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Dr. Frances Stetson, Ph.D.
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123"45637$(+83"9)7":3+-83-(+)-"+-";630+$,"#./0$(+)Presenter: Dr. Frances Stetson, Ph.D. President of Stetson & Associates, Inc.
Moderator: Clay Whitehead Co-CEO and Co-Founder, PresenceLearning
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May 21, 2015
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%&'()*+,-.
Special Agents of Change Spring 2015 Webinar Series
W ATCH
W E BINAR
ONLINE
W ATCH
W E BINAR
ONLINE
W ATCH
W E BINAR
ONLINE
W ATCH
W E BINAR
ONLINE
Tu e sd a y
JUN 16
Trip Hawkins & Janice Toben, M.Ed.
How Games Can Help Children with Special Needs Develop Critical L ife Skills
Dr. Shari Robertson
How to Become a Change Agent for Better Readers W ith Early Collaborative
Dr. Martha Burns
The New Science of L earning: Effective Approaches
for Older Students
Partnerships
with Autism & Attention Disorders
Dr. Frances Stetson
Five Easy W ays to Fail in Education
Dr. Barry Prizant
Uniquely
Human: A Different W ay of Seeing Autism for Parents, Educators
& All Humans
Watch the webinars at plearn.co/change-2015
5 EASY WAYS TO
FAIL IN EDUCATION
The Imperative for Reinvention in Special Education
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I H A V E 3 R U L E S F OR K E Y N OT E S
5 E A S Y W A Y S T O F A I L I N E D U C A T I ON
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L OS E T H E V I S I ON
Challenge
g #1
Where there is no vision,
the people perish.
LO SE T HE VISIO N
—Proverbs
L OS E T H E V I S I ON
We know what we want
Yet some of us…
! Shared ownership
! Lose it
! Every student is a general
education student
! Fail to convey it
! General education classroom and
curriculum as our reference point
! Create confusion with our
organizational
charts
! Fade supports
! Keep it a secret
– Pursue Exits!
! Authentic partnerships
(One faculty not several camps!)
! Offer inconsistent
information
! Develop it in a vacuum
! Fail to identify non-negotiables
! Confuse compliance
with vision
W E C A N A L M OS T B E E X C U S E D
2014
Shifts in student
population
1997
1975
IDEA, FAPE, LRE, IEP
What are these?
1964
Christmas in Purgatory
by Burton Blatt
Limited models in
public schools
Institutional Model
Pull-out the norm
Limited to No Access –
No Equity – No Rights
Compliance
O rientation
Access & O pportunity
to succeed in the
general curriculum!
Impact of RTI
Inclusion
Confusion
Accountability
Inclusive Practices
#
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Christmas in Purgatory
W E C A N A L M OS T B E E X C U S E D
2014
Shifts in student
population
1997
Access & O pportunity
1975
IDEA, FAPE, LRE, IEP
What are these?
1964
by Burton Blatt
Limited models in
public schools
Institutional Model
Pull-out the norm
Limited to No Access –
Compliance
Christmas in Purgatory
No Equity – No Rights
O rientation
to succeed in the
general curriculum!
Impact of RTI
Inclusion
Confusion
Accountability
Inclusive Practices
What, if anything, is special
about special education?
"The quality of care furnished by State institutions varies widely, but from the standpoint of wellqualified and adequate personnel and the availability and use of professional services and modern,
progressive programs, the general level must be regarded as low. In large State institutions the
normal problems of administration and care are compounded by overcrowding, staff shortages, and
frequently by inadequate budgets."
The President.s Panel on
Mental Retardation
12
TREND: A CHANGING STUDENT POPULATION
SHRINKI N G
INCREA SI NG
! Lear ning disabilities
from 6.1% to 4.9% of all
students nationwide
! Autism and OHI
quadrupled from 1.5% to 5.8%
! Intellectual disabilities
from 1.3% to 0.9%
! Em otional Distur bance
from 1.0% to 0.8%
SPECIAL EDUCATION POPULATION BY DISABILITY
WHY IS THIS IMPORTANT?
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! Creates re-conceptualization of
“what special education is all about”
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! Increases student diversity under
the general education umbrella
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! Forces new attention to research
re: effective practices
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! A shift in teacher comfort zone
– more PD/Coaching
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RE-IMAGINE SERVICES
! What is the role of general education
for increasingly diverse students?
! What is so special about special
education today?
Challenge
g #2
ADMIRE T HE PRO BLEM
S
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D E F I N I T I ON OF T W O K E Y T E R M S
ACCOMO DA TIO N
MODIFICATI O N
A change in HOW procedures
A change in WHAT the student
for teaching or testing are done,
in order to provide a student with
access to information and to
is expected to learn and/or
demonstrate. While a student may
be working on modified course
create an equal opportunity to
demonstrate knowledge and skills.
content, the subject area remains
the same as the rest of the class.
HOW
Include discussion
box linked to FIE
We have been admiring
this problem for decades!
WHAT
S Y S T E M S L E V E L S OL U T I ON S
Eliminate checklists
of accomms.
A D M I R E T H E P R OB L E M
S Y S T E M S L E V E L S OL U T I ON S
Use FIE to effectively
determine functional
impact of student
Determine need
for continuing
existing accomms
disability/needs.
and for revising or
deleting them.
From admiring to systems level solutions!
S Y S T E M L E V E L S OL U T I ON S
!Include the student in
discussions and
decisions re:
preferences for
accom-modations.
!Design an Initial
Assessment
Team process.
Promote the Martha
message: A versus A
for accommodations.
From admiring to systems level solutions!
A D M I R E T H E P R OB L E M
!Use IEP meetings as coaching opportunities re:
effective selection and use of accommodations.
!Use a Documentation Log to track use of accommodations
!Expand knowledge base of the range of accommodations
through coaching, online newsletters, etc.
!Build meta-cognitive strategies into the curriculum at every
grade level.
What other “intractable”
challenges do we face in
education that a systemlevel approach would solve?
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A PRACTICING MODEL FOR CRI
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Challenge
g #3
AVO ID F EAR
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FRAMEWORK FOR CULTURAL PROFICIENCY
P r o fi c i en c y
U N D E R S T AN D IN G WH I T E P RI VLE GE
E m p a th y & L e a r ni n g
privilege is like
“ White
an invisible weightless
Competence
knapsack of special
provisions, maps,
passports, codebooks,
visas, clothes, tools,
and blank checks.
Pre-Competence
”
Blindness
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Incapacity
Destructiveness
W H I T E P R IV LEGE
UNPACKING
THE INVISIBLE
BACKPACK
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C o n fl i c t & B l a m e
TAKE 1 STEP FORWARD IF YOU:
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WHITE PRIVILEGE – ROBERT JENSEN
WHITE PRIVILEGE – ROBERT JENSEN
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On average, whites are more likely than members
of racial/ethnic minorities to:
On average, whites are more likely than members
of racial/ethnic minorities to:
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WHITE PRIVILEGE – ROBERT JENSEN
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W H I T E P R IV LEGE
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On many measures, closing the achievement gap
between black and white is decades or centuries away:
! At the slow rate that the black-white poverty gap has been
narrowing since 1968, it would take 150 years until 2152 to close.
! Developing feelings of worthlessness
! Achieving less in school
! Lowering aspirations for the future
! Increasing likelihood of school drop-out
drop
! For every dollar of white per-capita income, African Americans had
$0.55 in 1968 and only $0.57 in 2001. At this pace, it would take
blacks 581 years to get the remaining $0.43.
! Although white home-ownership has jumped from 65% to 75%
since 1970, black home-ownership has only risen from 42% to
48%. At this rate, it would take 1,664 years to close the gap, after
55 generations.
DEBRIEFING WHITE PRIVILEGE
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A V OI D F E A R
FE A R
"
"
"
"
I have a thimble- ful l of knowledge.
Will my word choice offend?
What are my real motives ?
Will I create more problems
or misunders tandi ngs ?
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A V OI D F E A R
W H I C H D O Y OU C H OOS E ?
“Now I have
something to say
to my daughters”
Avoid Fear?
Embrace
Fear?
What other issues in education
require courage to discuss?
Challenge
g #4
ISO LAT E YO URSELF
ADULT CHOICE
Isolate
CULINARY ARTS TEACHER
Collaborate
`
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I S OL A T I ON
SIGNALS
IMPACT
! Avoid collaborative
planning opportunities
! Reduces effectiveness
and impact of services
! Invoke higher value
or knowledge
! Reinforces a dual system
! Focus on adult
issues and Personal
Preferences
Challenge
g #5
ST O P LEARNING
! Losses for Students
STATES OF GROWTH OF INDIVIDUALS
STATES OF GROWTH OF INDIVIDUALS
Gourmet
Omnivores
Active
Consumers
Passive
Consumers
Reticent
Consumers
(10-15%)
(20%)
(50%)
(10-15%)
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I S OL A T I ON
Gourmet
Omnivores
Active
Consumers
Passive
Consumers
Reticent
Consumers
(10-15%)
(20%)
(50%)
(10-15%)
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http://plearn.co/stetson-downloads
WHAT TO DO…
! Subscribe to two or more professional journals
! Read professional journals
! Subscribe to one or more education research sites
! Follow five or more authors of education texts
! Research your topics before a speech before the board or parents
! Recognize that there are millions of practical experts with valid
concepts and conclusions
! Purchase a minimum of 10 professional books each year
! Recognize that personal opinions are not as valid or compelling
as juried research studies
!
!
!
!
!
!
!
!
!
!
!
!
!
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!"#$"$!
Free Webinar
Wednesday May 27th
Register Now At:
plearn.co/go-indep
%&'()*+,-.
What to Expect Next
Special Agents of Change Spring 2015 Webinar Series
W ATCH
W E BINAR
ONLINE
W ATCH
W E BINAR
ONLINE
W ATCH
W E BINAR
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W E BINAR
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Tu e sd a y
JUN 16
PresenceLearning will email you in the next 48 hours:
# Certificate of Attendance for all attendees
# Link to the recording of the webinar & follow-up materials
Trip Hawkins & Janice Toben, M.Ed.
How Games Can Help Children with Special Needs Develop Critical L ife Skills
Dr. Shari Robertson
How to Become a Change Agent for Better Readers W ith Early Collaborative
Dr. Martha Burns
The New Science of L earning: Effective Approaches
for Older Students
Partnerships
with Autism & Attention Disorders
Dr. Frances Stetson
Five Easy W ays to Fail in Education
Dr. Barry Prizant
Uniquely
Human: A Different W ay of Seeing Autism for Parents, Educators
& All Humans
Watch the webinars at plearn.co/change-2015
%&'()*+,-.
For ASHA CEU credit, PresenceLearning will submit:
# Webinar participation information to ASHA for people who
have provided valid ASHA membership ID & contact info
# CEUs may take 4-6 weeks to show up in your ASHA account
# No further action required on your part!
# Send CEU questions to [email protected]
For a demo or quote for PresenceLearning services
# Email us at [email protected]
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May 21, 2015
PresenceLearning.com
PresenceLearn
PresenceLearning
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May 21, 2015
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