Describes how special education services are provided.*Service Models
- Push-in: Special educator or therapist provide services through integrated therapy services within the daily schedule. Professional Development at community sites to increase push-in.
- To strengthen push-in model in community, Warsaw sped providers trained community providers to build understanding of what it looks like. "One of our preschool teachers gave a whole group presentation on what services in the classroom will look like and the benefits. She communicated the opportunity for other adults in the room to see the strategies being modeled so they can also carry them out. She also communicated that other students needing the same skill or strategy can also benefit. Then she demonstrated this in the classrooms for them to see how it works." impacting approx 40 ch with IEPs.
- Consultative: Service delivery provided by general educator with periodic consultation from special educator and/or therapist.
This successful effort increased push-in service delivery for approximately 40 children with IEPs, as well as, built confidence for 10 general education teachers to follow-through enhanced instruction.
A range of activities and environments that eliminate the physical, social and instructional barriers to learning (DEC, NAEYC 2009).Universal Design for Learning
- Flexible instructional approaches that guide developing instructional goals, methods, materials, and assessment for all learners provide multiple ways to engage children, present information and determine learning (CAST 2011).
- Any piece of equipment, or product system, acquired commercially, modified, or customized, used to maintain, increase, or improve functional capabilities of persons with disabilities, except medical devices surgically implanted. (IDEA 2004).
- Planned interventions/modifications to ongoing classroom activity or materials to maximize children's participation.
Intentional multi-tiered instructional strategies that increase a child's engagement, participation and learning (DEC, NAEYC 2009).Embedded Instruction
- Strategies that address individual learning goals within the context of ongoing routines, activities and transitions.
Tiered Levels of Instruction
- Used with children who require more intensive supports by providing targeted approaches to move children progressively toward skill development, e.g. modeling, response prompting, corrective feedback, peer supports.
- An approach to provide adult instructional supports that requires screening and ongoing assessment to determine impact of teaching/learning and adjustment of instruction.
- The intentional social supports/teaching that creates a classroom community of belonging for each child and facilitates positive relationships of respect, acceptance and friendship.
Strategies in place that including professional development, opportunities for collaboration and communication among families and practitioners to support high quality inclusion (DEC, NAYEC 2009).*Models of Collaboration
- Approaches to support ongoing communication and collaboration include technical assistance, consultation, coaching, mentoring, collaborative problem-solving, and communities of practice/professional learning communities (NPDCI, 2011).
- This district's administrator reported addressing the challenge of increasing LRE for 40 children served in community placements by having a district special educator develop and facilitate a workshop for community preschool staff on: a) what services in the classroom look like, b) the benefits for all students, and c) examples of strategies used by district staff. District staff then followed up with modeling in the classroom to demonstrate real world preschool context.