2019-2020 Five Principles of Inclusive Practices
Section: SPED20200013Summary
Commnets
Strengths:
Responses: 16"good overview of district vision and very positive"
"Appreciated opportunity to discuss inclusion with colleagues"
"Instructor!"
"Staci was very inspirational."
"Speaker was very motivating and knowlegib"
"Dr. Baine hits the practical rubber meets the road!"
"All of the 6 key points that were stressed"
"Staci was an engaging speaker, who was positive and firm in her beliefs that ALL scholars receive an education with their peers."
"Discussing strategies we are already using in our group. "
"Great presenter!!"
"Positivity, engaging group discussions "
"Positive energy and emphasis on inclusion"
"Applicability"
"Interesting and wan to learn more!"
"Collaborative"
"Very knowledgable presenter. "
Suggestions:
Responses: 10"Inclusion 101 would be a great next step...the buy in is there. Now we need specifics in terms of how to best provide services in the gen ed classroom."
"More trainings on this subject!"
"More applicable strategies on how to implement inclusion with our students or within our buildings. "
"Have follow-up courses to begin looking into the practical implementation of UDL in classrooms."
"Since the main people who will be responsible for implementing inclusion are classroom teachers, they will need to be included in this and in much more involved trainings."
"Please provide more links to references, especially about how regular education students benefit from inclusion. It is nice to have evidence to support the inclusion model when I am advocating for my students. "
"More time to cover implementation factors"
"N/A"
"Page numbers on handout"
"I would like more information about how this is going to be implemented. "
Questions:
Responses: 4"None"
"None."
"Special ed administration keeps repeating that "studies have shown that 95% of special education students can achieve at grade level standards." I agree they can achieve and grow, but if they haven't been able to do it in the general education classroom with the interventions and support that they have already been given prior to qualifying for special education (we know this because they are so significantly delayed that they qualified for special education to begin with), then how are we now expecting them to catch up to their grade level when they have a demonstrated 2-5 year delay, sometimes in more than one academic area, without SIGNIFICANT changes to their curriculum? If we are going back to just support and modifications in the general education classroom, how will they receive their specially designed instruction? When a teacher may have several students in their classroom who have been demonstrated to need specially designed instruction (in possibly more than one area), how can he/she provide that in addition to teaching the other students in the class? Push-in for an hour a day with the resource teacher is not going to cut it. Is the district going to provide more trained personnel to ensure the students who need more specially designed instruction than a general education class provides actually get the teaching/support they need to "achieve at grade level standards"? Or are we going to expect the general education teachers to "fix" this with maybe one hour of push-in a day from the resource teacher?"
"N/A"
Comments:
Responses: 7"None"
"None."
"I VERY MUCH appreciate that this training is also being provided to general education staff. THANK YOU for talking about "all" and then walking the talk. "
"Thank you for all of the information that was shared."
"Most general education teachers I have spoken with realize that this will place an enormous amount of ADDITIONAL work/planning/preparation on their shoulders, and they are already overwhelmed before we add this huge load to their list of responsibilities. Appropriate support in the form of additional personnel needs to be provided or this will not be successful. "
"Thank you Staci for your inspiration!"
"N/A"