2019 TASH Conference has ended
Each year, the TASH Conference brings together our constituents to share resources and success stories, learn about field-driven best practices, and network within a community engaged in shared values. The Conference is attended by passionate leaders, experts, and advocates from every corner of the disability community. Conference attendees are influential in their fields and communities, and play an important role in the provision of services and supports for the millions of individuals and organizations around the world; and include professors and researchers from leading institutions; those involved in local, state, and federal governments and public policy; special and general educators, and school administrators; self-advocates, adult service providers; students, family members, and many others.  This year’s conference theme, Building Diverse and Inclusive Communities, reminds us that equity, opportunity, and inclusion relies on the input of broad perspectives and experiences.
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Saturday, December 7 • 9:35am - 10:25am
Inclusion Model in the Elementary School Setting Seating Available

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Limited Capacity seats available

We have a very unique inclusion model where all our students with special needs are included in our larger classrooms. Irving's model of inclusive practices has enabled a significant number of our special education students to make amazing strides in their academic growth as well as blending among their peers socially. Our inclusion students work on grade level curriculum with interventions, accommodations, and modifications as necessary, narrowing the achievement gap between them and their age-appropriate peers. High expectations for students and a growth mindset at Irving ensure ALL students achieve at higher levels with rigorous curriculum. One of the ways we accomplish this is through our very active inclusive practices model for our students with diverse needs. Through this model, we provide a continuum of services to ensure every students' needs are met and support is given to each individual student. Our goal is to provide students with diverse needs the opportunity to learn with their age appropriate peers while being exposed to grade level curriculum. This helps to bridge the achievement gap and allow them more opportunities for success. Our inclusion staff works diligently to ensure our inclusion students are given the attention and support they require. As part of our model, all inclusion students spend as much time as is appropriate in the core curricular areas with their peers. This is accomplished by our inclusion teachers and instructional assistants facilitating and providing support in the larger classroom environment. They collaborate with teachers on a consistent basis to help plan and assist with modifications, materials, and accommodations. The unique needs of our inclusion students are also met during our interventions. Inclusion staff pushes into these interventions, using their specialized training and resources to work with small groups of students. Our inclusion model allows our inclusion staff to work with ALL students during interventions, not just students on IEPs. You will often see a mixed grouping of students with or without an IEP in our intervention groups facilitated by our inclusion staff. Sometimes our inclusion students are doing well on a particular skill and they fall into a higher group. This has been a huge benefit towards helping all students make more growth and has allowed us to rely on the expertise of our inclusion staff in recognizing students that may need referrals for further evaluation. Our Inclusion Center services those students who need targeted pull-out for specific academic skills. Students work with inclusion teachers and instructional assistants in small group settings to receive extra interventions and support for skills they are unable to master in the larger classroom setting. The amount of time spent in the Inclusion Center varies for each child depending on their needs and skills. We no longer have self-contained classrooms at Irving. It is amazing to walk into a classroom and see our inclusion students working right alongside their age appropriate peers. We are not only helping them to grow socially, but academically as well. Since the implementation of our inclusion model, our students have made outstanding growth and are performing grade level skills, some with accommodations or modifications. We have narrowed the achievement gap between them and their peers.

avatar for Melanie Bailey

Melanie Bailey

Inclusion/SLD Teacher, Mesa Public Schools
I have been in public education for 29 years. I have a dual degree in Elementary and Special Education with a Masters in Elementary Education (all from Northern Arizona University). My calling is truly in the realm of special education and I am a tremendous advocate of inclusive... Read More →
avatar for Penny Briney

Penny Briney

Principal, Irving Elementary
I have always viewed my position as principal as an opportunity to lead our school to accomplish great things.My belief is that all students can learn, and it is our job to support all of their needs. As educators, we need to discover how each child learns in order to differentiate... Read More →

Saturday December 7, 2019 9:35am - 10:25am MST
Meeting Room: Rattlesnake 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226