Redención de la pena por el trabajo y la educación

Planning was a common theme that emerged from the data collected from surveys, interviews, and observations. Teachers were prepared, they were well-trained, and they planned their lessons and instruction according to the needs of the students in their class to meet grade- level standards. The school planned well for effective implementation of inclusive education through the purple binders; progress monitoring; weekly meetings; collaboration; and frequent communication among staff, administration, and parents. The Elementary School’s Strategic Plan included clear goals and plans for implementing inclusive practices in their school (See Appendix A).

Several questions from the survey revealed the use of planning through creating goals and developing steps needed to effectively provide instruction to the students with and without disabilities. A majority of the participants that responded to the survey agreed that administrators analyze data in order to identify barriers and initiate improvement steps to increase the number of students with disabilities in the school. The majority of teacher participants agreed that the School Improvement Plan (SIP) has short and long term goals for implementing and improving inclusive educational practices. Ninety-three percent of respondents agreed that there is a lead person who oversees and monitors the implementation of best practices for inclusive education for all SWDs. The Student Service Team was planned and organized to help achieve inclusive education at the Elementary School. In addition, the roles of the SST members are also in place to help teachers plan their instruction for students with disabilities. Most teachers completing the survey (87%) revealed this was true, when they responded that their school has regularly

scheduled opportunities to consult with special education teachers and related service providers to assist in implementing strategies to support the learning of all SWDs in their classes. Eighty

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percent of the respondents to the survey agreed the analysis of school data is used to determine what professional development and training is needed for faculty and staff to implement inclusive practices effectively. A large percentage of teachers (73%) felt that collaborative planning time is used productively and is scheduled and reflected in their instructional plans for both the general and special education staff. Sixty percent of teacher survey participants

responded that general and special education teachers have and use regularly scheduled collaborative planning time to plan effective instruction and assessment for all students. The majority of teacher survey respondents agreed that the Elementary School uses a person-centered planning process for SWDs and seventy-four percent agreed that their school uses a team

decision-making process in order to ensure SWDs transition from grade to grade, school to school, and district to district with placement in the least restrictive environment. Eighty-seven percent of the teacher survey participants shared that the Florida State Standards are used as the foundation for instruction of all SWDs at their school, revealing that teachers must plan their instruction carefully to ensure these standards are taught.

During an interview with the principal, she shared with me that she tried to prepare students, especially SWDs, for “transitioning from elementary to middle school grades, and then from middle school to high school”. The principal also informed me that they “work closely with the high school to learn what expectations they have in order to best prepare their middle school students for the transition”. During the interviews, teachers also shared the common need to plan for instruction and student needs. Kimberly said that she used “formative assessment, the

accommodations listed in the purple binders, and the standards to plan” her instruction. She also shared that the “information from the scheduled PLC meetings or the meetings with the Student Service Team also helped when planning to meet students’ needs” during instruction. Stephanie

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shared that she plans her interventions and lessons “based on the Florida State Standards and formative assessments, as well as student’s documented accommodations”. She also shared during her interview that teachers are asked what trainings in inclusion or other educational areas are needed, so that administration can plan according to the needs of the teachers and school. Wendy, the principal, shared with me that “ESE trainings and inservices are planned to support inclusive education” in the school. During their interviews, Margaret, Patrick, Stephanie, Kimberly, and Wendy shared that the school planned how to best facilitate testing for students with disabilities during the standardized assessment week to ensure they receive their proper testing accommodations, enough rooms are available, and there are enough test administrators or proctors.

During observations in all the classrooms, it was evident that the teachers planned their instruction carefully. Students appeared to know the expectations for the class and students with disabilities had the appropriate accommodations they needed. Shadows (see key terms in Chapter 1) in the Learning Lab had a specific, detailed plan and/or interventions for the student they were instructing. Shadows (paraprofessionals) that were present in the classrooms had a plan for instruction for their student or group and implemented them without any issues. Objectives, behavior charts, and schedules were posted and displayed in almost every classroom.