Special Edition, Vol. 1, Issue 20

"Inclusion, by contrast, is a model that begins with the right of every child to be in the mainstream of education. Students do not have to 'earn' their way into the classroom with their behavior or skills. They are assumed to be full members-perhaps with modifications, adaptations, and extensive support-but they are members nonetheless. Rather than saying, 'This is my classroom-let's see if you can fit in,' inclusion asks teachers to think about all aspects of their classroom-pedagogy, curriculum, and classroom climate-in order to make the environment educative and welcoming for all students. It is a mutual process of adaptation and accommodation, with the goal of full inclusion with supports."

~ Mara Sapon Shevin, Widening the Circle: The Power of Inclusive Classrooms

As we continue to share news within SFUSD and beyond, please consider submitting an article for publication. Simply email spedfeedback@sfusd.edu, and we will be delighted to showcase your school or classroom.

Announcements

Cal-Tash's 30th Anniversary conference and membership meeting will be March 2-3, 2012 in Oakland. Click here for more information.
Professional Development for paraprofessionals is scheduled for February 11, 2012. Click here to view the flyer.
Previous Special Edition Newsletters are now accessible online. Please click here to access them.

Special Olympics

Basketball Season 2012

There are 42 schools, 78 teachers, and 640 students participating in our basketball season this year!

Please click here to see a complete list of schools and teachers.

A series of Skills Days will culminate in Tournaments the month of February. Click here to see the complete schedule.

Questions? Please do not hesitate to contact Paul Zager, Program Coordinator, Special Olympics: zagerp@sfusd.edu

SEIS Transition: Assignment of Case Managers

Case managers (CM) are being assigned based on the student's primary eligibility. If a student's primary and/or only eligibility is Speech Language Impairment, the Speech Language Pathologist will be assigned as the case manager even if the student receives specialized academic instruction from a special education teacher in addition to speech services.

This policy is necessary in order to be in compliance with credential requirements.

Click here to review the Case Manager Responsibilities document for further clarification.

Thank you for your dedication and hard work during this transition. If you have any questions please contact Sarah Ashton (ashtons@sfusd.edu) the SEIS Implementation Coordinator.

Learning Supports: Enabling Learning in the Classroom

The UCLA Center has drafted practice notes which focus on what teachers can do to better address students' learning, behavior and/or emotional problems.

The emphasis is on six fundamental steps for enabling learning in the classroom and schoolwide. The steps are intended to enhance student and learning supports by:

rethinking assistance and support in the classroom
heightening the emphasis on positive classroom and schoolwide climate
emphasizing personalized intervention
ensuring a continuum of interventions and using a sequential approach in assessing responses to intervention
extending ways to accommodate differences and disabilities
expanding school improvement plans to include development of a comprehensive system of student and learning supports

To read more, click here.

Articles for Reflection and Professional Development

This is an ongoing section where we will provide a current and relevant research article. The goal is to promote discussion and intellectual stimulation amongst SFUSD staff, schools, and the community.

Bruce A. Golmic and Mary A. Hansen from Robert Morris University published their research findings in the International Journal of Special Education titled Attitudes, Sentiments, and Concerns of Pre-service Teachers After Their INCLUDED Experience.

The purpose of this study was to determine the effects of an INCLUDED Experience on the attitudes, sentiments and concerns of pre-service teachers toward students with exceptional learning needs after 12 weeks of student teaching in secondary education classrooms. The INCLUDED Experience is an eight step performance based reflective child study of pre-service teachers' attitude, concerns, knowledge, and skills during their inclusion in the classroom. Results provided evidence that after completing an INCLUDED Experience, pre-service teachers had positive attitudes and decreased concerns toward inclusion. The overall findings suggest that the INCLUDED Experience shows promise as a model that pre-service teachers should follow to support, teach and engage students with exceptional learning needs in general education classrooms.

Click here to read more.

Scholarship Opportunity

For the second year, UCLA Extension's Education Department proudly announces the Carolina Hernandez Pavia FIPSE Scholarship Program to train K-12 teachers on how to implement culturally-inclusive positive behavior supports in the classroom. Candidates who complete the program will receive a UCLA Extension Certificate in Educating and Supporting Students with Emotional Disturbance. The certificate program takes six months to complete. Participants complete four online or blended courses. Our next cohort begins in February 2012.

Scholarships are limited. Presently, we have space available for seventy-five participants. There is no cost to schools or teachers! Participants who do not get accepted into the February cohort will be placed on a waiting list for our August 2012 cohort. Participants working in Title I schools are strongly encouraged to apply.

Teachers interested in this program must submit the application (click here) as soon as possible to Laura Harvey atlharvey@uclaextension.edu. You may also contact Laura at (310) 825-4581 with any questions you may have about the program.

Sincerely,

Communications Team

Special Education Services, SFUSD

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