1 an introduction to inclusive education presented by peac – pennsylvania’s education for all...
TRANSCRIPT
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An Introduction to Inclusive Education
presented byPEAC – Pennsylvania’s Education for All Coalition
in collaboration with Temple University
Supporting Diverse Learners in School and in the Community:
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Introduction to Inclusive Education
1. Welcome
2. Setting the Stage
3. What is Inclusive Education?
4. Why Inclusive Education?
a) Values
b) Laws
c) Educational Practices and Outcomes
Cartoon reprinted with permission. All rights remain Colleen F. Tomko http://www.kidstogether.org May be reproduced in entirety for non-profit
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Introduction to Inclusive Education
5. How do we do it?
a) It’s All About Change
b) Educational Best Practices
c) Accommodations and Adaptations
6. Summary: What Inclusion Looks Like
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Goals and Expectations for An Introduction to Inclusive Education
1. What: To help you understand what inclusion means
2. Why: To provide an opportunity to discuss the values, laws, reform efforts, and outcomes that support inclusive education
3. How: To show you what inclusive education can look like and how it can work
Inclusive Education What does it mean?
Inclusive education is about embracing all, making a commitment to do whatever it takes to provide each student in the community - and each citizen in a democracy - an inalienable right to belong, not to be excluded. Inclusion assumes that living and learning together is a better way that benefits everyone, not just children who are labeled as having a difference. (Falvey, Givner & Kimm, What is an Inclusive School?, 1995, p.8)
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Inclusive Education What does it mean?
When inclusive education is fully embraced, we abandon the idea that children have to become ‘normal‘ in order to contribute to the world. Instead, we search for and nourish the gifts that are inherent in all people. We begin to look beyond typical ways of becoming valued members of the community, and in doing so, begin to realize the achievable goal of providing children with an authentic sense of belonging. (Norman Kunc, ‘The Need to Belong: Rediscovering Maslow’s Hierarchy of Needs,‘ 1992)
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What is Inclusive Education?
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Children with and without disabilities educated together in their neighborhood school and community
All students in general education classes; having instruction in the core curriculum content and participating in extracurricular activities
General and special education teacher consultation and collaboration to incorporate special supports and services into age-appropriate school and community environments
Flexible and individualized decision making about services, supports, and locations for instruction (Snell & Janney, 2001)
What is Inclusive Education?
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Opportunities for building social networks and friendships and having planned and facilitated social network and relationship building
Instruction in schools and in the community
Students are active participants and learn from each other
ZERO exclusion
An ongoing process
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ENVIRONMENTAL
ACADEMIC SOCIAL
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Why Inclusive Education?
ValuesEducationa
l Practices
And Outcomes
Laws
Simply said…Why Inclusive Education?
Because…
• It is the right thing to do
• We know how to do it
• Laws support it
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Values
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What Are Our Values?
Belonging and Community
Equity
Strength in Diversity
Normalization
Every Child Can Learn
Integration
Dignity of Risk
Self-Determination
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Philosophy Guides Action
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Laws and Rights
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The Evolution of Education Law to Support Inclusion
Early 1900’s: Compulsory Education Act
1954: Brown v. Board of Education
1971: Pennsylvania Association for Retarded Children (PARC) v. Pennsylvania (PARC Consent)
1973: Section 504 of the Rehabilitation Act
1975: Education of All Handicapped Children Act (now IDEA)
1990: Americans with Disabilities Act (ADA)
1993: Oberti Settlement
1997,2004: The Individuals with Disabilities Education Act
2001: No Child Left Behind Act
2005: Gaskin Settlement
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Separateness in education…
"Separateness in education can generate a feeling of inferiority as to [children's] status in the community that may affect their hearts and minds in a way unlikely ever to be undone. This sense of inferiority ... affects the motivation of a child to learn...and has a tendency to retard ... educational and mental development"
Chief Justice Earl WarrenBrown v. The Board of Education (1954), p. 493.
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Today’s Law: IDEA Supports Diverse Learners
1990, 1997, 2004: Individuals with Disabilities Education Act (IDEA) (IDEIA)
The words “Inclusive Education” are not included in IDEA, but IDEA emphasizes the following:
• Least Restrictive Environment (LRE)
• Free and Appropriate Education (FAPE)
• Supplemental Aids and Services
• Access to General Education curriculum
• Individual Education Plan (IEP)
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A Natural Part
Disability is a natural part of the
human experience and in no way diminishes
the right of individuals to participate in or
contribute to society. Improving
educational results for children with
disabilities is an essential element of our
national policy of ensuring equality of
opportunity, full participation, independent
living, and economic self-sufficiency for
individuals with disabilities.
The Individuals with Disabilities Education Act of 1990
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Educational Practices and Outcomes
Research and Outcomes of
Inclusive Practices
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Inclusion Benefits ALL Children
Academic Performance
Improved performance on standardized tests and increased reading skills; increased motivation to learn
(Banerji & Daily, 1995; Mailian & Love, 1998; Shinn, Powell-Smith, Good & Baker, 1997)
Improved post-school outcomes including high school graduation, employment, earning a higher salary, and living independently
(Malian & Love, 1998; SRI International, 1993; U.S. Dept. of Education, 1995)
Provides access to peer models to facilitate learning and appropriate behaviors
(Bricker, 1978; CRI, 1987)
Improvement in self-concept (Peck, Donaldson, & Pezzoli, 1990)
Development of warm and caring friendship
(Bogdan and Taylor, 1989)
Impact on Students with Disabilities
Research and Outcomes of
Inclusive Practices
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Inclusion Benefits ALL Children
Academic Performance Low-achieving students benefit from the review, practice, clarity, and feedback provided to students with disabilities
(Power-deFur & Orelove, 1996)
Students with disabilities in the general education classroom stimulate activities, opportunities and experiences that might not otherwise be part of the curriculum
(McGregor & Vogelsberg, 1998).
A reduced fear, increased comfort and understanding of the worth of human differences
(Biklen, Corrigan, & Quick, 1989)
Enhanced self-esteem, a genuine capacity for friendship, and the acquisition of new skills
(Power-deFur & Orelove, 1996)
Impact on Students WITHOUT Disabilities
Research and Outcomes
of Inclusive Practices
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Inclusion Benefits ALL Children
Work Performance and Satisfaction Increased skills and improved confidence in teaching abilities
Special educators report a greater sense of being part of the school community and increased knowledge of the general education system
New acquaintances with colleagues
Greater enjoyment and satisfaction with teaching.
(Salend, 2001)
Impact on TEACHERS
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Research and Outcomes
of Inclusive Practices
Inclusion Benefits ALL Children
Inclusion Benefits ALL FAMILIESCommunity Connections
Families have more enriched connections to their community, its resources, their neighbors and other families – when the child is included, so is the family
Renewed Hope and Belief in Abilities
Increased belief in their child’s strengths and ability to contribute to the good of the community
School – Family Partnerships
Inclusive schools support good communication and opportunities for collaboration between families and the school community
(Salend, 2001)
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HOW?
Federal/State System Level
-Creating federal/state policies that support inclusion
-Providing funds for needed supports and services
District/School Level
-Support for teachers, staff, and administration in
learning research-based best practices
-Adequate budgeting
-Supporting IEP teams’ needs
Classroom Level -Implementing today’s best
teaching practices
-Team work, collaboration, reflection
The How of Inclusive Education: Federal/ State System
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How do Federal and State Systems support Inclusive Education?
A few examples of Federal and State support:
Supporting Parent Involvement at all levels
Partnerships with Universities
Environmental Accommodations
Response and Testing Adaptations /Alternate Assessment
Staff Development
The How of Inclusive Education: Local Districts
and Schools
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How do Districts and Schools support Inclusive Education?
A few examples of District and School support:
A Clear Vision for the School for ALL students
Time for Collaborative Planning and Problem-Solving
Clear Roles and Responsibilities
Curriculum & Instructional Adaptations & Modifications
Environmental Accommodations
Response and Testing Adaptations
Professional Staff Development focused on Research-based Best Practices
A Welcoming Environment for Parent Involvement
The How of Inclusive Education: The Classroom
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How do Teachers Support Inclusive Education?
Best Practices in the Classroom (a few examples):
Collaboration with Parents, Teachers and other Specialists
Cooperative Learning and Peer Support
Differentiated Instruction
Specially Designed Instruction for Multiple Intelligences
Friendship Facilitation and Positive Behavioral Supports
Multi-age Groupings
Project-based Learning
Advanced Planning and Creative Problem-Solving
A Welcoming Environment for Parent Involvement
Inclusive Education is…
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Best Practices in Education for ALL Learners
Remember… Special Education is not a place. It IS …
Supports and services brought to students through an Individual Education Program (IEP)
clipart © DiscoverySchool.com
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Sink….. or Swim!
Assistive technology
Personal assistance Instructional or
curricular modificationsExamples of
Accommodations and Supports
Anyone can be successful, in any environment, if he or she has the right supports!
All students can “swim” with "...education in regular classes with the use of supplementary aids and services…” IDEA, 20 U.S.C. § 1412(5)(B)
ADAPTATIONS
CURRICULAR INSTRUCTIONAL ECOLOGICAL
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Types of Adaptations
Adapt what is taught
Adapt how it is taught and
how learning is
demonstrated
Adapt the setting-
where, when and with
whom
(Janney & Snell, 2000 p. 17)
Accommodations and Adaptations:
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Questions the IEP Team Should Consider when Planning
• Can the student do the SAME activity as peers?
• Can the student do the same activity as peers WITH support or reinforcement?
• Can the student do the same activity as peers WITH modifications or changes?
• Can the student have the SAME basic goals as classmates?
• Can the student benefit from some part of the lesson?
• Should the student perform an alternate activity in the general classroom?
Accommodations and Adaptations:
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More Questions the IEP Team Should Consider
Is it time efficient for the teacher? If not, what supports does the teacher need?
Does the student like the idea? If not, why not?
Will the accommodations likely enhance the image of the student among his or her peers?
Will the accommodations promote independence and responsibility rather than dependence and helplessness?
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In Summary: 4 Principles of Effective Inclusion
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Diversity – “Effective Inclusion improves the educational system for all students by placing them together in general education classroom- regardless of their learning ability, race, linguistic ability, economic status, gender, learning style, ethnicity, cultural background, religion, family structure and sexual orientation.”
Individual Needs – “Effective Inclusion involves sensitivity to and acceptance of individual needs and differences.”
Reflective Practice – “Effective Inclusion requires reflective educators to modify their attitudes, teaching and classroom management practices, and curricula to accommodate individual needs.”
Collaboration – “Effective Inclusion is a group effort; it involves collaboration among educators, other professionals, students, families, and community agencies.”
(Salend, 2001, p.6-7)
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What Inclusion Looks Like
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Students working on goals that are meaningful to their lives.
Inclusion Is
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“We can all learn from each other.”
5th grade student
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Embracing our Differences
Inclusion Is
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“People don’t have to be the same to do things together”
2nd grade student
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Inclusion IsWorking Together
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“We couldn’t do this alone…together with our local university, a parent coalition, and community agencies we are changing the way we teach all of our children”
Principal, Elementary School
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Having Friends
Inclusion Is
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“No skill could make his life as rewarding, or fill the void as much as having friendships. Without friendships or relationships there would be little happiness or motivation for my son to learn or achieve his potential.
Parent
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Inclusion Is
• Inclusion related resources • Pennsylvania Education for All Coalition – www.paedforall.org
– Kids Together Inc. www.kidstogether.org
– David Pitonyak www.dimagine.com
– Circle of Inclusion www.circleofinclusion.org
– Inclusion Network www.inclusion.com
– Wrightslaw www.wrightslaw.com
– Dr. Patrick Schwarz www.patrickschwarz.com
– Dr. Paula Kluth (autism and inclusion)
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• Thank You
• For more information contact:• Diane Perry, President of PEAC
• 267-232-0570 or [email protected]
• OR
• Penny Starr Ashton
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