Least Restrictive Environment - PowerPoint Presentation

Slide1

Least Restrictive Environment

IA TrainingSlide2

Recognize that your actions in the LRE (least restrictive environment) are under the direct supervision of general education teachers.

Recognize examples of different levels of support

Explore how supports affect student independence and consider how to ensure student independenceDiscuss different learning strategies and modification techniques

ObjectivesSlide3

Volunteers

Be aware of strategies you use to complete task

ObserversBe prepared to discuss your observations

Can You

Do it?Slide4

What is

least restrictive environment? Slide5

To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are to be

educated with children who are not disabled.

The placement of children with disabilities in special classes or separate schools or the removal of children with disabilities from regular classrooms must only occur when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

Least Restrictive Environment

IDEA 2004Slide6

In selecting the LRE, the IEP Team must consider any potential harmful effect on the child or on the quality of services that she needs, and a child

with a disability cannot be removed from an age appropriate regular classroom solely because of needed modifications in the general curriculum.

LRE cont. Slide7

LRE

Based on available

student data

Percentage of instructional time

Participation with non disabled peers

Access to the general education curriculum

IEP goals

IEP Team discussionSlide8

Inclusion is...

Inclusion is not...

Inclusion should be...a way of thinking-a philosophy

a continuum of services and supports to meet the needs of ALL students.

possible only with collaboration

a process-not a person, place, or event

mandated by law, but LRE is

simply putting students with special needs into the general education classroom

a means to cut costs

beneficial only for students receiving special education services and supports

based on the needs of the student

provided in the LRE to meet individual student needsSlide9

Physical

Social

Academic

Types of InclusionSlide10

Physical IEP Goals-To learn from/function in different physical environments.

A student may have difficulty functioning in new environments (e.g., larger spaces, smaller spaces, with a large number of people present, with a

particular kind of lighting, with a particular volume or type of noise). The IEP goals/objectives for that student may focus on working toward physicallyincluding him in different environments.

Physical InclusionSlide11

Social IEP Goals-To learn from and function in different social environments.

A student’s needs may require goals/objectives that focus on teaching the student how to interact with different people or in different social situation (e.g.,

play, group work, lunch, on the job). In this case, the IEP goals/objectives may require services and supports to promote social inclusion.

Social InclusionSlide12

Academic Inclusion-To access and learn general education curriculum in general education environments.

A student may require accommodations or modification in the instructional process or changes in the goals to access the general curriculum.

Academic InclusionSlide13

Turn and Talk:

What needs to happen with each key player in order to make inclusion possible?

Making Inclusion Possible

Key players

Teachers

IA’s

Parents

Students

Administrators

?

?

?Slide14

Making Inclusion

Work

Inclusion is similar to a set of gears in a machine. Each gear is necessary for the machine to work. Without a gear, the machine stops. The machine, however, can continue to work even if a gear is less than perfect. It just will not function as efficiently or effectively. Slide15

Only 32% get information from things that we hear.62% get what

they learn

VISUALLY!!! The IMPORTANCE of using a multimodality approachSlide16

Levels of Support

Low

Medium

High

Transitional Slide17

Low Level of Support

This support is always available but not needed on a regular basis by the student. The student would be able to function in the environment

without the support, just not as successfully.Example: Casey attends a general education math class, as do three other students with disabilities. The paraeducator is always in that class and is available to support Casey when needed. Typically, Casey only requests help two or three times a week and it is usually to check his work or clarify activity or worksheet directions.

Other examples?Slide18

The level of support is necessary on a regular basis in order for the student to be successful or to learn in the environment.

Example: Sharon participates in a vocational training program in the community. Each afternoon the paraeducator accompanies her to the training site and provides verbal cues to get Sharon started on job tasks. At times, the paraeducator goes to a nearby table so Sharon can work independently. She will, however, provide prompts when Sharon appears to be struggling to complete the next step in the task sequence.

Other examples?

Medium Level of SupportSlide19

High levels of support are generally intrusive in nature. The support is absolutely necessary for the student to learn and must be provided consistently. The student could not function in the environment without the support.

Example: Jim attends computer lab with his peers. Although he enjoys this class, he needs a high level of support. The paraeducator sits next to Jim and provides both physical and verbal cues. She uses hand-over-hand support to help him turn on the computer, use the mouse to select the desired program and to complete the task. She provides many verbal cues to help Jim stay focused on the task (not on his peers). Without the paraeducator’s support, Jim would be unable to access this computer lab with his peers.

Other examples?

High Level of SupportSlide20

The amount of support (low, medium, or high) is provided temporarily to assist a student in gaining independence in new environments, activities, and/or acquisition of new concepts.

Example: Marlene had never required specific support in the elementary school cafeteria where she was independent during lunch. During the first two weeks of middle school, Marlene was provided a medium level of support to transition into the middle school cafeteria where procedures, routines, communication and social skills were much more complex. After two weeks, Marlene understood the requirements and the culture of the middle school cafeteria and no longer required the additional support.

Other examples?

Transitional SupportSlide21

Chuck is a ninth-grader in high school. He receives some of his instruction in the general education classroom and some in the special education resource classroom. While in the resource room for health and science, Chuck works

well with two other students, Bob and Danny. He is able to work in a small group and usually completes assignments with minimal disruptions. The paraeducator sits with this small group and provides cues and prompts as needed. She also monitors six other students in the classroom.

What level of support is being provided?Slide22

Chuck attends ninth-grade physical education. Because Chuck has physical disabilities, the paraeducator and special education teacher assist the PE teacher with plans for modification. The paraeducator also attends Chuck’s PE class at least twice each week to monitor progress and implementation of modifications. Chuck likes to hang out with his friends during this time, so the paraeducator tries to be discreet.

What level of support is being provided?Slide23

Chuck receives his science instruction in the general education class. The IA is assigned to this class. Chuck needs many modifications to the reading and writing assignments. The IA sits with Chuck and reads assignments. Direct assistance is provided for highlighting, completing an outline, and using the computer to write a report. The direct assistance takes the form of verbal cues and prompts, modeling, and some hand-over –hand assistance.

What level of support is being provided?Slide24

InstructionProgram

Social/behavioral

Physical/environmentalSchool personal/parental supportMODIFICATIONSSlide25

Allow use of manipulatives

Checks for understanding

Frequent or immediate feedbackHave student repeat or rephrase informationMonitor independent workPicture scheduleRepetition of directions

Use of word bank to reinforce vocabulary and/or when extended writing is required

Instruction Slide26

Modified assignments

Chunking of texts

Break down assignmentsSimplified sentence structureVocabulary and graphicsUse of pictures to support reading passagesProgramSlide27

Checks for understanding

Provide manipulatives and/or sensory activities to promote listening and focusing

Social/BehavioralSlide28

Preferential seating

Sensory diet

Picture schedulePhysical/environmentalSlide29

Each table will receive a card. Your team need to choose a modification and then work together to write an example of what a low, medium and high level of support would look like. Be prepared to share with the group.

Your turn…Slide30

What does this show?Slide31

What does this tell you?Slide32

By definition, to be intrusive is to force or push something on another without being asked or welcomed.

Intrusiveness can range from being discreet and unassuming to meddlesome, distracting, presumptuous, rude, bothersome and irritating.

Support is necessary at times but can be less intrusive.How intrusive the support is will depend on the student’s familiarity and level of independence with the task or skill.

IntrusivenessSlide33

Use “wait time” to see if the student follows teacher directions and works independently.

Dignify the student by not singling him out in front of others when giving support with a low tone of voice and/or assisting several students at

once in a group.Give support and the student does not react in a negative manner (embarrassed, angry or noncompliant).Other examples?

You know you’re being less

intrusive when you…Slide34

Move on to other students once the support is given.

Don’t give support when none is needed - but do give specific praise to any student for work done correctly.

Provide support with a stress on building student independence and perseverance.Assist all students needing help.Other examples?

You know you’re being less

intrusive when you…Slide35

Less intrusive

Draw attention to the natural cues/prompts in some way: nonverbally using gestures - or verbally in a normal tone.

Example: “Look, it’s time for math.”Ask a question about necessary action.Example: “What do you need to take out when it’s math time?”Give an option.

Example: “It’s time for math, do you need your

science book or math book?”

Hierarchy of Questioning,

Verbal Cues, and PromptsSlide36

More intrusive

Tell the student what action to take.

Example: “It’s math time, take out your mathbook.”Tell the student and physically guide through what action to take.Example: Get the math book and put it in one hand of the student and using a hand-over-hand prompt, guide the student through the process of

opening the book and getting the remainder of the needed supplies.

Hierarchy of Questioning,

Verbal Cues, and PromptsSlide37

Directions: Read each scenario and indicate whether you think the paraeducator is being intrusive or less intrusive by placing it in the appropriate column. If you think that the scenario could go either way, place it in the middle of the two columns. Be prepared to elaborate on why you sorted at least one of the scenarios the way you did to the rest of the group.

Do you mind?Slide38

KWL Steps:1. Write the topic/concept to be discussed on the blackboard, overhead, or large sheet

of chart paper.

2. Using the KWL worksheet, ask the students to identify “What do you Know about the topic.” Write their responses so that everyone can see them. Ifinaccurate information is given by

the students

,

write

it down and do not

correct it

during this step.

KWLSlide39

3. Ask the student “What do you Want to learn about the topic?” and/or “What

do you

Wish to learn about the topic?” Write their responses so everyone can see them.4. Following the lesson unit, or reading, ask the students “What did you Learn about the topic?” Write their responses so that everyone can see them.5. Go back to their original list of what

they said

they knew about the topic and

check for

accuracy. Go back to their original

list of

what they said they wanted to

learn about

the topic and check to see if

there is

something they have not learned

that they

may want to explore as a group

or individually

.

KWL cont…Slide40

The KWL is an effective strategy to use with any size group or one-on-one. The strength of the strategy lies in that students can make a connection to prior knowledge, allows the student to be actively involved, and provides the teacher/IA with a quick assessment of what information the student already knows about a topic.

Wait time is important to allow student recall

Teacher may need to provide guiding questions (“What do you think you need to learn?”)How can using a KWL be modified to provide different levels of support?Why use a KWL?Slide41

What did you learn about LRE?Complete your KWLSlide42

Gearing Up…

What was one experience and/or information you heard today that seemed especially important to you or caused you to think differently about a topic?