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Full Inclusion Helps All Students To ensure that all students achieve to high academic standards, Sanger High School in Fresno County, California created a culture shift that no longer allows teachers or the community to think in terms of “these kids” and “those kids.” A core part of this transition, and its resulting dramatic increases in student achievement, has been Sanger’s outstanding full-inclusion special education program. In recognition of this program’s success at integrating special education students into regular classrooms to the benefit of all students, in 2006 Sanger High was granted the CalSTAT Leadership Site Award. The first stage in full inclusion was intensive planning, which included learning firsthand what other schools were doing. It was essential to gather information and have release time for department collaboration and brainstorming. A pilot effort that first year focused on getting the general education and special education staff used to the program. Four of the seven special education teachers each acted as a consultant with a general education teacher in all core departments. The teachers were selected because of previous work with special education teachers and their willingness to adopt the full inclusion program. The consultants started by working with students in the class, no longer pulling them out. They coached teachers on strategies that work with special education students, helped general education teachers reformat assignments, notes, and exams, and engaged in team teaching. Once the teachers became comfortable with each other, the collaboration accelerated. Teachers began to see improved performance for all students in the classes. The consultants also assisted in research, instructional strategies, and one-on-one instruction with all students. This “push-in” scenario was coupled with a study skills class for incoming freshman identified for special education, giving them tools to be successful at the high school level, and also providing additional help for their mainstreamed courses. During year 2, while special education services continued to be provided for all departments, the major focus of the consultants was English and math. This was intended to reduce the overall stress level for the special education teachers and to provide maximum intervention for the subjects covered on state tests. Consultants also assisted any general education teachers or students in science or social studies classes requiring help on an as needed basis. In order to best meet the needs of all students on the special education caseloads, consultants teamed with a partner, one consultant working with students in English, the other with math. During this year, the special education teachers helped make curriculum more accessible to special education students, using strategies such as graphic organizers, think-pair-share, and cooperative learning. Teachers report that these strategies have not only helped their special education students, but have improved achievement for all students. During year 3, the program’s continuing success is shown through higher state assessment scores and improved social skills. The use of instructional assistants has also increased in the general education courses. Their role has become pivotal, especially in classes where a consultant cannot attend daily. The assistants have improved their own knowledge greatly and help all students, not just special education. In fact, a casual observer would find it hard to single out the special education students in the general education setting. The site leadership reports that because of this program, there is a noticeable increase in overall teacher collaboration, and a willingness of teachers to seek help. The program is a work in progress and the department is not afraid to “tweak” it in order to best serve the students’ needs. Read SchoolsMovingUp’s full profile of Sanger High.
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