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TASH Inclusive Education Research RecommendationsSeptemer 2015
TASH Inclusive Education Research Recommendations
1
SystemsLevelCapacityBuilding Recommendations/IssuesandConcerns QuestionstoBeAnswered
Scho
ol-W
ideRe
form
1. Focusonaschool-widetransformativeapproachtoinclusion,includingpoliciesthatpromotethecreationofaunifiedsystemofeducationforallstudents.
2. Devoteadequatetimeandresourcestoensuresustainabilityandexpansionofsuccessfulinclusivemodels.
3. Utilizeexistingmodelsofsystems-levelreformsthatpromoteaccessandinclusionsuchasPBIS,RTI,andMTSS.
4. Examinedifferencesinservicesamongurbanandruralschoolsandcommunitiesthatleadtoinconsistentandnon-existentinclusionpractices.
1. DoesthetransformativeSchool-wideapproachtoinclusiveeducationimprove:a. Student-leveloutcomes(academic,social,behavioral,
post-schooloutcomes)b. Familyengagementlevelsc. Systemsleveloutcomesd. Classroom/buildingleveloutcomes
2. Howdosystemslevelincentivespromotepolicyinnovationandreform?
3. Whatdoesittaketoscale-up,generalize,andsustaininclusivepracticesfromclassroomstoschool-widetodistricttostatetofederal?
4. Howeffectiveareexistingmodelsofsystems-widereforminsupportinginclusionforstudentswithsignificantdisabilities(e.g.,MTSS,RTI,PBIS)?
5. Howcansystemsblendexistingmodelsofschool-widereform(e.g.,MTSS,RTI,PBIS)withschool-widetransformationforinclusion?
TASH Inclusive Education Research Recommendations
2
SystemsLevelCapacityBuilding Recommendations/IssuesandConcerns QuestionstoBeAnswered
Fede
ral,State&LocalPolicy
1. Clarifyunderstandingsoflocal,state,andfederalpolicies,includingfunding.
2. Examinetheoftencompetingpoliciesandadvocacyagendasthatmaycreategapsandbarrierstopolicytransformationssupportinginclusiveeducation(e.g.,highstakestesting).
3. Articulateandutilizepolicy-baseddecision-makingapproachestocreatePolicy-to-Practice-to-Policyfeedbackloops.
4. Advocateforsufficientresearchatthefederalleveltoexaminesystemslevelissues.
1. HowcaninclusivebestpracticesbeincentivizedthroughIDEA,ESEA,Section504,andtheADA?
2. Whatpolicychanges,includingfinancialpolicies,areneededtopromotereformofgeneralandspecialeducationsoallstudentsachievesuccessfulschoolandpost-schooloutcomes?
3. Arepoliciesalreadyinplacetosupportschoolsinconsistentlyimplementinginclusiveandequitablepractices?
4. Whatspecificstateperformanceindicators,includingaccountabilitydata,aremorelikelytoinfluencechange?
5. Howcanpolicyshiftfocusfromregulatorycompliancetoqualityeducationandoutcomes?
6. Howcanpolicydevelopment,implementation,andaccountabilityacceleratescale-up,andsustainability?
7. Whataretheimplicationsofbroad-basedinclusiveeducationfundingandpolicychangeforpolicyandpracticesduringthetransitiontoadulthood?
LeastR
estrictiv
eEn
vironm
ent
&Placemen
tDecisions
1. ClarifymisinterpretationsofLREandmorebroadly,inclusivepractices,amongschools,districts,andstatedepartmentssystemsthatconstrainourabilitytosupportstudentsinlessrestrictivesettings.
2. Re-examinetheusefulnessofthelegalprincipleofleastrestrictiveenvironment,whichstronglyinfluencesinclusiveplacementandeducationforallstudents.
3. ExaminetheimplicationofthemisinterpretationsofLREthatcreatebarrierstofullinclusioningeneraleducationcurriculum,contextandinstruction.
1. HowaredecisionsaboutplacementmadebyIEPteams?Whatistheroleofdistrictpolicies/procedures(writtenandunwritten)indeterminingplacement?
2. Whataccountsforthewidestate-to-statevariabilityinplacementforstudentswithmoreintensivesupportneeds?
3. HowcanstateandfederalDepartmentsofEducationusetheirmonitoringandoversightresponsibilities,aswellastheirguidanceauthoritytoreduceplacementdisparities?
4. Howdopoliciesencourageorinhibitfamiliesfromrequestinginclusiveeducationalplacements?
5. Howdobroadereducationalreformefforts(e.g.,schoolchoice,charterschools)encourageorinhibitinclusiveplacement?
TASH Inclusive Education Research Recommendations
3
SystemsLevelCapacityBuilding Recommendations/IssuesandConcerns QuestionstoBeAnswered
Teache
rPrepa
ratio
n,Professiona
lDevelop
men
t,Qua
lity,Evaluation,&Reten
tion
1. Clarify/examinethecapacitythatteachersandothereducationalpersonnelhavetosupportinclusivepracticesinschoolsasaresultoftheirteacherpreparation.
2. Explorethesilosinteacherpreparationandcertification/licensurepoliciesthatcreatebarrierstoinclusiveeducation.
3. Createopportunitiesforconnectionsinteacherpreparationprogramsthatleadtocollaborativeplanningamongspecialandgeneraleducationtopoolresearchagendasandresources.
4. Explorethelimitedscopeofculturaldiversityinteachereducationprograms(students&teachereducators).
5. Developacentralizedcollaborativeresourcecenterthatinvolvesresearchers,teachereducators,andpractitioners.
1. Whatdispositions,knowledge,andskillsshouldadministrators,teachers,andrelatedserviceprovidersbetaughtduringtheirpreparationprogramstopreparethemtoincludeallstudentsininclusivegeneraleducationclassroomsandschools?
2. Whatcontentandmodelsofprofessionaldevelopmentfocusedonteacherpracticesandstudentoutcomesleadtoinclusiveschoolreform?
3. Howwillnewteacherevaluationpoliciesaffectco-teachers(Inclusionfacilitators&Generaleducationteachers)?
4. Whatpolicyandpracticesareneededtopromoteamoreunifiedsystemofprofessionaldevelopmentforgeneralandspecialeducators?
5. Howdocertification/licensurestandardsdriveteacherandothereducationalsupportstaff(e.g.,paraprofessionals)developmentofqualityinclusivepractices(e.g.,co-teaching)?
6. Whatistheimpactofdualcertification/blendedprogramsonteacherandstudentoutcomes?
TASH Inclusive Education Research Recommendations
4
Building&ClassroomCapacity
Recommendations/Issue&Concerns QuestionstobeAnswered
System
aticIn
structioninIn
clusive
Settings
1. Explorewaystotaketheuseofevidence-basedinstructionalstrategiestoscaleininclusivesettings.
2. Examinethegeneralizabilityandculturalresponsivenessofsomeevidence-basedpracticesandstrategiesdevelopedinself-containedsettings.
3. Exploretheroleofindividualizedandintensiveinstructionwithininclusiveclassrooms(Tier3).
4. Continuetodevelopnewevidence-basedinstructionalpracticesfocusedininclusivesettings.
1. Howissystematicinstructionusedeffectivelyandwithfidelityininclusiveclassroomstoteachstudentswithsignificantdisabilitiesacademicskills?
2. HowareTier3interventionsimplementedininclusivegeneraleducationalsettingstosupportlearningengagementforstudentswithsignificantdisabilities?
3. Howdoestheuseofsystematicinstructioningeneraleducationsettingsleadtoimprovedpost-schooloutcomes?
4. Whatisthecurrentandbestavailableevidencesupportinginclusivepracticesforstudentswithsignificantdisabilities?
TASH Inclusive Education Research Recommendations
5
Building&ClassroomCapacity
Recommendations/Issue&Concerns QuestionstobeAnsweredEn
hancingPa
rticipationinGen
eral
EducationClassroo
mIn
struction
1. Examineopportunitiestoincreasetheutilizationofcooperativelearningstrategiesthatlikelypromoteacademiclearningandsocialrelationships.
2. Examinebestpracticesthatpromotesharedownership
andresponsibilityofadultsinschools/classestosupportallstudentsandfocusonculturallyrelevantpractices.
1. Whatcooperativelearningstructures,strategiesandinstructionalpracticessupportincreasedstudentlearninganddevelopmentofsocialrelationships?
2. Whataretheinstructionalstrategiesandmodelsthatbestsupportengagementandlearningforallstudentsinageneraleducationclassrooms?
3. Howaretherolesofallinstructionalandsupportstaff(e.g.,generaleducators,specialeducators,relatedserviceproviders,TitleIteachers,paraprofessionals)redefinedtosupportallstudentsininclusivegeneraleducationsettings?
4. Whatco-teachingmodelsaremosteffectiveinpromotingtheinclusionofstudentswithsignificantdisabilities?
TASH Inclusive Education Research Recommendations
6
Building&ClassroomCapacity
Recommendations/Issue&Concerns QuestionstobeAnsweredAd
ultR
olesin
Stude
ntPartic
ipationan
dEn
gagemen
tinLearning
1. Examinebestpracticesinsupportingadultsinpreparingstudent-focusedaccessiblematerialsandlessons(e.g.,UDL,formofcommunication)inorderforstudentstobepresumedcompetentandmeaningfullyparticipateinallinstructionalandsocialactivitiesintheclass.
2. DeveloptoolsandstrategiestoplanforUDLclassroomstobeoperationalizedwithfidelity.
3. ClarifytheresearchbasethatconsidersAssistiveTechnology(AT)asanessentialtoolwithinUDL.
1. Howdowedesigninstructionandlessonstoprovidemeaningfulandequitableparticipationthroughoutallcontextsandenvironmentsinaschoolcommunity?
2. Howareaccommodations,modifications,supportsandservicesdesignedandimplementedtosupportinclusiveeducation?
3. Howdoseparateprogramsimpactstudents’realizingtheirdesiredpostschooloutcomes(e.g.,employment,adultliving,postsecondaryeducation).
4. HowisUniversalDesignforLearningandAssistiveTechnologyoperationalizedinclassrooms,schoolsanddistrictsthatincludeallstudents(includingthosewhouseAssistiveTechnology)?
5. DoesaccesstoAT(includingcommunicationAT)promoteimprovedlong-termoutcomes?
TASH Inclusive Education Research Recommendations
7
Building&ClassroomCapacity
Recommendations/Issue&Concerns QuestionstobeAnswered
Accessto
Curric
ulum
PromotingState
Stan
dards(SS)PromotingCo
llegeand
Ca
reerRea
dine
ss(C
CR)
1. EnsurethattheaccessibilityofSScurriculumisinplaceforallstudents.
2. Embedinstructionalfocusforstudent-levelneedswithinthegeneralcurriculuminallclassrooms.
3. Exploremethodstosupportteacherstolearnhowtodevelopanduseuniquedatacollectionsystemstodriveeffectiveinstructionalignedtostandardsforstudentsincludedingeneraleducation.
4. Ensurethatallstudentsaccesssimilarinstructionandexperiencesinordertolearnthenon-academicskillsassociatedwithcollegeandcareerreadiness(e.g.,problemsolving,self-determination,persistence,etc.).
1. HowisSSbasedcurriculabeingdesignedandimplementedtoincludeallstudentsacrossallgradelevels?
2. HowareindividualizedinstructionandsupplementaryaidsandservicesembeddedwithintheSSbasedcurriculum?
3. Howdoyoudesignandimplementuniquedatacollectionsystemstodriveeffectiveinstructionalignedtostandardsforallstudents?
4. Howcanallstudentslearnandpracticethenon-academicskillsneededtoensuretheyareCCR?
Build
ingLevel
Instructiona
lLea
ders 1. Examinewaysthatpromotethebuildingleadership
supportessentialfordevelopingtheuseofevidence-basedinclusivepracticesinclassrooms.
2. Exploreschoolleadershippreparationthatreflectstheprioritiesassociatedwithspecialeducationandincludingstudentswithsignificantdisabilities.
1. Whatistheroleoftheprincipalandotherbuildingleadersinsupportingcollaborationofteachersandotherstoteachallstudentsusingevidence-basedinclusivepractices?
2. Howdobuildingleaderssupportfamiliesasadvocatesforinclusiveeducation?
3. Howdobuildingleadersconceptualizetheirroleineducationaldecision-makingprocessesincludingtheIEP?
TASH Inclusive Education Research Recommendations
8
Building&ClassroomCapacity
Recommendations/Issue&Concerns QuestionstobeAnsweredProfession
alDevelop
men
t(PD)
1.Exploreeffectivemethodsofinclusiveprofessionaldevelopment(PD)thatmustbeembeddedwithincommoncoreprioritiesandreadinginterventions.
2.DevelopPDthatwillbesufficientinpreparingschoolleaderstobuildinginclusiveschools.
3.DevelopPDtobuildclassroomstructuresandteamplanningatschool,districtandstatelevels.
1. Howarebuildingandsystemleaders,alleducators,andotherschoolpersonnelpreparedtoworkeffectivelyasateam,todevelopinclusiveschools?
2. Whatcomponentsofeffectiveprofessionaldevelopmentforculturallyresponsiveinclusiveeducationleadtomeaningfulchangewithinclassroomsandbuildings?
3. Howcansystemsscaleupandmaintainhighqualityprofessionaldevelopmentatthedistrictandschoollevelstopromoteandsustaincollaborativeandinclusiveeducation?
Familyand
Com
mun
ityIn
volvem
ent
1. Examinethecontinueddisproportionalrepresentationofstudentsofcolor/lowsocio-economicstatusinspecialeducationandsegregatedplacements.
2. Focusonincreasingthewaysthatmulticulturalfamiliesandstudentsparticipateinschoolreformefforts?
3. Promotethecriticalengagementofdiversefamilies.4. Explorebestpracticestopromotetheessentialrolesof
familyandcommunitymembersasessentialpartnersandadvocatesforchildren’sinclusion.
1. Whatinformationandskillsdofamiliesneedinordertosuccessfullyhaveameaningfulroleininclusiveeducation?
2. Whataretheculturallyresponsivefamily-centeredengagementstrategiestofacilitatethefullpartnershipofdiversefamiliesandcommunitiestofacilitateinclusiveeducation?
3. Whatarewaystoeffectivelyevaluateschool’sengagementeffortswithfamiliesandcommunity?
4. Whatpoliciesandpracticespromotetheengagementofculturallydiversefamiliesandcommunitiestoparticipateininclusivesystemschange?
5. Howcanpoliciesandpracticesbedevelopedthatreducethedisproportionaterepresentationofstudentsofcolor/lowsocio-economic/ELLstatusinspecialeducationplacements?
TASH Inclusive Education Research Recommendations
9
StudentLearningandDevelopment Recommendations/Issues&Concerns QuestionstobeAnswered
Interven
tionsfo
rPromotingSo
cial
Relatio
nshipsand
Improv
ingAc
adem
ic
Outcomes
1. Collectevidencetodocumentsocialandacademicoutcomesforallstudents.
2. Constructcompellingmessagesforparents,teachersandadministratorsaboutbarrierstosocialrelationships,membershipandbelongingandacademiclearning(e.g.,howparaprofesionalsareusedintheclassroom).
3. Examinehowinstructiononself-determinationmayplayavitalroleforstudentsinaccessingtheirneededsupportsandaccommodations.
4. Explorehowlong-termoutcomesforstudentswithsignificantdisabilitiesareinfluencedbytheinstruction,curriculumandsupports.
5. Examinetheproblematicsustainabilityofstudentfocusedinterventions.
1. Aretheredifferencesinthesocialexperiencesandpost-schooloutcomesofstudentswhoareincludedingeneraleducationvs.thosewhoarenot?
a. Post-secondaryb. Employmentc. Independentlivingd. Developmentofsupportnetworks
2. Whattypesofstudent-focusedinterventions(e.g.,paraprofessionaltraining,peermediatedsupports,positivebehaviorsupports),teacherplanningandinstructionaldeliveryaremostbeneficialtolearninganddevelopmentofallstudents?
a. Whatfeaturesimproveacademicoutcomes?b. Whatfeaturesimprovesocialoutcomes?
3. HowcanwedesignnewmeasuresforevaluatingIEPdevelopment,implementation,andmonitoringthatleadtoinclusiveeducation?
TASH Inclusive Education Research Recommendations
10
StudentLearningandDevelopment
Recommendations/Issues&Concerns QuestionstobeAnswered
Instructiona
lStrategiesinIn
clusiveSettings
1. Usethefullbodyofresearchliteraturetoexplorenewresearchoninterventionsonacademiclearningininclusivesettings
2. Documenthowtheexpectationsofteacherscangreatlyinfluencethequalityof:a. Specializedinstruction,b. Supplementaryaidsandservicesc. Accommodationsandgeneralsupports
3. Examinetheuseofresearchbasedinstructionalstrategiesininclusivesettings.a. Universaldesignforlearningcaninfluencehow
studentsaccessthegeneraleducationcurriculumb. Researchbasedassessmentstrategiesmustbe
employedtoevaluatestudentlearning.4. Exploretheinfluenceofdecisionmakingon
developmentandimplementationofIEPgoalsandtheskillsthatareprioritizedforlearning
5. Exploretheextenttowhichstudents’experiencesandperceptionsarevaluedorexamined.
6. DeterminegoodmodelsofinclusiveeducationthatareavailableinK-12.
1. Howdostudentswithsignificantdisabilitieslearnusingresearch-basedinstructionalstrategiesininclusivesettings?
2. Canresearchbasedinstructionalstrategiestaughtingeneraleducationsettingsimprove:a. Academicskills?b. Long-termoutcomes(employment,post-secondary)?c. ProgressonIEPgoals?
3. Howdoestheknowledge,expectationsanddispositionsoftheteacher(s)influencedecision-makingin:a. Wherestudentsaccessthegeneraleducation
curriculum?b. Theexpectationsforperformanceofgeneral
educationcontent?c. Designingactivitiesandinstructionalsupportsthat
allowstudentstoengageinauthenticlearning?4. Whatarethecharacteristicsofuniversallydesigned
instructionthatpromoteacademicachievementforstudents?
5. WhatmeasuresofindividualprogressmonitoringofSSaremosteffective?
TASH Inclusive Education Research Recommendations
11
StudentLearningandDevelopment
Recommendations/Issues&Concerns QuestionstobeAnsweredCo
mmun
icativeCo
mpe
tence
1. Explorebestpracticesinraisingthecommunicativecompetenceofstudents(communicationsupports,includingAAC)thatareessentialforstudentstoengageinsocialinteractions,academiclearning,andself-directionofpersonalneeds.
2. Determinethewaysthatdecision-makingbypractitionersinfluenceshowAACisusedtosupportcommunicationforstudentswithsignificantdisabilities.
1. Whatstrategiesandinterventionsdesignedtoincreasecommunicativecompetencearecompatiblewithlearningingeneraleducationsettings?
2. HowdoesaccesstoAACincreasecommunicationskillsofpre-symbolicandemergingcommunicators?a. Doesincreaseduseofcommunicationoraccessto
AACleadtogreaterpost-schooloutcomes?3. Whatisthedecision–makingprocessschool-basedteams
areusingwhenconsideringthecommunicativeneedsofstudentswithsignificantdisabilitiesandhowdoweensurecommunicationisprioritized?
4. HowhastechnologychangedtheaccesstoAACforstudents(e.g.,iPad,iPod)whoparticipateinthegeneralcurriculumininclusivesettings?
Rede
finingtheCu
rricularFocusfo
rStude
nts
with
Significan
tDisab
ilitie
s
1. Redefinetraditionalfunctionalskills.a. Focusonskillsthatareuniversallyandpersonally
relevantandneededwithinnaturalcontext,b. Limitfocusonspecificcurriculumorinstructional
practice.c. Addressfunctionalskillsembeddedwithingeneral
education.2. Exploreopportunitiesforconsensusamongpractitioners
andstakeholdersonwhatconstitutesfunctionalskillsa. Decision-makingregardinginstructionalpriorities
isproblematic.3. Exploretheongoingtensionbetweenprioritiesof
‘functionalskills’andgeneraleducationcurriculumandacademicinstructionleadingtostudentspulledfromgeneraleducationa. Wronglyheldviewofmutualexclusivityof
academicskillsand“life”orfunctionalskills.
1. Howcanpersonallyrelevantandcontextuallyneededskillscombinedwithacademicskillsbetaughttostudentsingeneraleducationsettings?
a. Willthiscombinationofskillsleadtogreaterpost-schoolacademicand/orsocialoutcomes?
2. HowdoIEPteamsmakedecisionsabout:a. Percentageofinstructionaltimeneededforacademicorpersonallyrelevantandcontextuallyneedskills?
b. Locationofinstructionaltimeneededforacademicorpersonallyrelevantandcontextuallyneedskills?