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NCEA Special Needs Conference 2011
Transcript of NCEA Special Needs Conference 2011
Cultivate integrated, inclusive
systems of service delivery
to comprehensively meet students’ special needs
in your Catholic school community SPECIAL NEEDS Students’ special needs are frequently met through
innovative efforts and commitments of individuals Disabilities learning disabilities Low incidence Other exceptionalities What is good about integrated service delivery systems? WITHIN
School working as a system
Schools become less dependent on heroic individuals as the model becomes institutionalized
Individual schools have concrete exemplars
Schools are less isolated, more apt to work together Classroom
Region What do I do? Innovations Cultivate
practice WHO? WHAT? HOW? The domain: A community of practice is not merely a club of friends or a network of connections between people. It has an identity defined by a shared domain of interest. Membership therefore implies a commitment to the domain and therefore a shared competence that distinguishes members from other people The community: In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other. The practice: A community of practice is not merely a community of interest—people who like certain kinds of movies, for instance. Members of a community of practice are practitioners. They develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems—in short, a shared practice. This takes time and sustained interaction. Example:
Garden From Pockets of Innovation
to Service Delivery Systems individuals
“an idea, practice, or object that is perceived as new by an individual or other unit of adoption” (Rogers, 2003) Relative Advantage
Reinvention domain community practice group who shares a common purpose & learns how to pursue this purpose from one another domain community practice we My impression probably is that it’s no one’s responsible, which is probably one of the problems. I think special needs kids haven’t had a real place in catholic schools in the past. And I think that’s changing for a couple of reasons. First, there is a lot more. Second, we’re much more open to bringing in those special needs kids. I think probably for a couple reasons. I think we have learned through working with the public schools that we’re not that much different. We can either add a few things or change a few things and in my opinion do as good a job for many special needs kids as a public school could. (Principal) In your experience, do you feel that meeting special needs is a central or peripheral responsibility of the archdiocese?
I am going to say at this point peripheral. I don’t know. They’ve been purged of budgets and employees. I don’t know. We can’t expect them to do that. I think it has to come from the school level. It can be primary for them to doing what they’re doing. Providing resources and encouragement and helping us build those relationships. They can’t be the implementers of it. (Principal) My biggest concern is how do we effectively as the office for schools in the archdiocese provide a cohesive framework as we move ahead. I guess that’s the biggest take away is how much support we need to provide in terms of looking at the whole picture of curriculum instruction and assessment as that whole learning umbrella and how much we have to keep working at that to pull that all together. (Arch) What does “meeting students’ special needs" mean?
What motivates us to meet students’ special needs?
What are characteristics of Inclusive Teachers & Schools?
We’ve had a longstanding history... to helping provide for kids that are struggling in the classroom. I think what I’ve tried to do, perhaps because my background. I was a special ed teacher when I first began. I taught kids with emotional behavioral disabilities. So I also bring a heart to that from my own background that I want to see that we continue to develop more and more strategies of supports for kids. Because I think at the very heart of being a Catholic schools is to work with kids on all levels of learning. I think for the sustainability of our Catholic schools we need to do a better job of really effectively meeting the needs of all our learners from the brightest of the bright to really low struggling learners. Because we want our schools to grow. We know that nationally as well as in our archdiocese our enrollment in many areas is declining. One of the ways I believe we can turn that around is by having the best possible programs that we can in our schools that are Catholic-based that are really rooted in Catholic values. One of those values is embracing all God’s kids. If we can truly live that Catholic value from a spiritual standpoint as well as an academic standpoint of really utilizing those best practices I think that can strengthen and draw more kids into our schools as well as retain the kids that we have. I look at it as a need for us to keep being vibrant as a diocese. Who is the community?
Who’s in the core? On the periphery?
Who are the boundary spanners? I mentioned Gina Brown at St. Mary’s Hales Corners earlier. I know that her leadership team, her learning support team, have been leading their professional development in in-services and really came back and have been launching an initiative within their school where it’s teacher-driven. So that’s pretty exciting. They’re looking at how do they fundamentally change the way they’re doing lesson design. They’re adapting new types of assessments for students. I think there are some principals who are really and learning support teams that have really embraced the concepts so far and have brought it back with kind of a training of the trainer model to say okay our team is now going to in-service the rest of our staff. What concrete things – events, handouts, jargon – reflect this domain and connect this community?
What ideas, terms, stories and lore reflect this domain and connect this community? High incidence