Down Syndrome Advocacy Foundation

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OSERS will host the third virtual session for the 2023-2024 OSERS Symposium Series, Expect, Engage, Empower Symposium: Collaboration to Improve Outcomes on Sept. 12, 1 – 2:30 p.m. ET.

Save the Date: Collaboration to Improve Outcomes | Office of Special Education and Rehabilitative Services Blog Save the Date: Collaboration to Improve Outcomes The Office of Special Education and Rehabilitative Services (OSERS) will host the third virtual session for the 2023-2024 OSERS Symposium Series, Expect, Engage, Empower Symposium: Collaboration to Improve Outcomes on Sept. 12, 1 – 2:30 p.m. ET. Abo...

It's that time of year again! Back to school means new students and families in your class. Check out some PROGRESS resources that educators can share with families and students to support the development and implementation of high-quality IEPs: https://bit.ly/3zVZCKC

Inclusion is not just about meeting the requirements of a law—it's about valuing all students as full individuals with unique strengths, personalities, and potential.

Let's celebrate our children for who they are because when we do, inclusion isn't just a goal. It's a reality.

This is exactly what we'll be talking about on Thursday, Aug. 22nd: how to banish that Illusion of Inclusion. Details are below.

Image: a soft gradient background transitioning from green on the left to blue on the right. Decorative purple lines and heart shapes adorn the top and bottom of the image. The central text reads, "Inclusion flows when we acknowledge our children's needs, build on their strengths, and truly see them for who they are." Below the text, there's a small purple heart followed by the website "iep.today/Charmaine" in black. The overall design is warm and inviting, with a message that encourages a holistic view of children, emphasizing their needs and strengths.

Did you know?

"With appropriate supports, services, and staff development, it should be very rare that a student with a disability needs a more restrictive environment." (Sabia & Thurlow, 2022)

As you ready your spaces for the new school year, be sure to check out this resource to support membership, participation, and learning for ALL your students!
https://www.evolveandeffect.com/_files/ugd/d5d0d3_0461eaa21c7241ff938e00a6fc4f045b.pdf

Next week!

Smart Beginnings 2024 | OSEP Ideas That Work The U.S. Department of Education’s Office of Special Education Programs (OSEP) will be hosting the Smart Beginnings 2024 webinar series August 27 - 29, 2024. The webinars will provide participants with the opportunity to learn about resources for promoting effective early intervention and instru....

TBH, this is one of our favorite quotes in a while. It's from our friend Joyner Emerick, a board member for Minneapolis Public Schools. It's part of a larger quote from a keynote presentation for the Minnesota Department of Education’s PD day.

“If anyone has sold you on the idea that segregating disabled kids into small, separate classrooms or schools is a data driven practice, ask them to show you the data. Because I can tell you, on everything from test scores, to grad rates, to student reported experiences, to family satisfaction, to participation in higher ed, to workforce participation, and most importantly in the prevention of criminal legal system involvement, the data is really clear that inclusion is the best practice. Why is it that we are so committed to evidence based practices in our work in every area EXCEPT placement for disabled students?”

We are so grateful for Joyner's work in Minneapolis. Keep it up. May your words echo throughout every school system in the US.

Join us for our next summer workshop! Collaboration for Meaningful Inclusion of Learners with Down Syndrome on AUGUST 8, 2024 from 10:00am to 1:00pm EST

REGISTER HERE:
https://us02web.zoom.us/meeting/register/tZYocuuppjwtGdHISRnFHbje_rsu50fWBBvT #/registration

Description:
What does “meaningful access to and participation in the general education curriculum” [NYSED, 2013] for students with Down syndrome look like for you? JOIN US to learn how to present information about an individual learner to help develop a supportive and inclusive IEP. We will also explore how to determine what information to share about inclusion to set the stage for systems change!

Presenter:
Amy has over twenty years of experience in education. She has experience as a general educator across elementary grades, a literacy specialist, a family and community engagement specialist, an intervention specialist, a curriculum developer and consultant, a testing coordinator, a school leadership team member and secretary, and more. She is the owner and founder of Universal Crossings LLC, a board member for Maryland Coalition for Inclusive Education and the Down Syndrome Association of Wisconsin, and a HUB Team Member for Project ECHO Early Childhood Education at the Waisman Center. Her passion lies in the area of sustainable systems change to foster equity, inclusion, student empowerment through stakeholder collaboration.

QUESTIONS? Email - [email protected]
Please consider making a donation to help further DSAF's mission
CLICK HERE:
https://www.paypal.com/donate?hosted_button_id=YEJ3WCH7YZV4G

DSAF workshops are funded through a grant from Office of Persons with Developmental Disabilities (OPWDD). In order for us to maintain this funding, and continue supporting families, we need to clearly show that we are serving families who currently have TABS numbers and have Family Support Services (FSS). Thus, if you applied for and received a TAB number through OPWDD, we will be asking you for that information when you attend our grant sponsored events. Thank you for your support

1st of 2 Summer Workshops TOMORROW!

Early Literacy Skills for Learners with Down Syndrome
JULY 25, 2024 @ 3:00 to 5:00pm EST
REGISTER HERE:
https://us02web.zoom.us/meeting/register/tZAocOyrqzsqEtAll-si4psHZeNn-mB9ZIFQ #/registration

Collaboration for Meaningful Inclusion of Learners with Down Syndrome
AUGUST 8, 2024 @ 10:00am to 1:00pm EST
REGISTER HERE:
https://us02web.zoom.us/meeting/register/tZYocuuppjwtGdHISRnFHbje_rsu50fWBBvT #/registration

**As always, you will leave both workshops with additional resources!

JUL 25 Description:
Myth or Fact? All children need to learn the skills for reading in a linear process wherein each skill is dependent on the previously learned skills. JOIN US to unpack basic elements of literacy, strengths of learners with Down syndrome, and how to use a strengths-based approach to literacy development. We will discuss engaging learning routines as well as simple ways to track and evaluate progress.

AUG 8 Description:
What does “meaningful access to and participation in the general education curriculum” [NYSED, 2013] for students with Down syndrome look like for you? JOIN US to learn how to present information about an individual learner to help develop a supportive and inclusive IEP. We will also explore how to determine what information to share about inclusion to set the stage for systems change!

Presenter:
Amy has over twenty years of experience in education. She has experience as a general educator across elementary grades, a literacy specialist, a family and community engagement specialist, an intervention specialist, a curriculum developer and consultant, a testing coordinator, a school leadership team member and secretary, and more. She is the owner and founder of Universal Crossings LLC, a board member for Maryland Coalition for Inclusive Education and the Down Syndrome Association of Wisconsin, and a HUB Team Member for Project ECHO Early Childhood Education at the Waisman Center. Her passion lies in the area of sustainable systems change to foster equity, inclusion, student empowerment through stakeholder collaboration.

QUESTIONS? Email - [email protected]
Please consider making a donation to help further DSAF's mission
CLICK HERE:
https://www.paypal.com/donate?hosted_button_id=YEJ3WCH7YZV4G

DSAF workshops are funded through a grant from Office of Persons with Developmental Disabilities (OPWDD). In order for us to maintain this funding, and continue supporting families, we need to clearly show that we are serving families who currently have TABS numbers and have Family Support Services (FSS). Thus, if you applied for and received a TAB number through OPWDD, we will be asking you for that information when you attend our grant sponsored events. Thank you for your support

From Inclusive Schooling w/ Pat Radel - Why Are We Still Segregating Students?

https://youtu.be/n1dfkJXfdBg?si=U_WU79_lKc0yDVRB

JOIN US for 2 Upcoming Workshops!

Early Literacy Skills for Learners with Down Syndrome
JULY 25, 2024 @ 3:00 to 5:00pm EST
REGISTER HERE:
https://us02web.zoom.us/meeting/register/tZAocOyrqzsqEtAll-si4psHZeNn-mB9ZIFQ #/registration

Collaboration for Meaningful Inclusion of Learners with Down Syndrome
AUGUST 8, 2024 @ 10:00am to 1:00pm EST
REGISTER HERE:
https://us02web.zoom.us/meeting/register/tZYocuuppjwtGdHISRnFHbje_rsu50fWBBvT #/registration

**As always, you will leave both workshops with additional resources!

JUL 25 Description:
Myth or Fact? All children need to learn the skills for reading in a linear process wherein each skill is dependent on the previously learned skills. JOIN US to unpack basic elements of literacy, strengths of learners with Down syndrome, and how to use a strengths-based approach to literacy development. We will discuss engaging learning routines as well as simple ways to track and evaluate progress.

AUG 8 Description:
What does “meaningful access to and participation in the general education curriculum” [NYSED, 2013] for students with Down syndrome look like for you? JOIN US to learn how to present information about an individual learner to help develop a supportive and inclusive IEP. We will also explore how to determine what information to share about inclusion to set the stage for systems change!

Presenter:
Amy has over twenty years of experience in education. She has experience as a general educator across elementary grades, a literacy specialist, a family and community engagement specialist, an intervention specialist, a curriculum developer and consultant, a testing coordinator, a school leadership team member and secretary, and more. She is the owner and founder of Universal Crossings LLC, a board member for Maryland Coalition for Inclusive Education and the Down Syndrome Association of Wisconsin, and a HUB Team Member for Project ECHO Early Childhood Education at the Waisman Center. Her passion lies in the area of sustainable systems change to foster equity, inclusion, student empowerment through stakeholder collaboration.

QUESTIONS? Email - [email protected]
Please consider making a donation to help further DSAF's mission
CLICK HERE:
https://www.paypal.com/donate?hosted_button_id=YEJ3WCH7YZV4G

DSAF workshops are funded through a grant from Office of Persons with Developmental Disabilities (OPWDD). In order for us to maintain this funding, and continue supporting families, we need to clearly show that we are serving families who currently have TABS numbers and have Family Support Services (FSS). Thus, if you applied for and received a TAB number through OPWDD, we will be asking you for that information when you attend our grant sponsored events. Thank you for your support!

From the TIES Center - Supporting the AAC User in the Classroom

https://youtu.be/iOE3I7jsbOM?si=S3MECfp_d473_lUp

From the TIES Center - Standards-Based Instruction for Students with Significant Cognitive Disabilities

https://youtu.be/gqEv4Xt6QBc?si=YTdTyNUxafJM9rGa

Hi friends and colleagues!

There is still time to register for MCIE Summer Institute 2024 in Annapolis, Maryland, on August 6 & 7.

Register here: bit.ly/MCIE-Summer-2024

This 2-day Institute will provide valuable insights on inclusive school leadership, team collaboration, and specially designed instruction for educators, families, and partners on the journey towards inclusive schooling.

Don’t miss the chance to hear from keynote speakers Jordyn Zimmerman, Educator and Disability Advocate, and Andratesha Fritzgerald, Founder of Building Blocks of Brilliance LLC, as well as a number of interactive breakout sessions and panel discussions by industry leaders!

Learn more about Jordyn Zimmerman:
https://www.jordynzimmerman.com/

Learn more about Andratesha Fritzgerald:
https://www.buildingblocksofbrilliance.com/

From the National Center on Intensive Intervention - YES, they have a YouTube channel!

How can data-based individualization (DBI) help educators to address the growing expectations for literacy outcomes for students with intellectual and developmental disabilities?

In this webinar, Dr. Chris Lemons an NCII Advisor, Associate Professor of Special Education in the Graduate School of Education at Stanford University, and Co-Director of the Stanford Down Syndrome Research Center, provides an overview of activities conducted through an Office of Special Education Programs model demonstration project. This project focused on increased literacy outcomes using DBI, inclusion, and enhancing individualized education programs. The webinar details project findings and provides recommendations for integrating those findings into professional development and practice to improve student outcomes.

https://youtu.be/TOg41nPGR7Y?si=3RPCgBwbazDXTSga

Achieving Inclusion: 5 Strategies to Ensure an Inclusive Placement for Your Child
https://www.pealcenter.org/wp-content/uploads/2023/07/Achieving-Inclusion-5-Strategies-Parents-PEAL-FINAL-2023.pdf

📚 Inclusive education starts with inspired leaders. School leaders, create a supportive environment where your staff feels encouraged to innovate and take risks in their teaching methods. Recognize and reward efforts towards inclusivity, and provide the tools needed for success. Together, we can shift mindsets and create lasting change!

Examples of Change Around the US!

Moving Your Numbers provides examples of real districts — from small rural communities to large urban centers — that are positively affecting the performance of all children, including students with disabilities, through collective and focused actions of adults. While different in demographics, each of these districts has publicly committed to improving teaching and learning for every child through effective data use and changing the ways in which adults across the system work and learn together.

https://www.movingyournumbers.org/

TIES Center - Instructional Practices Videos

What does inclusive instruction for all students, including those with extensive support needs, look like in practice? How can teams take a grade level standard and adapt instruction to be inclusive for all students? The TIES Center is developing a variety of videos to help answer these questions and more. Check them out and see if they spark ideas for instruction in your classrooms.

https://tiescenter.org/topics/inclusive-instruction/instructional-practices-videos

This is 🔥
“In selecting the least restrictive environment, consideration is given to any harmful effect on the child or the quality of services that he or she needs.”

IDEA Part B, Subpart B, Section 300.116 (d)

IDEA requires that, during the placement decision, IEP teams consider any harmful effect of the setting on the child and the quality of services. The following potential harmful effects associated with more restrictive settings (e.g., special class, special school) are provided to assist IEP teams with placement decisions. Corresponding research is listed on the following page.
https://www.evolveandeffect.com/_files/ugd/d5d0d3_016c1ce967544eb9881d3c12aab6910a.pdf

TIES Center - Parent Resource Videos!

For children with significant cognitive disabilities, their first teachers are their families. Their homes are their first inclusive settings. It is where they first experience being valued members of a community. It is also where they have their first and ongoing experiences learning in inclusive environments.

The walls of the school do not define where learning starts and stops. For all children, what and how families teach their children strongly influences what their children learn and their love of learning. When families support their children to communicate their thoughts and needs; make progress in reading, writing and math; participate in daily routines and schedules; and then track their progress in these areas, they pave the road for continued life-long learning. A family's belief and expectations that their child will learn and grow in all of these areas bolsters the learning that happens at school.

The TIES Center and National Center on Educational Outcomes (NCEO) Parent Video Series: Supporting the Learning of Children with Significant Cognitive Disabilities at Home supports families in understanding the important role that they have in teaching their children. The series offers ideas for how to support learning at home.

Each video focuses on three key questions: Why is it important to focus on this with my child at home? How can I do this at home? What support can I ask for from my child’s school? Watch these videos to learn ways that families can teach their children with significant cognitive disabilities at home and support conversations with their children’s teachers to link home- schools supports.

https://tiescenter.org/about/stakeholders/parents-and-families/parent-resource-videos

More on the TIES Center

"Because you are here, we already know you want to make inclusive education a reality for all students with disabilities, including those with extensive support needs. We can help with evidence-based knowledge and resources designed for creating high-quality fully inclusive classrooms and schools.

You will find tools to help you learn about inclusive education, inspire others, and plan lessons that work for all students. We focus on moving students from less inclusive to more inclusive educational environments. The TIES Center Core Values drives all of our work."

https://tiescenter.org/

From Evolve & Effect LLC - Resources, Resources, and more RESOURCES!

Behavior Assessment and Supports
--Comprehensive Behavior Assessment: Overview of the EE Approach
--Effective Behavior Support: Evaluating Behavior Specialists
--Compliance is Not the Goal (Autism, TED Talk)
--Lives in the Balance - Collaborative Problem Solving
--Autism Self-Advocacy Network (ASAN) on Ethics & Behavior Support
--Tackling the Motivation Crisis: Leading Great Learning
--Behavior Assessment Tips: Addressing Complex Needs
--Behavior Assessment Tips: Match Assessment Type to Circumstances
​
Multi-tiered System of Supports
--Video Overview of MTSS - Universal
--Video Overview of MTSS - Additional
--Video Overview of MTSS - Intensified
--MTSS Implementation Playbook
--MTSS Guide & Resources
--Braiding MTSS & UDL: A Practice Profile

Inclusive Education
--Introductory Resources on Inclusive Education (research and videos)
--Harmful Effects of Restrictive Placements
--Benefits of General Education Placements
--Membership and Participation for Learning Indicators Packet
--Least Dangerous Assumption Article - Jorgensen
--Disability-Affirming Education Indicators
​
Universal Design for Learning
--Video Essential Elements of UDL
--The UDL Approach
--Braiding MTSS & UDL: A Practice Profile

Implementation Science
--Video 3 Big Ideas of Leading Change
--National Implementation Research Network (NIRN)
--Active Implementation Hub - Modules, Lessons & Resources
​
Summaries of Current Research
--Context Variables, Placement, and Elementary Students with Complex Support Needs
--Analysis of Peer and Teacher Interactions, Distraction, and Elementary Students with Complex Support Needs
--Social Contacts Across Placements of Students with Complex Support Needs
--Relationship Between Placement and High School Outcomes for Students with Disabilities
--Outcomes of Inclusive Versus Separate Placements: A matched pairs comparison study

https://www.evolveandeffect.com/resources

“A district is expected to consider not only all options it has traditionally offered or currently offers, but to supplement and realign their resources to move beyond those systems, structures and practices which tend to result in unnecessary segregation of children with disabilities."

Oberti, 801 F. Supp. 1392, 1407 (D.N.J. 1992) aff'd, Oberti, 995 F.2d 1204.

“[IDEA’s] strong presumption in favor of mainstreaming ... would be turned on its head if parents had to prove that their child is worthy of being included ... "

Oberti, 995 F.2d at 1219. See also Mavis v. Sobol, 839 F. Supp. 968 (N.D.N.Y. 1994).