How Do We Make Adolescent Inclusion Work?

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How Do We Make Adolescent Inclusion Work?
Peter L. Kozik New York Higher
Education Support Center

• What are the values, skills, and knowledge
  necessary for success in inclusive adolescent
  settings?

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The Process of Appreciative Inquiry

• Discover through paired interviews, understand
  the participants positive core.
• Dream in small groups, prioritize whats working
  currently.
• Design in small groups develop a vision of the
  whole through possibility statements based on
  priorities.
• Deliver locate and acknowledge individuals to
  carry out the potential future.

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Think Tank Process and Participants

• An opening panel of 11 school district
  professionals and 1 parent
• Appreciative Inquiry with the panel, plus
• teacher educators from 14 institutions
• 3 technical assistance network providers
• 2 parent advocacy group representatives
• 2 NYSED policymakers
• 1 transition site coordinator.

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Outcomes

• Decide What?
• In order for inclusive adolescent education to
  be successful, teachers should demonstrate (2)
  values, (2) skills, and (2) knowledge.
• Decide How?
• What do teacher preparation programs/inclusive
  adolescent settings need to look like, sound
  like, feel like, and be like to best prepare,
  recruit, and educate teachers with these values,
  skills, and knowledge? (Plan)
• What will I do in the next month, 3 months, 6
  months to ensure and support these teachers?
  (Commit)

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Values
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Skills
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Knowledge
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Design How can we create the future?

• 1) In order for inclusive adolescent education to
  be successful, teachers should demonstrate the
  values of social justice, fairness, and an
  appreciation of diversity, the skills of
  differentiated instruction and assessment, and
  the ability to communicate effectively with
  students, parents, and other teachers, and
  possess the knowledge of research validated
  practice and adolescent development.

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Design How can we create the future?

• 2) In order for inclusive adolescent education to
  be successful, teachers should demonstrate the
  values of the courage to change and lifelong
  learning, the skills of listening and
  communication and empowerment, and the knowledge
  of the power of relationships and how to teach
  differently.

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Design How can we create the future?

• 3) In order for inclusive adolescent education to
  be successful, teachers should demonstrate the
  values of the courage to change and an
  appreciation of diversity, the skills of
  communication and collaboration, and the
  knowledge of diversity in a broad sense and the
  useful knowledge of research based practice.

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Design How can we create the future?

• 4) In order for inclusive adolescent education to
  be successful, teachers should demonstrate the
  values of social justice and for parental
  involvement, have skills in collaboration and
  differentiated instruction and curriculum, and
  knowledge of research based practice and
  knowledge of the system.

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Deliver Where do we go from here?

• What do teacher preparation programs/inclusive
  adolescent settings need to look like, sound
  like, feel like, and be like to best prepare,
  recruit, and educate teachers with these values,
  skills, and knowledge?
• What will I do in the next month, 3 months, 6
  months to ensure and support these teachers?

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Plan

• Differentiated instruction, all methods across
  all courses adjuncts profs
• Certification of a liberal arts majorintegrated
  studies
• Prepare students for the culture of the building
• With students, dry runs for what CHANGE will be
  like.
• Teach collaboration.
• Recognize successful building cultures.
• Post secondary models of inclusive teaching.
• High quality field work, connected to courses and
  the real world.
• Match with the values, skills, and knowledge that
  weve identified across the board.
• Help teachers see what their own success would
  look like.

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Plan

• Teach students to take the long view with IDing
  and supporting their diverse learning needs.
• Support my own risk taking and recognize my
  successes.
• Recognize, celebrate success and encourage
  growth.
• Listen to parents about what they know about
  their student and share what were learning.
• Help students belong and assure their growth.
• Keep close track of progress.
• Do what works.

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Commit

• Create a structured, focused inclusive field
  experience
• Share practice and resources throughout my
  school.
• Work for social justice and fairness.
• Model what students need in their classrooms and
  bring the world in oftenstudents with
  disabilities and parents.
• Go to the Inclusion Conference.

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Commit

• Develop power standards change inclusion to
  a strategy.
• Create mini-version of the Think Tank for faculty
  at my school.
• Pressure to support and align with special ed.
• Use my districts current tools that weve worked
  hard to build to increase our capacity (APPR,
  PDP, etc.) and use THESE to promote inclusive
  education.