Frequently Asked Questions (FAQ)
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These are the questions that came up from the exit tickets during/after my inclusive practices Professional Development session with our whole district staff (General and Special Education) Thank you for your questions and comments. We are in the process of providing additional information for you. As a first step, the tabs shown on this website will address many of the questions shown below. Next specific responses will appear for each of the questions listed here within the week. -All or nothing, inclusion with no pull out services? -What determines the need for specific services ? What processes are used to identify students ? What is my role, what does it look like? How can I best help support students to meet the high expectations required for academic success? Please stress that inclusion is not just referring to identified kids on an IEP. How to plan/collaborate effectively and in a timely way Ideas to implement with general education classrooms Who implements strategies? Ex. what % of the time? What is effective co-teaching? What should inclusion really look like? What constitutes support? For regulred teachers and for students? How do you plan (collaborate) to make effective inclusion ( time to meet/communicate) How will inclusion look in the elementary classroom? Why does it take do long for students to get tested and receive Sped. services? How can general education teachers & special ed teachers share grading responsibilities? How does inclusion link with goals/objectives in IEPs? How can teachers assist sped related service providers in meeting their goals? Who is responsible for accessing report card grades for students w/ IEPs? How do you accommodate in a 40 min. Time slot? How to help “typical” students understand behavior modifications of other students? (Ex. playbreaks to avoid meltdowns). Best way to include students so it works best for all students and an easy way to transition a student into your classroom for 1 period per day? No time, no time, no time to plan with sped teachers. Flexibility to move students to best meet their needs. How can I reach my lowest performing students w/o bringing down my instruction for all? When do you pull back on SWD being included? I need strategies to better support general ed teachers to include students. Can a sped student who does all the work in a reg ed class still fail? How can I differentiate the lesson for my IEP students w/o them feeling singled out ? Best way for grouping students in “active” lab settings? How do we feel about allowing all students for small group/read aloud accommodations so as to not isolate any individuals? Role of I.S. in and out of the classroom this school year? I want to learn more about how to service Spec.ed students in my foreign language classroom. How do we bridge the gap of accommodating students with IEPs in the school setting and preparing them for the real world? Do you have data that displays how beneficial co-teaching has been in this district? What does it say ? How was it compiled? How does inclusion benefit ALL students? How does inclusion help students? What is the data that shows this? Can the IS assist with gifted students ? What do I need to do to close the gap? How do I include ALL students with different abilities in a large group setting? What are the most effective ways of inclusion in large classroom settings? I want to hear of inclusion practices that I can do now in my classroom. What strategies will give us the biggest “bang for our buck” in ELA? How do you suggest we increase text complexity levels with included students to be ready for standardized testing? |
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