focused and relevant to Larry, the friend the

students are getting to know better and better.

3 r.)

1 - 24

(6)

TEACHING TEAMS

Traditionally, American schools have sorted and separated students into

high, medium and low groups through heavy reliance upon segregated or pull out

special and compensatory eduction service models, ability groupings, and tracking

(Slavin, 1987). With the growing recognition of the inefficiency of the segregated

educational service delivery models (Reynolds, Wang, & Walberg, 1987; Wang,

Reynolds, & Walberg, 1988) and the call for the merger of general and special

education (Stainback & Stainback, 1984; Will, 1986), a growing need has arisen to

identify imtructional arrangements and technologies that enable all students to be

educated successfully together.

Schools and school districts which do educate all students in general

education environments have done a variety of things to merge the instructional

staff and resources of general and special education to meet the diverse educational

and psychological needs of a heterogeneous student body. Some schools have

dropped professional labels and distributed traditional job functions across a

number of school personnel. All such schools have had to increase opportunities

for teachers to meet and plan collaboratix 4..1y on a regular basis. Some have created

an inservice agenda expressly designed to build among all school staff a common

conceptual framework, language and set of skills regarding the instruction of a

heterogeneous group of learners (Villa & Thousand, 1988). Most schools also have

established some types of team teaching arrangements among the general and

special education faculty.

A teaching team is an organizational and instructional arrangement of two or

more members sY the school and greater community who distribute among

themselves planning, instructional and evaluation responsibilities for the same

students on a regular basis for an extended period of time. Teams can vary in size

from two to six or seven people. They can also vary in composition as well,

involving any possible combination of classroom teachers, specialized personnel

(e.g., special educators, speech and language pathologists, guidance counselors,

health professionals, employment specialists, instructional assistants, etc.).

The overall purpose for assembling teaching teams is to increase the potential

for individualizing instruction and enabling all students to be educated with their

same-age peers within local school, general education settings. With multiple

instructors, there is increased grouping and scheduling flexibility (Olsen, 1968),

greater opportunity to capitalize upon the unique, diverse, and specialized

knowledge, skills, and instructional approaches of the team members (Bauwens et

al., 1989), and a higher teacher/student ratio that allows for more immediate and

accurate diagnosis of students needs and more active student participation in a

variety of learning situations.

Centrai to the concept of teaching teams is the distribution of responsibility

among team members for planning, instruction and evaluation for a common set of

students. Effective teaching teams are the adult analogue of student cooperative

learning groups; they are optimally effective when five basic elements are in place.

Sec 1; SAFAK

2/1$i92

4 f)

These five elements are: 1) frequent face to face interactions; 2) a positive "sink-or-

swim-together" sense of interdependence; 3) small group social skills in leadership,

communication, trust building, decision making, and conflict management; 4)

periodic assessments of how well the group is functioning and how the group might

do better in the future; and 5) clear individual accountability for personal

responsibilities.

The following are examples of teaming practices which are being employed in

schools which educate all of their students, including those with moderate and

severe handicaps, in local school general education settings.

Two first-grade teachers share the same support personnel (i.e. speech

therapist, special educator, teaching assistant), all of whom practice an "in class"

rather than "pull out" service delivery model. The teachers were interested in

having the flexibility of mixing their two classes of students in various instructional

groupings throughout the day to increase individualization of instruction. Their

classes are located side by side with a divider which can be opened when they

combine their classes for specific activities throughout the day. By pooling their

classes, they increase the amount of time that resource personnel are available to

them and increase the teacher/student ratio during the reading and written

language segment of the day, a time when resource support is provided. The

establishment of this teaching team increases the number, diversity, and intensity of

instructional supports available to them and to their students.

In another example of a first grade teaching team the teachers have not closed

the divider between their rooms for 2 years. These teachers jointly plan and-teach

every lesson together. This team has arranged weekly and daily planning meetings

that occur before, during, and after school hours. Each teacher maintains individual

preparation time and is careful to be respectful of one another's need for this

personal time and space. They share a lesson plan book and rotate large group and

small group responsibilities for each subject area on a daily basis. Even though these

teachers plan and instruct as a single unit, when it comes to assessing student

progress and communicating with parents, they have made the decision that each of

them is responsible primarily for the students (including all students with special

education needs) who technically are listed on their class roster.

Another junior high teaching team includes teachers in the core content

areas of math, science, social studies, English, and reading. During their daily

preparation period they jointly plan for the assessment and monitoring of students'

academic and social progress across content areas; meet with parents, students, and

support personnel; coordinate the content of their student advisory periods; plan for

assemblies and field trips; and integrate curriculum for particular units.

Two of the teachers on this team formed a smaller teaching team. One of the

teachers is trained in science and the other in special education. They jointly plan,

teach, and evaluate student performance for one period of the day. They have

chosen to be a teaching team for philosophical and educational reasons. "We

integrate our services so we can mainstream our students effectively" (N. Keller,

personal communication, March 17, 1989). The teacher trained in special education

states that, by being placed in the role of a classroom teacher, she now has a greater

appreciation and understanding of the difficulty of instructing large groups of

Sec I; SAFAK

2/IM2

1 - 26

students. The science teacher, who prefers a discovery learning approach to science,

has come to value more structured learning and disciplined approaches that have

been modeled by her teaching peer.

A teacher at an elementary school who is trained in special education is a

member of several very different teaching teams. One of her largest teams includes

six members: a second grade teacher, a graduate student, an undergraduate student

teacher, a compensatory education teaching assistant, a volunteer from the

community "foster grandparent" program, and the special education teacher. This

team works together primarily to coordinate reading and written language services

for all of the students in this second grade class. Planning for reading and written

language activities is done primarily by the classroom teacher, the special education

teacher and the two student teachers during regularly scheduled meetings that occur

before and after school. This core of four provides the other team members with the

curriculum objectives, materials, and training in how instruction is to be delivered.

All six members of this team provide direct instruction to small groups of students,

and all are involved in monitoring student progress. The classroom teacher shares

responsibility for evaluating students with the special and compensatory education

personnel, but considers herself responsible for the quality of education that the

students in this classroom receive. The second grade classroom teacher considers

the students as the primary beneficiaries of the teaching team arrangement.

Students receive supportive, specialized, and intensive instructional services

without having to be evaluated, categorized, labeled, and pulled out of classroom.

The special education teacher also is a member of a fourth grade dassroom

team. The fourth grade teacher has six additional support people, including the

special education teacher who rotates in and out of her classroom throughout the

day. In this classroom the fourth grade teacher and the special education teacher

have developed a peer tutor/partner learning system for delivering individualized

instruction. The special education teacher provides no direct instruction in this

classroom. Instead, she and the classroom teacher collaborate in training and

supervising the peer tutors and instructional assistants. Through the use of

cooperative learning groups and peer tutor/partner learning arrangement, this

fourth grade teacher has included the students as members of one of the teaching

teams operating in the classroom.

In addition, six of the fourth grade tutors are part of a teaching team with a

first grade teacher and the special education teacher for the purpose of providing

math review with first graders for 30 minutes on every other Wednesday. Each

tutor works with a group of three to four first graders, allowing all students in the

class to receive this individualized instructional experience. The special education

teacher and the first grade teacher both supervise this team of cross-age peer tutors.

Teaching need not be a "lonely profession" (Sarason, Levine, Godenberg,

Cherlin, & Bennet, 1966, p. 74); and the small group pull-out and special class

arrangements of special and compensatory eduction need not be the solution to

increasing teacher/student ratios, individualizing instruction, and accommodating

for student differences. When members of the school community choose to pool

Sec!: SAFAK 11

2/18/92

4 2

1 27

their resources in creative combinations such as

teaching teams, both teachers and

students should more fully experience educational success

and satisfaction of their

basic human needs in a learning environment

that is more inclusive for all

concerned.

Adapted from:

Thousand, J.S., & Villa, R.A. (1990). Sharing expertise and

responsibilities through teaching teams. In

W. Stainback & S. Stainback (Eds.), Support networks for

inclusive schooling. Baltimore: Paul

H. Brookes.

S.cl;SAFAKfl

2/12)92

Circle of Friends

Circle One

Circle Two

Circle Three

Circle Four

Forest/Snow 1987

Circle of Friends

- Circle One

Circle Two

Circle Three

Circle Four

Forest/Snow 1987

CIRCLE OF FRIENDS

The Circle Exercise. The importance of good relationship and friendships in

everyone's life cannot be overlooked. This exercise can be used to involve class-

mates in welcoming and getting to know the students with special needs by allow-

ing the classmates to experience the importance of relationships and friendships.

*Ask students to identify important relationships in their lives by putting people's

names in each of four concentric circles. Students may

choose to keep their

responses private.

"In the center circle, put the names of the people closest to you; The people

you love and count on most."

"In the second circle, put people you really like and count on, but not quite as

much as those you put in the first circle."

"In the third circle, put groups of people you know and like to do things with,

like Scouts, swimming, sports, clubs, and so on."

"In the fourth circle, put people who get paid to be in your life, like your

doctor, your dentist, other people like that."

*Ask for volunteers to name some of the people they put in each circle. Ask what

they do with people in each circle. Ask what they count on people in each circle for.

*Show a contrasting set of circles for someone with very few relationships. "Here is

a person named Sebastian who is your age. He has only his mom in

circle one and

the rest of his circles are empty except for circle four. His circle four is filled with

doctors, therapists and social workers. How would you feel if your life looked like

this?"

*Underscore the importance of friends, people to do things with and groups to

identify with. Affirm the students' capacity to give these essential gifts to one

another and to the student with special needs. Recognize that friendship grows

with time and usually begins with shared activities. Not everyone will be friends

with their new classmate, but everyone can be friendly.

The Circle of Friends. A circle of friends is a form of support that helps a

student to become included. A child has many gifts to offer, but people often feel

that they do not know how to interact with or discover the best in this child simply

because of his or her differences. The circle creates a place of listening and welcome.

It allows people to break down the barriers that prevent the child from participating

as a full member of the class. The circle can become a place where

people both grow

in love and respect for the new student.

Forest, M., O'Brien, J., Snow, J., & Hasbury, D. (1989). Action for inclusion: How to improve schools by

welcoming children with special needs into regular classrooms (pp. 40-41, 45). Toronto, Ontario,

CANADA: The Frontier College Press.

Sec I; SAFAK

2/1SM

1 - 31

SUMMARY ACTIVITY

STRATEGIES FOR BUILDING INCLUSIVE SCHOOLS

Part I:

A. Fut a (1) next to support networks which are currently in place at your school

site.

Put a (2) next to support networks which you would like to improve and/or

develop at your school site.

Put a (3) next to support networks which are a dream.

School Site Integration Task Force

Peer Tutors, Peer Buddies, and Friends

Support Facilitator

Instructional Planning Team

Mapping Process

6. Teaching Teams

Circle of Friends

See 1; SAFMC II

VIM

4 ''

"Don't think that

small

group

can't change the

world. Indeed, that's the

only

way

can

happen."

Margaret Meade

SCHOOL SITE TEAM PLANNING

STRATEGIES FOR BUILDING

INCLUSIVE SCHOOLS

Part II:

1 - 33

Begin an action plan for the 2's

your team identified in Part I of the

summary

activity.

Take a few minutes to discuss what

would have to happen to make 3's

reality?

See I; SAFAK 11

VI gf12

5 ;

Our major goal

is:

TEAM ACTION PLAN

ACTIVITIES

EXPECTED OUTCOMES

PERSON(S)

RESPONSIBLE

TIMELINE

2 1

Section II

Careful planning and team work are essential to the success of any school program.

This section will assist teams to plan for systems change at their school site and offer

stTategies to deal with concerns, conflicts and problem solving. Change is not easy,

change takes time, change takes planning. Teams will begin to develop their school

site plan and identify goals, objectives, time lines and strategies for their action

plans.

Objectives:

Identify effective group skills, leadership/participatory management,

decision-making and conflict management skills.

Identify key components for effective meetings.

Identify how students will be placed, how current resources will be used, and

identify new or additional resources to develop.

Identify stages of concern and strategies to deal with each.

Describe the components and methods of effective systems change.

Sec SAFAK 1:1

2/111)92

Fau ny Meet Ing Today

BE THERE!

The district office is

making me sau this...

2 2

Bad test scores again

2. Missed yard duty

3. Pull out programs

4. What special ed.

wants us to do for

them next year.

iO3 '33e1S

YON3OV

You don't mean

Shut kids/

This sunds

late a geed idea

How will

OUR kids

have their

needs met

in YOUR

classrooms

NO NO NO

NO N

speech

therapist

What's

wrong

with this picture?

KEVIN, age 9, has just moved into the Elm Street School

attendance

area. Kevin has severe disabilities and has an IEP from Vermont.

The principal is leading a faculty meeting at Elm Street in the picture

List five things this faculty might do to get ready tor Kevin.

BEST COPY AVAILABLE

ACTIVITY

WHAT'S WRONG WITH THIS PICTURE?

List 5 things this faculty might do to get ready for Kevin.

2 4

ACTIVITY

ROLES IN THE INTEGRATION PROCESS

When planning and implementing a successful full inclusion program educators

take on new roles and responsibilities. Consider the four job titles listed below. Get

together with a few people you do not work with and identify three to four

important 1 oles these individuals play in the integration process to create successful

programs.

1. PRINCIPAL:

2. GENERAL EDUCATION TEACHER:

3. SPECIAL EDUCATION STAFF:

4. PARAPROFESSIONAL:

5. STUDENTS:

2 - 5

UNDERSTANDING YOUR LEADERSHIP ACTIONS

QUESTIONNAIRE

Each of the following items describes a leadership

action.

In the space next

to each item write 5 if you

always behave that way, 4 if you frequently

behave that way, 3 if you occasionally behave

that way, 2 if you seldom

behave that way, and 1

if you never behave that way.

When I am a member of a group:

I offer facts and give my opinions, ideas,

feelings, and

information in order to help the group discussion.

I warmly encourage all members of the group to

participate.

am open to their ideas.

I iet them know I value their

contributions to the group.

I ask for facts, information, opinions, ideas, and

feelings from the

other group members in order to help the group discussion.

I help communication among group members by using good

communication skills.

I make sure that each group member

understands what the others say.

I give direction to the group by planning how to go on

with the

group work and by calling attention to

the tasks that need to be

done.

I assign responsibilities to different group members.

I tell jokes and suggest inttresting ways of doing the work in

order to reduce tension in the group and increase the fun we

have working together.

I pull together related ideas or suggestions made by group

members and restate and summarize the major points discussed

by the group.

I observe the way the group is working and use my

observations

to help discuss how the group can work

together better.

I give the group energy.

I encourage group members to work

hard to achieve our goals.

10. I promote the open discussion of conflicts among group

members

in order to resolve disagreements and increase group

cohesiveness.

I mediate conflicts among members when they

seem unable to resolve them directly.

11. I remind the group about the practicality and

workability of

ideas, evaluate alternative solutions, and apply them to real

situations to see if they will work.

12. I express support, acceptance, and liking for other members

the group and give appropriate praise when another member

has taken a constructive action in the group.

In order to obtain a total score for task actions and maintenance actions,

write the score for each item in the appropriate column and then add the

columns.

information

and

opinion

giver

information

and

opinion

seeker

direction and role

definer

summarizer

energizer

11. reality

tester

Total for Task Actions

2 6

encourager

of participation

communication facilitator

tension reliever

process

observer

10. interpersonal

problem solver

12. supporter and

praiser

Total for Maintenance Actions

Johnson, D.W., & Johnson, F.P. (1982).

Joining

together group

theory and groug

gkial, (2nd

Ed.).

Englewood

Cliffs,

NJ: Prentice-Hall,

Inc.

r- ,--

J..

ACTIVITY

MAKING MEETINGS WORK

NOTE TAKING & QUICK WRITE SUMMARY

6 f)

See II; SAFAK LI

2/1882

2 - 8

EFFECTIVE GROUP GOALS

Research has shown that the effectiveness of

group goals depends on several

variables:

The extent to which the goals are operationally defined,

countable, and

observable.

The extent to which group members

see the goals as being meaningful,

relevant, realistic, acceptable, and attainable.

How cooperative the goal structure is and how cooperatively

oriented the

group members are.

The degree to which both

group goals and individual members' goals can

be achieved by the same tasks and activities.

The degree to which conflict exists

among the group members about the

group's goals and the tasks the group must complete

to achieve the goals.

The extent to which the goals

are challenging and offer a moderate risk of

failure.

The degree of coordination achieved

among group members.

The availability of the resources needed for

accomplishing the group's

tasks and goals.

How specific the goals are, because specific goals indicate

what needs to be

done next.

10.

How easily the goals can be modified and clarified.

11.

How long a group has to attain its goals.

Johnson, D.W., & Johnson, P.P. (1982).

Joining together group theory artd group skills (2nd Ed.).

Englewood Cliffs, NJ: Prentice-Hall, Inc.

See 11; SAFAK H

2/111/92

ACTIVITY

STUDENT PLANNING TEAM MEETING

Read one of the four student descriptions on the following pages.

In preparation for the above student coming to your school complete the

agenda worksheet by identifying team members, and agenda items for

planning team's first meeting.

r. e.

U 4-,

See II; SAFAK II

2/18/92

TEAM MEETING

DATE:

LOCATION:

FACILITATOR:

RECORDER:

TIME KEEPER

OTHERS:

AGENDA:

TIME:

AGENDA ITEM:

WHO:

DATE FOR NEXT MEETING:

TO DO'S FOR NEXT MEETINGz

Sdfl;SAFA)il

2/18/92

WHO:

2 - .11

Janis

Age 7

Janis is a very expressive, spunky and usually happy 7 year old girl. Janis has low

vision and experiences deafness in her right ear. She is learning to get around

independently using a walker but needs to use her wheel chair when she gets tired

and for long distances. Janis is beginning to consistently point to familiar pictures

and objects to make choices. She typically initiates interactions by vocalizing,

laughing, whining, crying, reaching out or eye contact. Janis enjoys being with her

peers but when over stimulated she gets agitated and sometimes cries. She also gets

upset when she does not understand transition from one activity to the next. Janis

loves to look at books and have stories read to her or listen to stories on tape. She

loves to go out for recess with her peers but often does not know how to participate

in peer activities. She enjoys watching cartoons and becomes very animated when

she sees the Disney characters. Janis attempts to hold a crayon, marking pen, or fat

pencil and make marks on paper.

Some of Janis's educational goals include the following:

Increase endurance and independence using walker in school community

and domestic environments

Use name stamp to identify school work and other belongings

Increase use of communication picture book to make choices, make needs

understood in school, community and domestic environments.

Increase independence in following general school and classroom routines.

Sec 11 SAFAK

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Sam Age 10

Sam is a very social young boy who enjoys spending time with peers. He reads at

the 3rd grade level with comprehension at 1st grade level and can compose 3 to 4

word sentences. He has 1:1 correspondence and can count up to 25 consistently. He

has learned to use a calculator for simple addition problems. He is able to verbalize

his wants and needs but has poor articulation and often cannot be understood. Sam

has weak muscle tone which causes some fine motor difficulties. He doesn't always

initiate activities but does follow the lead of others and models well. Sam has a

strong interest in sports and reads the sports page as well as Sports Illustrated. He is

very motivated by any discussions or materials involving sports.

Some of Sam's educational goals include the following:

Sam will increase his reading comprehension skills to 2nd grade level.

Sam will write within 1/2 inch lined paper legibly.

Sam will increase participation in classroom routines and activities with

same age peers, staying on task, asking questions and answering questions.

Sam will increase general knowledge in areas of social studies, geography, and

science at his grade level.

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Katie

Age 12

Katie is a 12 year old girl with Down's Syndrome. Katie has

a sight word vocabulary

of about 200 words. She enjoys picking out the reading words she

knows and

looking at books with pictures and magazines during her free

time. Katie can write

her name, address and can copy sentences, however she does

not compose

sentences. She can count up to 30 and recognizes all double digit numbers. Because

of poor articulation and dysfluency Katie often chooses

not to talk to others and may

give a strong "bear hug" to initiate interactions_ She will

also imitate animal

sounds and actions, run away or hide her head rather than

answer questions, follow

directions or initiate interactions in new or unfamiliar situations.

Her speech

improves some (can be understood) when she is reading

or describing a photo or

picture. Katie loves animals and has several pets at home. Katie

is a good artist and

loves to draw intricate pictures of animals and people. She also

enjoys helping her

mother with domestic activities in the home cooking, sewing,

cleaning and helping

with her little sister.

Some of Katie's educational goals include the following:

Katie will use photos, pictures or gestures

a a back-up communication system

when she is not understood by others and to initiate interactions.

Katie will improve reading comprehension and word

recognition skills

within identified school, community and vocational

activities.

Katie will compose 2-3 word sentences with assistance from

classmates during

classroom writing and journal activities.

Katie will participate in social activities such

as hanging out at breaks, school

dances, shopping at the mall etc. at school and in the

community with same

age peers.

Sae Il; SAFAK II

2/18/92

Andria Age 17

Andria is spending her first year on an integrated high school campus. She has not

had opportunities to interact with same age peers in the past. She is non-verbal but

is able to match simple pictures or photos to objects and activities. She often uses

body proximity to communicate. She enjoys large motor activities, especially

outside or in large rooms, such as the school gym and swimming. She has a short

attention span for activities which hold no meaning for her and will often

run out

of the room or away from the activity. Andria enjoys playing with small objects

like straws or pens but does so inappropriately and will at times search frantically for

these objects, taking them without concern for others. When confused and

frustrated Andria will scream and physically use her body (pushing, sitting down,

leaning) to get what she wants which is usually out of a room or situation

or a

desired object. Andria exhibits perseverative behavior which includes placing

mouth and lips on metal doorbars, stair hand rails and poles when walking by them

either in the community or on the school campus. This behavior can be avoided if

Andria is redirected before she seeS the poles or rails. Andria enjoys spending time

with her high school peers, listening to music, eating, routine, and physical activity.

She smiles often and gives eye contact to show her enjoyment.

Some of Andria's educational goals include the following:

Andria will use photos and objects to communicate wants and needs and

when she wants out of an activity.

Andria will increase independence in a variety of typicai high school

activities and routines with her same age peers.

Andria will participate in several integrated work experiences with

a focus on

peer interaction and communication as well as vocational skills.

Andria will learn to use her school and PE lockers.

See IL SAFAK II

2fitt92

THE CHANGE PROCESS IN SCHOOLS

Note-Taking Guide

Change is a process, not an event.

Change is accomplished by individuals.

Change is a highly personal experience.

4. Change involves developmental growth.

5. Change is best described in operational terms.

Focus must be on individuals, the change, and the content.

Adapted from: Hord, S.M. et al. (1987). Taking charge of change. Alexandria, VA: ASCD.

SecTI:SAFAKfl

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The Change Process in Schools

The Concerns-Based Adoption Model (CBAM)

Stages of Concern About Change

Stage of Concern

Typical Expression of Concern

Refocusing

"I can think of some ways we can make

our integration

program even better than it is."

Collaboration

"I am concerned about relating what I'm

doing to

integrate more students with handicaps to what other

teachers are doing."

Consequence

"How will this integration effort affect

my kids?"

Management

"I don't know how to organize/manage such

a diverse

classroom.

I have only so much time and energy."

Personal

"How will this integration

program affect me and my

work?"

Informational

"I would like more information about

integration."

Awareness

"What are you talking about?"

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2 17

The Change Process in Schools

Assessing Individual& Stages of of Concern

One way to learn staffs' individual concerns is to ask each to respond in writing to

an open-ended question For example:

When you think about our school more fully integrating

students with disabilities into regular classrooms, what

are you concerned about? (Do not say what you think

others are concerned about, but only what concerns you

now.) Please be frank and respond in complete sentences.

See New love, B.W.,& Hall, G.E. (1976). A manual for assessing open-ended statements of concern about

an innovation.

Austin, TX. Research and Development Center for Teacher Education, The

University of Texas.

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The Change Process in Schools

Implications of Individuals' Stages of Concern

Be sure to focus on individual's concerns as well as on the integration plan

itself.

Be clear that it's all right to have personal concerns.

3. Take time.

Recognize that students, teachers, parents, and administrators may all have

different concerns.

Within any one group there may be a variety of concerns.

Adapted from: Hord, S.M. et al. (1987). Taking charge of change. Alexandria, VA: ASCD.

Sde Th SAFAIC

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7 '7,

2 19

ANALYSIS

APPLYING WHAT WE KNOW ABOUT STAGES OF CONCERN

Talk over these questions in your group.

What stages of concern characterize our school?

What strategies might be used to address those concerns?

Refer to the strategies which follow.

IDENTIFY THE CONCERN STAGE OF CONCERN

SOME POSSIBLE STRATEGIES ARE:

See IL SAFAK 13

VI SR2

Strategies For Addressing

Concerns in the Facilitation of Change

A first step in change is to know what concerns the individuals have,

especially their most intense concerns. The second step is to respond to those

concerns. Unfortunately, there is no absolute set of universal prescriptions, but the

following suggestions offer examples of interventions that might be useful.

Stage 0 - Awareness Concerns

Involve teacher in discussions and decisions about integration.

b. Share enough information to arouse interest, but not so much that it

overwhelms.

c. Acknowledge that a lack of awareness is expected and reasonable, and that

no questions about integration are foolish.

Encourage unaware persons to talk with colleagues who know about

integration.

e. Take steps to minimize gossip and inaccuracies about integrated programs.

Stage 1 - Informational Concerns

a. Provide clear and accurate information about integration.

Use a variety of ways to share information - verbally, in writing, and

through any available media. Communicate with individuals and

with small and large groups.

c. Have persons who have successfully integrated in other settings visit with

your teachers. Visits to those schools could also be arranged.

Help teachers see how their current practices are related to the integration

effort.

Stage 2 - Personal Concerns

a. Legitimize the existence and expression of personal concerns. Knowing

these concerns are common and that others have them can be

comforting.

Use personal notes and conversations to provide encouragement and

reinforce personal adequacy.

C. Connect these teachers with others whose personal concerns have

diminished and who will be supportive.

Show how the integration program can be implemented sequentially

rather than in one big leap. It is important to establish expectations

that are attainable.

Do not push integration so much as encourage and support it while

maintaining expectations.

Stage 3 - Management Concerns

a. Clarify the steps toward and components of an integrated program.

Provide answers that address the small specific "how to" issues that are so

often the cause of management concerns.

Sec II; SAFAX

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2 - 21

Demonstrate exact and practical solutions to the logistical problems that

contribute to these concerns.

Help teachers sequence specific activities and set timelines for their

accomplishments.

Stage 4 - Consequence Concerns

Provide these individuals with opportunities to visit other settings which

are integrated and to attend conferences on the topic.

Don't overlook these individuals. Give them positive feedback and

needed support.

Find opportunities for these persons to share skills with others.

Share with these persons information on the results of integrated

programs.

Stage 5 - Collaboration Concerns

Provide these individuals with opportunities to develop skills necessary

for working collaboratively.

Bring together those persons, both within and outside the school, who are

interested in collaborating to help the integration program.

Help the collaborators establish reasonable expectations and guidelines for

the collaborative effort.

Use these persons to provide technical assistance to others who need

assistance.

Encourage the collaborators, but don't attempt to force collaboration on

those who are not interested.

Stage 6 - Refocusing Concerns

Respect and encourage the interest these persons have for finding a better

way.

Help these individuals channel their ideas and energies in ways that will be

productive rather that counterproductive.

Encourage these individuals to act on their concerns for program

improvement.

Help these persons access the resources they may need to refine their ideas

and put them into practice.

Be aware of and willing to accept the fact that these persons may wish to

significantly modify the existing ways that integration is accomplished.

Individuals do have concerns about change, and these concerns will have a

powerful influence on the implementation of an integration program.

It is up to

those who lead the change to identify concerns, interpret them, and then act on

them.

`Adapted from Hord, S.M. et al. (1987).

Taking charge of change. Alexandria, VA: ASCD.

See IL SAFAK

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ACTIVITY

STORY BOARD

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3 1

SCHOOLS ARE FOR

ALL KIDS:

SCHOOL SITE

IMPLEMENTATION

DAY 2

3 - 2

SCHOOLS ARE FOR ALL KIDS

SCHOOL SITE IMPLEMENTATION

AGENDA DAY 2

SECTION III:

The Interview Activity

Overview Day 2

Overview Section III Objectives

Promoting Indusive Schools Activity

Assumptions for Integrated IEP Process Lecture

Curricular Goals & Adaptations

Slides &

Discussion

Grouping Strategies that Facilitate Inclusive

Classrooms

Cooperative Learning Activity

Local Team Presentation

LUNCH

SECTION IV:

Ovrview Section IV Objectives

Individualized Program Planning Process

Review

Steps, Worksheets & Examples

Teams Plan for One Student

Group Vision Activity

Final Action Plan

Closure Activity

Evaluations

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3 3

THE INTERVIEW ACTIVITY

Please take a few minutes to interview five different people in the room on the

interview question you have been assigned below. Write each answer on a post-it

note.

Interview Questions:

What was the highlight of the workshop for you yesterday?

What is the most important thing to remember about change?

What are you still concerned about when you think about full inclusion at

your school site?

What is one goal your group identified for making meetings work better?

Sec III; SAFAK

warn

7z7,

Section III

With a strong foundation of participatory management and team building in the

administration, and a strong structural network of supports for teachers and

students within the school program, exciting change and growth can emerge in the

classroom. Many teaching methods and practices promote effective learning in the

classroom and can be individualized to fit the needs of all students. This section

will focus on educational goals and curricular adaptations that benefit all students,

not just those with special needs.

Objectives:

Describe 3 possible overall educational goals for a student with severe

disabilities in a general education classroom.

Describe 5 methods of adapting curriculum within a general education class

and program to fit the needs of a student with severe disabilities.

Identify benefits and limitations of a variety of student grouping strategies.

Describe at least 5 cooperative learning strategies which can be used to

facilitate inclusive classrooms.

Identify key factors which facilitated integration as described by local team

presentation.

See III; SAFAK

2/1Ifn

ATTITUDE ACTIVITY

Please respond by promoting full inclusion.

1. Principal:

RESPONSE:

3 5

"Integration for this student is unrealistic. She is so

low-level, she is not aware enough to know where she

is."

Support Staff:

"First we have to get rid of his behavior. After the

behavior is eliminated, we can see about integrating

him into the general education classroom."

RESPONSE:

3. Parent:

RESPONSE:

"My son belongs in the special education class where

he is safe, if he goes into the regular classroom kids

will tease and make fun of him."

Colleague:

'These students need to work on basic skills such as

communication, motor, self help, and behavior their

needs can't be met in the general education class."

RESPONSE:

5. Colleague: These students need more assistance than I can give

them. It isn't fair to take time away from the other

students in my class who really can learn something."

RESPONSE:

Sec III; SAFAK

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3 6

ASSUMPTIONS

FOR INTEGRATED IEP AND STUDENT PLANNING PROCESS

Note Taking Guide

Integration:

Individualization:

Team Work:

Flexibility:

Environmental Referencing:

Sec DI; SA FAK

VIyin

EDUCATIONAL GOALS AND

CURRICULAR ADAPTATIONS

WITHIN THE GENERAL

EDUCATION CLASSROOM

EDUCATIONAL GOALS AND CURRICULAR ADAPTATIONS WITHIN

THE GENERAL EDUCATION CLASSROOM

The first three strategies are educational goals a student may have while in the

general education classroom.

Social competencies

When integrated into a general education classroom

many opportunities arise for a student to learn various social competencies. The

student with different needs may need to learn how to interact and communicate

with peers. Also opportunities to learn various age and environment appropriate

norms, rules and expectations are present. Some examples of this include, saying hi

to peers, looking at peers to communicate help or assistance, talking with the

appropriate volume in a group or making a choice using eye gaze.

NOTES:

Classroom routines and activities

Common routines and activities may be

encountered daily in many other environments as well as in the classroom.

Participating in these routines in the classroom provides practice and instruction in

natural environments with natural cues. For example putting away materials when

the bell rings, sitting at desk when entering the classroom, moving into your

cooperative learning groups after teacher direction, using materials appropriately

and putting away after use. Motor skills and problem solving skills are samples of

basic skals that can be incorporated into these routines.

NOTES:

Special interest objective

Many students as well as teachers or parents may

not be aware of special or unique interests unless students are giver, equal access and

opportunity to participate in the general education curriculum and classes like their

peers without disabilities. These interests may not be addressed within the typie:al

domestic, leisure, community and vocational domains. For example a student in

the science class may discover an interest in space exploration and enjoy saving

newspaper clippings or discover an interest in cleaning up laboratory stations after

Sec III; SAFAK

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3 - 9

the science experiments. Also an interest in photography may be developed after

spending time in the photojournalism elective class.

NOTES:

The following 5 strategies pertain to specific curricular adaptations made with the

general education classroom to facilitate inclusion of students with disabilities.

Curriculum as is

The student is able to participate in the lesson as planned

by the teacher for all students with the same objectives and using the same

materials.

NOTES:

Different objective within the same activity and curriculum

The student

works side by side with all other students participating in the activity whenever

possible with the specific learning objectives different from other students in the

classroom. Examples include the following:

Learning to hold a book and turn the pages during reading groups

Choosing 5 high interest sight words from story reading for reading

instruction

drawing pictures in a journal instead of writing

identifies colors of unifix cube and counts out 10 during manipulative math

lesson on grouping

grasps and releases utensils during cooking activity in home economic class

NOTES:

Sec LI: SAFAK ri

VI SA2

3 - 10

Material or environment adaptations

Materials which the student needs to

participate in a lesson are adapted or provided to facilitate inclusion in the activity

or individual participation by the student. Similar materials used by other students

can be adapted or new/different materials are utilized by the student in order for

them to participate. Examples include using a computer to complete a writing

assignment, using a calculator to do math problems, adapted scissors for cutting or a

large diameter pencil to ensure proper grasp while writing. Occasionally physical

changes within the environment are made to enhance the students ability to

participate in the general education classroom. Examples include moving a

student's desk close to frequently used supplies, adding carpet in a classroom to

reduce background noise for a student with a hearing disability, or adding texture to

furniture and materials for identification by students with dual sensory

impairments.

NOTES:

7. Providing physical assistance

In order for a student to participate in an

activity, assistance from a peer, buddy, tutor or friend may be needed. Eliciting help

from other students is preferable to teacher intervention as it frees the teacher while

promoting positive interaction between the students. With physical assistance a

student can partially participate in an activity which may at first seem unrealistic for

the student to participate in. Examples include the following: a buddy turns the

paper as the student cuts, peers assist John to the picnic table because he has trouble

with uneven terrain, peers open book and turn pages for student during reading

group, peer takes backpack off wheelchair and puts in desk for student, lab partner

holds sewing project steady as student pins seams and computer partner inserts disk

and turns on computer while student activates adaptive switch.

NOTES:

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3 - 11

Alternative/substitute curriculum

When the student planning team

collaborates and reaches the decision that a certain activity within the school day is

eithet inappropriate, irrelevant or not functional for the student, an alternative or

substitute curriculum which is deemed high priority for the student is

implemented. The alternative or substitute curriculum may or may not take place

in the classroom. Decisions on alternative curriculum and setting come from

teacher, parent and student input from the planning team. Examples include:

vocational job in school cafeteria or office

community instruction (street x-ing or shopping)

computer time in back of room during silent reading

NOTES:

References

Macdonald, C., & York, J. (1989). Instruction in regular education classes for students

with severe disabilities: Assessment, objectives and instructional programs.

In J. York, T. Vandercook, C. Macdonald, & S. Wolff (Eds.), Strategies for f-ull

inclusion. Minneapolis, MN: Institute on Community Integration,

University of Minnesota.

Neary, T. (May, 1990). Serving students effectively in fully integrated schools.

Presentation paper. Davis, CA: Davis Joint Unified School District.

York, J., & Vandercook, T. (1989). Regular class integration: Beyond socialization. In

J. York, T, Vandercook, C. Macdonald, & S. Wolff (Eds.), Strategies for full

inclusion. Minneapolis, MN: Institute on Community Integration,

University of Minnesota.

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3 12

FOUR CORNERS

ANALYZING GROUPING STRATEGIES

Please move to an assigned corner:

(1)

Multi-Dimensional Performance Groups

(2)

Cooperative Groups

(3)

Ability Groups

(4)

Skill Based Groups

Identify a time keeper, facilitator, recorder, and reporter for your group.

Take 5 minutes to read your assigned grouping strategy.

Take 15 minutes as a group to develop an argument which promotes your grouping

strategy over the other three strategies as the one which is most effective and best

supports full inclusion. Use personal experience and examples to enhance your

argument. You will have 3 minutes to debate in favor of your strategy against the

other three groups.

Sic III; SAFAK

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bZER,C1103,

1 3

ANALYZING THE RESEARCH

ON GROUPING STRATEGIES

cal

tolM

o!q

gilg

READING #1

Analyzing the Research

on Grouping Strategies.

Jigsaw Material: MULTIDIMENSIONAL

PERFORMANCE GROUPING

What Is It?

Many teachers and researchers have

raised serious questions about

placing students in

homogeneous ability groups. They fear

that students in the low-ability

groups may tend to be less

attentive, tnay be presented with less

demanding tasks, and

may develop lower self-images than

students in high-ability groups. To

counteract some of these effects, principals and

teachers have made

conscious efforts to place students in

groups which are based on other dimensions

besides ability (e.g.

students' skill competencies and interests)

or to have students involyed in

a variety of groupings across

the school day. Grouping students in

these ways acknowledges that

people are multi-faceted and have

suengths and weaknesses in different

areas. Because of the variety of criteria used for

grouping, these

arrangements are referred to as multidimensional

performance groupings.

How Is It Used?

There are several strategies that have

been used which highlight this

multidimensional

performance perspective. For example,

Bossert (1979) has found

some teachers use multhask actividy

structures where different groups of students in

a classroom perfonn different tasks. Group

formation

is based on students' interests

or hobbies; students are allowed to change

groups as their interests shift.

In such a grouping structure, students

of varying academic ability

levels are involved in the

same

group. In addition, Rosenholtz (1980) has designed

a Multiple Abilities Cuniculum which

stresses that

different students have strengths irt

different curricular

areas. Someone who is good in math

may not

excel in social studies. This curriculum

and its resultant grouping

structure emphasize to students and

teachers that all students

are capable, not just the high-ability readers.

Another way to introduce multidimensional

performance standards is by considering

the different

instructional groupings that students

are exposed to throughout the school day.

A case study conducted

by the Far West laboratory of

a school using multiple instructional groupings

describes one way that

various groups can be used (Barnett

et al., 1982). For reading skills, students

are placed in different

skill competency

groups each week based on student need. For

example, students may spend the

entire

week working on suffixes. Any

reading sldll group can be composed

of high-, middle-,. and

low-ability readers. However, for

regular reading and math, students

change to groups which are based

on ability. In these groups, students work from

a uniform textbook series including workbooks.

For

the remainder of the school day,

students attend their homeroom

classes which are composed of

students at the same grade level. In

this arrangement, students

are not placed in these groups based on

any single dimension, but on a variety of dimensions

ranging from their reading skill

competencies, to

their reading abilities,

to their math abilities, to their

ages or grade levels.

Jigsaw Material: MULTIDIMENSIONAL PERFORMANCE GROUPING

(coned)

What Are the Advantages?

While there is not a great deal of evidence regarding the effects of muhiclimensional performance

groupings on student achievement, there are indications of other positive consequences for students. In

classrooms where teachers use multitask activity sttuctures, Bossert (1979) discovered that students

were less competitive and tended not to form friendships along ability lines as was the case in recitation

oriented classrooms. Another benefit is that students can begin to observe the capabilities of other

students whom they would not get to interact with if they were places it1 dbility-based groups. In a

multidimensional structure, students have more varied views of each pthers' abilities. There is less

agreement on a single status hierarchy (Rosenholtz and Wilson, 1980). And low-ability students may

be able to maintain a mom positive self-image. For instance, in the Far West Case Study low-ability

readers had self-perceptions of their reading ability that matched high-ability readers, unlike the general

trend toward lower self-esteem. Thus multidimensional performance groupings appear to have a

number of social benefits.

Maw=

Barnett. B.G., Filby, N.N. and Bossert, S.T. lytultipleingzuctiondiaQuplIAgaltsiudx_din_zntim

school. San Frincisco: Far West Laboratory for Educational Research and Development, 1982.

Bossert, S.T. Task and social relationships in chssrooms. Cambridge: Cambridge University

Press, 1979.

Rosenholtz, S. Treating problems of academic status. In J. Berger and M. Zelditch (Eds.), studies in

expectation states theory: Pure and applies. San Francisco: Jossey Bass, in press.

Rosenholtz, S. J. and Wilson, B. The effects of classroom structure on shared perceptions of ability.

Ametican Educational Research Journal, 1980,11 175-182.

Material courtesy of the Far West Laboratory for Educational Research and Development,

Instructional Management Program.

READING #2

Analyzing the Research on Grouping Strategies.

Jigsaw Material: COOPERATIVE GROUPING

3 - 16

While research on cooperation

goes back to the early 1900s research on practical classroom

applications of cooperative principles began in the 1970s.

when several independent

groups of

researchers developed cooperative instructional methods.

All of the methods Involve having

the teacher

assign students to two-to-six-member learning

groups in which there are high, average, and low

achieving students. These groups typically have

boys and girls, and members of different

ethnic groups

in approximately the same proportion

as they are represented in the whole class. In almost

every other

respect the methods differ markedly from each other.

Student Teams-Achievement Division (STAD)

- Students assemble in teams of four or five

members to master worksheets

on material covered in a lesson just presented by the teacher.

Subsequently, they individually take

a quiz on that materiaL The team's overall

score is

determined by the extent to which each student

improved mitt his or her past performance.

The

team demonstrating the greatest improvement is recognized in

a weekly class newsletter.

Teams-Games-Totanament (TGT)

The procedure in TGT is the

same as that used in STAD,

but instead of taking quizzes, the students play

academic games wnother members in

the class

whose past performance was similar

to their own. The team score is also based

on indicidual

improvement.

Jigsaw

Students meet in three to six-member-teams. The

teacher gives each student

an item

of information which the student

must "teach" to the team. Students are then individually

tested

for their mastery of the material. Jigsaw II

is the same, except that students obtain

their

information from textbooks, narrative rnateial,

short stories, or biographies. The class

is then

quizzed for individual and team

scores.

Learning Together

Students work together in $mall

groups to complete an academic task.

Each group member is assigned

a different role. The team as a whole receives recognition

and

praise for mastering the academic

content and for working cooperatively.

Group Investigation

This is a more complex method, requiring

students to accept greater

responsibility for deuding what they will learn,

how they will organize themselves

to master the

material, and how they will communicate what

they have learned to their classmates.

These methods share fourepositive characteristics.

(1) The cooperation required

among students

prevents one student from doing most of the work for the

others. (2) In spite of the cooperative

nature

of the groups, each student

must learn the material in order to improve his

or hu own score and team

score (3) Even low achievers who may not contribute greatly

can receive recognition since scores are

based on individual improvement, however

small, over past performance. (4) Students

are motivated to

cooperate since they receive not just a grade

on a piece of paper, but public recognition from the

teacher

and the class.

3 - 17

Jigsaw Material: COOPERATIVE GROUPING (cont'd)

Cooperative groupings have positive effects in several

areas. They contribute significantly to

student achievement

to an equal extent in both elementary and secondary schools; in

urban,

suburban, and rural schools; and in diverse subject matter

areas.

Robert Slavin looked at twenty-seven studies investigating the effects of cooperative

learning

programs on kudent learning. A significant positive effect an student achievement

was found in 19 of

these studies, no differences in seven, am in one study then

was a significant difference favoring the

control group. According to Slavin's synthesis of the research, the

most successful method for

improving student achievement appears to be Student Team Learning.

Johnson and Johnson conducted a meta-analysis of 122 research studies

on the relative effects of

cooperative, competitive, and individualistic efforts

on achievement and productivity. The results of

their study indicate that cooperative grouping tends to prIlinote higher

achievement than do competitive

and individualistic learning experiences. These results hbld tx all

age levels, for all subject areas, and

for tasks involving concept attainment, verbal problem solving, retention

and memory, motor

performance, and guessing-judging-predicting. For rote decoding and correcting

tasks, cooperation

seems to be equally effective as competitive and individualistic learning procedures.

Some other research fmdings are:

- Cooperative grouping promotes more liking among students. This is true regardless of

differences in ability level, sex, handicapping conditions, ethnic

membership, social class

differences, or task orientations (Johnson and Johnson, 1983, 1986;

Johnson and Johnson,

and Maruyarna, 1983).

- Cooperative grouping promotes more positive attitues towards both the subject

area and the

instructional experience, as well as more continuing motivation

to learn more about the subject

arca being studied (Johnson and Johnson, 1983, 1986).

- Students participating in cooperative groups like the teacher better and perceive the teacher

being more supportive and accepting academically and personally

(Johnson and Johnson,

1983).

- Cooperative grouping promotes higher levels of self-esteem (Johnson and Johnson, 1983)

F.4 gr:'

READING #3

Analyzing the Research on Grouping Strategies

Jigsaw Material: ABILITY 'GROUPING

Students are grouped for instruction by abilitiy, in

one way or another, in almost every school.

But hundreds of research studies have produced few clear conclusions

about how grouping affects

student academic achievement.

In theory, it makes a lot of sense to put high achieving students

together for instruction. The

teacher can teach at a higher level and move through the material faster,

and high achievers will be

motivated by competing with one another.

It also seeds to make sense, at least in theory, to

put low-achieving students together for

instruction. The teacher can teach at a level appropriate

to student needs and move through the materials

more slowly, and the low achievers will benefit from not having to

compete with the high achievers.

On the other hand, grouping high achievers deprives them

of interaction with low achievers,

which they'll have to do in the real world. Grouping low achievers

labels them, setting up low

expectations that may be self-fulfilling; deprives them of the example

and stimulatiod provided by high

achievers; and often rcsults in their getting lower quality instruction.

Perhaps most important, abilay grouping

goes against our democratic educational philosophy by

creating academic-elites.

How Does Grouping Affect Student Achievement ?

The most common methods of ability grouping

are "between-class" and "within-class."

Between-class ability grouping refers to the school-level practice

of forming classrooms that

contain similar-ability students. Within-class ability grouping refers

to the teacher-level practice of

forming groups of similar-ability students within

an individual classroom.

Many other grouping practices vary and combine these

two methods.

Center researcher Robert Slavin has reviewed the best evidence

about achievement effects of five

comprehensive abilitiy-grouping plans used in elementary

schools

ability-grouped class assignment,

regrouping for reading and/or mathematics, the Joplin plan,

non-gradtd plans, and within-class ability

grouping. The following describes each

ot these plans and the conclusions about their effectiveness.

Ability Grouped Class Assignment. This plan

the pure form of between-class grouping

assigns students homogeneously by ability

or achievement to one self-contained class. In

some

departmentalized upper elementary grades and in middle schools,

the class may move as a whole from

teacher to teacher.

The research review clearly indicates that ability grouped

class assignment does not enhance

student achievement in the elemptary school.

Bagrouping.falloading_ancimAthranafica. This plan assigns students

to heterogeneous

homeroom classes for most of the day, but

regroups them according to achievement level for

one or

more subjects (usually reading or mathematics).

For example, all students at a particular grade level

would have reading scheduled

at the same

time, and would be resorted into ability-grouped classes for

reading instruction.

Slavin's review finds some evidence that regrouping

for reading and mathematics within grade

level can improve student achievement

but the level and pace of instruction

must be adapted to the

achievement level and students must

not be regrouped for more than one or two subjects.

Jigsaw Material: ABILITIY GROUPING

(confd)

Joplin Plan. This plan assigns students

to heterogeneous classes most of the day but

regroups

them for reading across grade levels. For example,

a reading class at the fifth grade, first

semester

reading level might include high achieving fourth-gradcrs,

average achieving fifth-graders, and low

achieving sixth-graders.

The research review finds consistent evidence that the

Joplin Plan increases student

reading

achievement.

jqon graded Plans.This term refers to

a variety of related grouping plans which place

students in

flexible groups based on their performance,

not their age. Thus grade-level designations

are removed.

The curriculum for each subject is divided into levels

drough which students

progress at their own rate.

The research review fmds less convincing evidence for

nongraded plans in general than

for the

Joplin Plan, but the evidence is still positive. Well-controlled

studies conducted in regular

schools

generally support the use of comprehensive nongraded

plans.

Within-Class Ability Grouping. The

most common formof tliis grouping is in reading,

where

teachers assign students within their classroom

to one of a small number of groups(ulually

three) on

the basis of their ability level. These

groups work on different materials at rates unique

to their needs

and abilities.

Similiar methods may also be used in mathematics,

where two or more math

groups may work

within the classroom at different levels and

rates.

Slavin's review finds, surprisingly, that

too few rigorous research studies have been

conducted

of the use of within-class ability grouping in

reading to either support or disclaim its

effectiveness. The

practice is so widespread in reading that it is difficult

to conduct research that includes

a control group

not using within class ability grouping.

Research clearly supports the

use of within-class ability grouping in mathematics,

especially if

only two or three groups are formed. The positive

effects are slightly greater for low-achieving

students

than for average or high Achievers.

Research into Practice. Schools and teachers,

the review concludes, should

use the grouping

methods that the research finds

to be effective (within-class ability grouping in mathematics,

class

regrouping plans such as Joplin and non-graded in

reading).

Schools should find alternatives to the

use of ability-grouped class assignment

assigning

students to self-contained classes according

to general ability or performance level.

The review derived several general principles

for making ability grouping

an effective practice in

classrooms and schools. Effective ability-grouping

plans, in general, contain the following

elements:

1. Students should remain in hetergeneous

classes at most times, and be regrouped

by ability

only in subjects in which reducing heterogeneity

is particularly important (for example,

math and

reading). Students should identify primarily

with a heterogeneous class.

2. Grouping plans must reduce student

heterogenity in the specific skill being

taught, not just in

IQ or overall achievement level.

3. Grouping plans must

reassess student placements frequently and allow for

easy reassignments

based on student progress.

4. Teachers must vary their level and

pace of instruction according to student levels of readiness

and learning rates in regrouped classes.

5. Only a small number of

groups should be formed in within-class ability grouping,

so the

teacher can provide adequate direct

instruction for each group.

Reference

Slavin, Robert E. "Ability Grouping and

Student Achievement in Elementary School"

A Best-Evidence

Synthesis." Center for Research

on Elementary and Middle Schools, Report No. 1,

June 1986.

Material adapted from The CREMS REPORT.,

Center fqc Research on Elementary

and Middle

Schools, Johns Hopkin's University, June

1986.

Z.40

READING #4

Analyzing the Research

on Grouping Strageies

Jigsaw Material: SKILL-BASED

GROUPING

What Is It? Students are assigned

to groups based on their performance in

specific skill areas.

Usually these are small groups of students who

have deficiencies in

some specific skill area within

reading oi math. Because of the specific skill

identifications, groups often

meet for a short time and

regrouping of students occurs frequently.

How Is it Used? A variety of

ways of implementing sidll-based

groups have been developed. For

example, many individual teachers

use skill grouping within their Classrooms

as they proceed through

the curriculum. Some reading textbooks contain

a series of skill tests that students take

throughout the

year to determine their Imowledge of certain skills. Those

students who fail a particular skill

are then

grouped to receive instruction on that skill while the

other students do another activity.

The next skill is

not presented until all the students have mastered the preceding

skill.

In addition, schools have developed their

own programs where specific skills

art covered in

certain grades. Students are tested

at the beginning of the school year and their

deficiencies are noted.

Therefore, in any one classroom, there

may be clusters of students who have not mastered

certain skill.

Teachers can routinely divide students into their

necessaiy groups to provide the relevant instruction.

As students in each group are able

to demonstrate mastery of the skill, they

can move on to another

skill. Thus, students can move at different

paces through the skills and the entire class is

not held up

until all students pass a certain still.

Finally, research conducted by the Far West

Laboratory investigated another form of

skill

grouping for reading (Barnett and Filby, 1984).

In this arrangement, fourth, fifth,

and sixth graders are

tested at the beginning of the

year to detemine the reading skills they need

to master. These sldlls range

from identifying vowel sounds to woricing with

a card catalog from the library. Students

are placed in a

skill group and receive a week of instruction.

Students of varying reading abilities

constitute each of the

groups. If students can pass the mastery test at the end of the

week, they move on to their

scheduled skill the following week. Should they

be unable to pass the skill, they

receive another week

of instruction. Groups shift

at the same time, but students can still

move at their own pace. To facilitate

the constant shifting of students,

a computer managed system is used to

separate students into their next

groups and to provide information about the skills that have

been, and still need to be, mastered.

Materials available for each skill

are also catalogued.

Jigsaw Material: SKILL-BASED

GROUPING (cont'd)

What Are the Advantages and

Disadvantages?

Many teachers who used skill-based

programs indicate a prefernnce for the

program because the

skills are clarified and they know exactly what

they are to teach. Moreover, teachers

find this

breakdown useful when talking

to parents since they can show

parents exactly those areas that their

children have mastered and have

yet to master.

Skill-based groupings can provide certain

problems as well. Having students

of different ability

levels in the same skill

group could create a need for materials differentiation

within the group. In the

Far West Study, however, teachers

generally used the same materials for

all students and students

from different ability levels

were eclually successful in completing class work.

The Far West Study also

indicated that low-ability students

were unable to pass weekly mastiry tests

at the same rate as

high-ability students even though they

were able to do the work just as well during the

week.

Moreover, at the end of the

year, low-ability students retained far less of the

materials they had been

exposed to than high-ability students,

a finding which seriously questions whether

mastery of certain

skills had actually occured. However,

year-end retention rates

were positively affected by the

amount of

time students spent studying skills.

For example, when students took

more than one week to master

certain word structure and work meaning

skills, they were better able

to retain these skills at the end of

the year. These findings point

out the need to understand how skill

mastery is attained and retained by

students of different ability levels. They

also indicate the need to include

review and practice

components in a skill-based program.

Many teachers complain that testing

students, setting up

groups, and retesting students is time

consuming. They feel that they spend

too much of their time documenting students'

skills rather than

teaching skills. While this is

a common dilemma, some schools have taken

steps to free their teachers to

do more teaching. For example,

some programs have been able to hike

program specialists who are

responsible for doing all the pre-testing

and monitoring of materials. In

addition, the use of the

computer as a mangement tool has taken the

burden of determining

groups off teachers. In short, the

problems teachers associate with the

mangement of skill-based programs

seem to be reduced when

there are support mechanisms in place

to assist in the documentation and

arrangement of groups.

References

Barnett, B. and Filby, N. Skill grouping

for reading. San Francisco: Far

West Laboratory,for

Educational Research and Development,

1984.

Material Courtesy of the Far West

Laboratory for Educational Research

and Develpment, Instructional

Management Program.

3 22

Summary Activity

GROUPING STRATEGIES

At Your School Site

Number the grouping strategies from 1 to 4. Of the four grouping strategies

discussed here which are currently used most in your school. Place a number

by each strategy (1) being the strategy used most often (4) least often.

Ability Groups

Skill-Based Groups

Cooperative Groups

Multi-Dimensional Performance Groups

Of the four grouping strategies which would you like to see emphasized at

your school site to enhance success in the movement towards full inclusion.

Now number the grouping strategies in order of your preference.

1 being the

strategy you would like to be used most often in your school.

Ability Groups

Skill-Based Groups

Cooperative Groups

Multi-Dimensional Performance Groups

Compare your ratings with your group. If there is discrepancy between

ratings for number 1 and number 2 identify one goal this group would like to

accomplish to decrease the discrepancy.

t9C

Sec SAFAK

2/II/92

COOPERATIVE LEARNING

RECTANGE PUZZLE ACTIVITY

9:)

Sec

SAFAK

2/111/92

What Did You Notice?

How Did You Feel?

: 0

STEPS FOR YOUR GROUP TO COMPLETE

Count the number of rectangles in the figure,

everyone must be able

to point out the rectangles.

Group members agree on the number found.

Be able to explain to each other the method of

counting the

rectangles.

Anyone in your group may be asked to demonstrate

counting the

rectangles.

Remember to share ideas, ask for help and give help.

Choose one person in your group to act

as observer and monitor the

above behaviors.

Your group will be given time to discuss how

you did.

1 0

Johnson, D.W., & Johnson, R.T. (1987).

S SI

gnd learning. Englewood Cliffs, NJ: Prentice-Hall.

OBSERVATION SHEET

Group Members

Skill

Asks for Help

Shares Ideas

[ Gives Help

Comments:

Johnson, D.W., & Johnson, R.T. (1987).

Learning together 2nd alone:

Cooperative. competitive

snd Individualistic

learning.

Englewood Cliffs, NJ: Prentice-Hall.

OUErrilC11111121 Adaptation

Changing lesson plans to include cooperative interaction can be time-consuming at

first.

Here is a quick lesson plan worksheet which can be used initially to ensure all

the critical elements of cooperative learning are incorporated into your lessons.

you use groups more often, this form can be used as a quick self-check.

SUBJECT AREA

Math

L DECISIONS

LESON:

Rectangle Puzzle/Cooperative Learning Groups

GROUP SIZE

4-5 students

ASSIGNMENT TO GROUPS:

School Site Teams

MATERIALS:

pencil , one rectangle puzzle handout

IL SET THE LESSON

WHAT IS/ARE:

Academic Task:

Count the total number

of rectangles in the

puzzle.

Criteria for Success:

Everyone in group is

able to count number

rectangles found.

Positive Interdependence

Give help to any person

who needs it.

All

people in group need to

know number of

rectangles to finish.

Individual Accountability:

Everyone in group needs

to demonstrate how to

trace and count the

rectangles.

Expected Behaviors

- Ask for help

- Share ideas

- Give help

III. *MONITORING

WILL BE DONE BY:

FOCUS WILL BE ON:

Teacher

Whole Class

Teacher/Student

__x___

Individual Groups

Individuals

OBSERVATION SHEET INCLUDES THE BEHAVIORS OF:

Ask for help,

sharing ideas. giving helP

*PROCESS1NG/FEEDBACK

Al l at activity

mm int

ut ood

haviors

notice_

I' An essential element

cooperathw groups

1 ti

Johnson, D.W.. & Johnson, LT. (1987).

Learning together and alone:

Cooperative.

comnettlivg

snd individualLstk learning.

Englewood Cliffs, NJ: PrenticeHail.

Curriculum Adaptation

Changing lesson plans to include cooperative interaction

can be time-consuming at

first.

Here is a quick lesson plan worksheet which can be used initially

to ensure all

the critical elements of cooperative learning are incorporated into

your lessons.

you use groups more often, this form can be used as a quick self-check.

SUBJECT AREA

DECISIONS

LESSON:

GROUP SIZE:

ASSIGNMENT TO GROUPS:

MATERIALS:

IL SET THE LESSON

WHAT IS/ARE:

Academic Task:

Criteria for Success:

*Positive Interdependence

*Individual Accountability:

*Expected Behaviors

flL *MONITORNG

WILL BE DONE BY:

Teacher

FOCUS WILL BE ON:

Whole Class

Teacher/Student

Individual Groups

Individuals

OBSERVATION SHEET INCLUDES THE BEHAVIORS OF:

*PROCESSING/FEEDBACK

An e.ssential element of cooperative :mops

3 29

LOCAL SCHOOL SITE TEAM PRESENTATION

Presenters:

District:

Notes, Questions, & Ideas

Take a few minutes to discuss with your team the key factors which have made full

inclusion successful for parents, students and teachers in this program.

See SAFAK n

2/11/92

Section IV

Using the various "blueprints' offered during this workshop, school

site teams now

face the challenge of returning to their school and

implementing the steps to create

an inclusive school. We will also look at an individual program planning

process

which facilitates the day to day implementation of quality curriculum.

School site

teams will begin to develop a planning process for their school

as they identify the

needs for one of their students. Teams will identify

their vision for integration and

continue to develop their school site plan for implementing full

inclusion at their

school.

Objectives:

Describe the steps of an IEP process for full inclusion planning

and

implementation.

Describe the components of a functional assessment.

Develop an individual student plan for

one student at your school.

Develop a team action plan for individualized student planning

for full

inclusion at your school.

Identify a common vision for integration

among team members.

Establish an individual school site integration plan for the

implementation of

full inclusion at their school site.

Sec IV; SAFAK

2/11/92

INDIVIDUALIZED PROGRAM

PLANNING PROCESS

INTEGRATION IS A PROCESS

SHARING A COMMON VISION

ENGAGING IN ON-GOING PROBLEM SOLVING

SUPPORTING INTERDEPENDENCY

197

Sec IV; SAFAX

2/18/92

-S-±

tocte.

Individualized Program

Planning Process

Page 1

Steps to Complete

Actions Needed

Person(s)

Responsible

Begin By

Complete By

Identify Team Members &

Logistics tor Meetings

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Steps to Complete

Actions Needed

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Complete By

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Resources & Resources

Currently

Provided to Student

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of Friends,

peer buddies, tutors, IEP

& Planning team members) in

School & Non-School Activities

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Adapted from: York, J., Vandercook, T., Macdonald, C., & Wolf, S. (Eds.) (1989). Strategies for full inclusion. Minneapolis, MN: University

of Minnesota, Institute on Community Integration.

ir1

Individualized Program Planning Process

Page 1

Steps to Complete

Actions Needed

Person(s)

Responsible

Begin By Complete By

Identify Team Members &

Logistics for Meetings

Identify Team Roles

Complete Interviews

& Inventories

Review / Summarize Information

from Interview & Inventories

Identify Initial Goals & Objectives

Complete Classroom/School

Activity Analysis

Complete Individual Activity

Analysis for Difficult Steps

113

Individualized Program Planning Process

Page 2

Steps to Complete

Actions Needed

Person(s)

Responsible

Begin By

Complete By

Identify Existing Available

Resources & Resources Currently

Provided to Student

Plan for Peer Participation (i.e., Circle

of Friends, peer buddies, tutors, IEP

& Planning team members) in

School & Non-School Activities

Complete Schedule/Matrix of

Activities Across the Week

Revise & Implement IEP /

Instructional Programs

Continue ongoing planning

meetings to revise program and

and provide support to student &

team members

Adapted from: York, J., Vandercook, T., Macdonald, C., & Wolf, S. (Eds.) (1989). Stiategies for full inclusion. Minneapolis,

MN: University

of Minnesota, Institute on Community Integration.

115

4 7

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Age Specific

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Basic Skill Needs,

Formal Assessment &

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INTERVIEW/INVENTORY SUMMARY SHEET

Student:

Significant Other

Prioritles/S tudent

Likes/Dislikes

Team Priorities

Age Specific

Curriculum Needs

Basic Skill Needs,

Formal Assessment &

Medical Information

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" I.

tou. 1 mrs

scitooi .S.At

- ""

prePi

.....1.40 it+ (cast

cv.-T

6v.op

-roc pets°

;iewis

toc-r

A via closes

ke er5:

1t5e. 444 .1;bratril

ettf-Itatt4: iv/09M

-tempimviittcHei4

(hred %voi fth

ecie 3 sa ze)

kozt ce4..trol (3

- swallow

. kse

of tris;ort

ecctiAel.toefop

5,40.4/Ibutt, 6r

c;ett&t6.4; ori, %I OS

ik to tte+ s

. t\sswi

eit

".. 4

ih,

a s Dea-r- skki

teas ner.

Potential Environments to Inventory (from above information & interview)

Classroom

School

174-SrSivIPet 1°116

wool-Q-4s "

terrel.in i a

6,Aa.et St4op

toVete CIO p.erS

mmei oto i'or 104

145,tsfitolts

k; btorl

offiet

oak

stkeol ektit4s

Community Sites

(Including work &

recreation/leisure)

F004' 13.11 gaoteS

Ymtir

Pool

PA itl

Fasi .rood clze

4,, stuoof

Domestic

;004 p ( ep,

CP m pa r V

t.$1

s+tattl

Nail

A, 4.

ases ?

Awmt

'room

RE. - Later em.

iNotive EtaAotits

Scc IV; SAFAK II

2/19/92

1 ! 7

INTERVIEW/INVENTORY SUMMARY SHEET

Student:

4 - 9

Significant Other

Priorities/Student

Likes/Dislikes

Team Priorities

Age Specific

Cuniculum Needs

Basic Skill Needs,

Formal Assessment &

Medical Information

Potential Environments to Inventory (from above information & interview)

Classroom

School

Community Sites

(Including work &

recreation/leisure)

Domestic

Sec

SAFAK 11

2/1t/42

13 .

1 Li

Grcuk

Classroom Activity

Analysis Worksheet

Classroom Actitivy

Appropriate for the Student?

Alternative Activites for Students

Pole_

Skills in Need of

Training

ACTIVITY

PERS.

RESP.

Location/

Activity

Asis

W/adapad

utautials

W/adapaad

oart./scals

w/Porsonal

Spodlit Mapsoiera

8114$111102

YES

Loa dotal/

Criteria.

Posse

Roaloosibis

SiAS

Rec rss

DeerI

Afl

S4Pitt,

Ati;o;lits

frditjTj

ReC.e...SS

pt 11i

A/1'1'HO

ACV% uZil

Tout AO 1

Luvq&e

S; it tki

Velt.

Yard

ratio

reel

sp.T.

el& SS

ClaoSKS

C IOSS

tvIktioviS

ititc/Wer tipal

reefs

Does V.$

?eetS

serf

CA-Fefec

mpfr

PS'S

aSS

5ciod

Need s

41 if'

F11104

vy Peers.

in asveS,

Fcature boot

Sete cluat

gek40.c met

tiltuidaor

Se letfibh

chart'

tassisMne C

'meow i 11

apl-ed ReaCeimy

pre,§ ea si

WI force

Thousand, J.S.

(Pro.). Director) (September, M).

regular eoncation environments.

1 !

The Homecoming Model: Educating students who

present intensive educational challenges within

1 20

Z'oLck..

I Grade

Classroom Actitivy

ACTIVITY

frojeLty

6o6o1

sti.ufleS

PERS.

RESP.

Classroom Activity

Analysis Worksheet

Appropriate for the Student?

Alternative Activites for Students

Skills in Need of

Training

w/Personsl

Specific Adepts:ions

sesistancs

Perim

Malarial*

Responsible

kms.k

at Wait.'

ALC 44

1.1 g

84,1

-r

peetS

PicAu.red

VIA-etxta.

mem&

readit4A

.s+tee* et-DIE/fuel

ISetoviot

ges4co.oromx

Thousand, IS. (Pro). Director) (September,

HOW.

The Homecoming Model: Educating students who present Intensive educational challenges within

regular education environments.

12;_

122

Classroom Activity

Analysis Worksheet

'Cr

Classroom Actitivy

Appropriate for the Student?

Alternative Activites for Students

Skills in Need of

Training

AC11VI1Y

PERS

RESP.

Locafion/

Asia

W/adapted

mates!.

W/adapted

currIgoals

w/Personal

assistance

Specific Adaptations

Activity

Locetional/

Grouping

Petson

Responsible

Materials

YES NO

YES

NO YES NO

YES

Thousand, J.S. (Proj. Director) (September, 1936).

The Homecoming Model: Educating students who present intensive educational challenges within

regular education environments.

124

Classroom Activity

Analysis Worksheet

Classroom Actitivy

Appropriate for the Student?

Alternative Activites for Students

Skills in Need of

Training

ACI IV rrY

PERS.

RESP.

Location/

Activity

As is

W/adapted

mateials

W/adapted

CWT.

/goals

w/Personal

assistance

Specific Adaptations

Activity I

Locational/

Grouping

Person

Responsible

Materials

YES

YES NO

Thousand, J.S.

(Proj. Director) (September, 1986).

The Homecoming Model: Educating students who present intensive educational challenges within

regular education environments.

1. r

"1,20

Student Schedule For

Period

Subject/TEP GOALS

R o o m

Class

Teacher

Special Ed.

Staff

Days

0 coo

Jit

(ts

..C1

-riverato.\

Pass; 0.5

rs;:f

ix,i(s;)

bAe. ?o0 PA

vcome

attar 041,A y

siovakt4ef

i Com l'ALth Or

tItl)

elkOic ej

SOCiol

OCCcl, Tob.

cigott:t.4)erfouti,,,,t )

Colixiptexinr- tzw,Ixoti.c.fort.

StOtitVeS Vim!' 5

ttobwe EC 0ik.

*licit

Il e

6 r coot to

1.3..t vc

IA - Wsmi

out

ectikly,

commu.pfy

t orftwkathi

-inta411

Shuly 14031- rtlIqdiest.:bres-ri

4nde si4t4.)

carnruu4y Rep.

Fi im

etrttt

.t.NteuitS tftleili

Pep ?a ils

roo4

Eat(

cutes

cxd'il

I 0 (0

off,kr

33 I

cp.k ad ,

aki0

realise,

7:11

T.4,s

WASS

Ireatkr a Tlin

ctoss T.

1 rit s

o 44* it e

s14.0

Pr'tweiern.1

erhs

5peee t

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awls 11

A s,

spec. ei.

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spec. EA.-I-tutor

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0.1,dt

+1". its

°Ade,

'76

'Th4pet.pistS

Poe Kis latetMS

Saier

4- T:As

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Ai- F

nt- F.

MI t4.1

T TY, F

m 0

7.7h

twn sui. ,

(11714f,

*Ai eplude .

14/1-tItS

A lierp4s.*(c.

l'414Itt

127

Sec IV; SAFAK

2/19A2

Student Schedule For

4 - 15

Period Subject/LEP GOALS

Room

Class Teacher

Special Education Staff

12E,

Sec IV. SAFAK II

2/18/42

IEP Goal - Activity Matrix

University of Vermont

Center for Developmental Disabilities

Formal In

(ENERAL EDUCATION ACTIVITIES

TEP GOALS

ZIAS

ReceS3

01:011

rtiozn%

;fgt.

'. - .

Spo'i

*Ail

Moonlit%

Liwiti%

$ort

Tuue.

Serme

Scoril

siviNS

mak

tAteN

Iraiote Mtraciloh

wi beers

tAsn4or ot.Or% beloila

Trons;fits% Ivicitpeb.

C omit,-

LOIS

/ Peers

grade I yatiwat

vcopA pre i!c%sietur

- worst Plt

flat vCi

+64.te

Mater; AS

"ra.V e, IV PINS

S p! Ili vie( COM

VOCtabc

WI tie tiewtt

Cori

StvileRCe

Dram) persel%

soktt ct;i!f

c.oits r e toot

4.; IN

tnitet bittilitild

IowtattS

Fet

cl4strootsi

Rinti- I rtf s

eto.gintior 840.4*i

etyttrat Gstalreie

1 2:)

1 :)

1EP Goal

Activity Matrix

GENERAL EDUCATION ACTIVITIES

University

of Vermont

Center for Developmental

Disabilities

X = Formal Instruction, P =

Practice

lEP GOALS

13:

1:32

Activity Assessment

Classroom/School

Student:

Zat-t 51

Wk 1

Date:

4 - 18

Activity:

ZOLtry0.1

Objectives):

Wks. 2-3 Dates:

Trairtin

Inventory

Activity/

Routine

Student

Perfor-

mance

(+,-)

/ /

Adaptations

WP7hvoides

PPort

Strategies

Gei Soltt*4

Difficult Steps:

Ittits'iCon

frovea kt-t%)10ttS

cit.+, viki

_&62d.tat

Self Out

ltiaktokot

&me. t

e41.464 -+D

,9ot

ch.t sal

teitkrorcevotk.

sagoktt...

irtath,I.

tor+ esloty

Difficult Steps:

u.)isiVtvt4

s4rett:bet

Tti 15 440N

'No- wr iit%

tke eep i es

wtr.

Draw Utile

Difficult Steps:

'People.

.$514.) PI`Ckti.te

Pt. sot

iik

rtahtitt:03X

40arriPeir5

glum) _Imlay t_s_.

peers

teld tb

1--f, at ker

Difficult Steps:

5.4

Zoortil

OW tA

Difficult Stops:

-1--

lOoste

Sec IV; SAFAKII

2/19/92

Activity Assessment

Oassfoom/School

Student: Er ;,

Wk I

Date:

4 - 19

Activity: 0 fciCe.

Th1t3

telir Scaktrah

Objective(s).

Wks. 2-3 Dates:

Trainin

Inventory

Activity/

Routine

Student

tij

Perfor

"ZS

mance

Z0 :4":

(+, -) S 4: gd

Adaptations

Who

Provides

Support

1:- .4141

fie.

kit ri

ter

Strategies

Tteity,

.uoi+cit

rtc.4 4, efr,4r

40 u.st.

Gicti, In

for" v3ett

Difcult Steps:

t..tlrett

l -SsIn It%

.... A.,

Pre ttconted,

'rapt -operaTea

bt al* swi4c.1%

A i

Peel- Tbri-ntr

Slps It.

2. Coliecr, ,

rA tteton

Difficult Steps:

- Locki4Ot't

pncotriats

Me i

huf

et; aist:te

tol tt Vol I\

Vta

wer

i t

Plet.c.Itt e

3. Del

wen(

Difficult Steps:

re e+

we 4- Collet

catriatS

Rocti- t

?..

Peet Priwer

it: .3es iTateS

vAct#et lal s

10 t it

ltfett Y

Rvtie v)/ Prat

Net"

Text, 40 cid

iutA ft vgec$

u,) Itvn Mott

%ism kii peer

*/ 3)- a)-

44- t'Argterlots

4. 0.W01-Witt

Difficult Steps:

Peer 'WS

YtAiel ;aiS

0-Wit

.14.ji ik

tir n

iAtafeetels

we ci

5. Sip

Ot.cf

Difficult Steps:

-Geed blit

, sir -oat

Tqlt tv"Sdy

?eer sys

See IV; SAFAIC

2/I9192

1 3

Activity Assessment

Classroom/School

Student:

Wk 1

Date:

4 20

i,r,tivity:

Objective(s):

Wks. 2-3 Dates:

Trainin

Inventory

Activity/

Routine

Student

Perfor- Adaptations

mance

Provides

Support

Strategies

Difficult Steps:

See IV; SAFAK

2/11/92

1 3 5

INDIVIDUALIZED PROGRAM PLANNING PROCESS

Part I:

4 - 21

As a team go through the steps of the individualized program planning process for

one of your students. For each step in the program planning process identify

strategies & resources which need to be developed at your school to plan and

implement a full inclusion program for this student.

Part II:

Do a quick review of the planning process to identify the top three priority areas to

work on (Possible Strategies & Resources to be Developed). Begin your action plan

on these areas.

1 3 S

Sac IV; SAFAK

2/11192

TEAM ACTION PLAN

.zr

Our major goal

is:

ACTIVITIES

EXPECTED OUTCOMES

PERSON(S)

RESPONSIBLE

TIMELINE

13,1

13S

4 23

ACTIVITY

GROUP VISION

"INCLUSION DOESN'T BEGIN WITH A BLUEPRINT BUT

OFFEN WITH A DREAM, A DESIRE, A HOPE..."

(FOREST, 1990)

Take a few minutes to think about your personal vision for full inclusion at

your school site.

"WHEN YOU DREAM ALONE IT IS ONLY A DREAM, BUT

WHEN YOU DREAM TOGETHER IT IS THE BEGINNING OF

REALITY." (Dom Helder Camera)

Share your ideas with your group. As a group write one statement which

summarizes your group's vision.

1 39

SrclV;SAFAKfl

/92

4 24

FINAL ACTION PLAN

Review the action plans you have started for each section. Develop one action plan

for integration which includes the priority areas identified in your previous plans.

Prioritize, add on to specific areas and identify how this can best be introduced and

shared at your school site.

140

Sec IV; SAFAK 11

211 t/92

.1,

Our major goal

is:

TEAM ACTION PLAN

ACTIVITIES

EXPECTED OUTCOMES

PERSON(S)

RESPONSIBLE

TIMELINE

14;

142

Our major goal

is:

TEAM ACTION PLAN

ACTIVITIES

EXPECTED OUTCOMES

PERSON(S)

RESPONSIBLE

TIMELINE

14.3

4 27

Sample Goals for Team Action Plans

Conduct school site assessment of campus and building modifications to

provide accessibility.

Plan to return all students to their home school within the LEA.

Conduct inservice education programs for administrators and school staff on

best integration practices and strategies.

Involve parents of nondisabled and disabled students in the integration

planning process through open meetings, announcements of the planning

progress, solicitation of parents' advice, etc.

Identify program support needs related to integration: curriculum support,

related services, general problem solving and other support functions.

Develop an effective means of communicating information about new

programs and existing programs and issues to other administrators, to

teacher, to parents, and to the community at large. Specific communications

strategies include: visibility in local media (e.g., newspapers, radio shows,

even television talk shows and news), school district and program

newsletters, memos, special mailings, open houses, presentations to

community groups, advisory groups, brochures, program descriptions, parent

handbooks, staff handbooks, annual progress reports, and multi-media

presentations.

7. Develop a school site integration planning/review committee, charged with

facilitating integration/interactions in your schools, reviewing the results and

modifying efforts based on the results.

8. Develop a school integration checklist to evaluate the extent of integration

and identify the most appropriate areas to be developed.

9. Develop an administrator/staff manual on integration that can be used to

foster support for integration efforts.

10.

Develop peer tutor programs in which students without disabilities teach

peers with disabilities.

11.

Develop a Special Friends Program (peer buddies, Circle of Friends program),

which promotes social relationships between students with and without

disabilities.

Sec IV; SAFAK

VI SRC

145

4 28

12.

Develop an after-school social club involving integrated recreational

activities.

13.

Infuse information and interaction experiences into the general education

curriculum.

14. Develop regular class placement opportunities, with support, for students

with disabilities.

15.

Develop/revise the IEP planning process to include integration/

interaction goals and activities.

16.

Develop opportunities for students with disabilities to participate in school-

service activities already engaged in by students without handicaps.

Sae IV; SAFAK II

2/11/92

1 4 C

Location

Schools Are For All Kids

Evaluation

4 - 29

Role

Date

NOTE:

Circle the number that best indicates your appraisal of each item.

(1 = negative response; 5 = positive response)

N o

Were the objectives of this workshop

clearly communicated?

Were the objectives appropriate (i.e.,

relevant and important) given the

purpose of the workshop?

Were the methods used by the discus-

sion leaders(s) appropriate (use of

visual aids, handouts, question and

answer, demonstrating, etc.)? That is,

did they help to communication the

concepts or the intended message?

Was there adequate individual and/or

group participation in this workshop?

5. Was the content of the workshop pre-

sented in a way that demonstrated how

ideas could be put into practice?

What did you like best about this session?

Positively

Yes

2 3

4 5

2 3

4 5

2 3

4 5

2 3

4 5

2 3

4 5

What could have been improved in this session?

See IV; SAFAK II

9/1 1 /92

147

4 - 30

Additional Reading List

Ayres, C.B. (1988). Integration: A parent's perspective. Exceptional Parent,

September, 22-25.

Biklen, D. (1989). Making difference ordinary. In S. Stainback, W. Stainback, & M.

Forest (Eds.), Educating all students in the mainstream of regular education

(pp. 235-248). Baltimore: Paul H. Brookes.

Biklen, D., Corrigan, C., & Quick, D. (1989). Beyond obligation: Students' relations

with each other in integrated classes. In D.K. Lipsky & A. Gartner (Eds.),

Beyond separate education: Quality education for all (pp. 207-221).

Baltimore:

Paul H. Brookes.

California Research Institute (1990). Bridging the gap: Restructuring education in

the 90s. STRATEGIES, 1(4), 7, 9.

Ford, A., & Davern, L. (1989). Moving forward with school integration: Strategies

for involving students with severe handicaps in the life of the school. In R.

Gaylord-Ross (Ed.), Integration strategies for students with handicaps (pp. 11-

31). Baltimore: Paul H. Brookes.

Forest, M. (1988). Full inclusio

is possible. IMPACT, 1(2), 3-4. [Publication of the

Minnesota University Affiliated Program on Developmental Disabilities.]

Halvorsen, A. (1990). Ability awareness education: Overview. Hayward, CA:

California State University, Hayward, PEERS Project.

Johnson, D.W., & Johnson, R.T. (1989). Cooperative learning and mainstreaming.

In. R. Gaylord-Ross (Ed.), In:!,?t ltion strategies for students with handicaps

(pp. 233-248). Baltimore: Paul H. Brookes.

Kjerland, L., Neiss, J., Franke, B., Verdon, C., & Westman, E. (1988). Team

membership: Who's on first? IMPACT, 1(2), 15. [Publication of the

Minnesota University Affiliated Program on Developmental Disabilities.]

See IV; SAFAK H

2/11/92

1 4S

4 31

Peck, C.A., Donaldson, J., & Pezzoli, M. (1990). Some benefits nonhandicapped

adolescents perceive for themselves from their social relationships with peers

who have severe handicaps. JASH,15(4), 241-249.

Reynoldb, M.C. (1988). Past, present, and future of school integration. IMPACT, 1(2),

Sailor, W. (1989). The educational, social, and vocational integration of students

with the most severe disabilities. In D.K. Lipsky & A. Gartner (Eds.), Beyond

separate education: Quality education for all (pp. 53-74).

Baltimore: Paul H.

Brookes.

Schattman, R. (1988). Integrated education and organizational change. IMPACT,

/ (2), 8-9.

Schnoor, R.F. (1990). "Peter? He comes and goes...": First graders perspectives on a

part-time mainstream student. JASH, 15(4), 231-240.

Stainback, W., Stainback, S., & Bunch, G. (1989). A rationale for the merger of

regular and special education.

Strand, R. (1988). "Caught in the continuum": A synopsis. IMPACT, 1(2), 7.

Strully, J.L., & Strully, C.F. (1989). Family support to promote integration. Chapter

15 (pp. 213-219).

York, J., Vandercook, T., Heise-Heff, C., & Caughey, E. (1988). Regular class

integration at middle school: Feedback from classmates and teachers.

IMPACT, 1(2), 13.

1 49

See .1/: SAFAK

2/111/42