Download - Inclusion Overview
Overview of Inclusive EducationDaniel W. Close, Ph.D.University of Oregon
June 20151
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
Overview of Inclusive Education
How the Presentation is Organized
• This Overview of Inclusive Education is organized into three distinct modules
• Module 1: Basic definitions, case studies, and values of Inclusive Education
• Module 2: Principles of Inclusive Education, including basic teaching strategies
• Module 3: Types of disabilities found in children
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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Module 1Definitions, Introductions, Case Examples and Values of Inclusive Education
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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What is Inclusive Education?
• Inclusive Education refers to a set of principles, values and practices which involve social change in schools and communities.
• Inclusive Education changes schools by including children who have previously been excluded from school.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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The Inclusive Education Team from the University of Oregon• Daniel W. Close, Ph.D.,
Associate Professor in the College of Education
• Valerie T. Close, M.A., Co-Director of the Early Childhood CARES Program in the College of Education
• Marisa Silver, Ed.D. Curriculum Director, College of Education, Teacher, Springfield School District
• Kirsten Haugen, M.A. Special Educator and Technology Consultant, College of Education
• MaryAnn Winter-Messier, Ph.D., Assistant Professor in the College of Education
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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Daniel W. Close, Ph.D.
• Dr. Dan Close, Associate Professor and Director of the Family and Human Services Program in the College of Education at the University of Oregon.
• I currently teach undergraduate and graduate courses on Inclusive Education, with an emphasis on developmental disabilities.
• My work on Inclusive Education includes projects in Ukraine, India, Laos, and Bangladesh.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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The University of Oregon
• The College of Education Mission:Making educational and social systems work for all—by strengthening the capacity of community and education agencies to design, provide and evaluate individual learning in Oregon and throughout the world.
• The College of Education’s Special Education Program has been ranked #3 in the nation for 12 years in a row
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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Small Group Activity
• Think about a child with a disability in your school or community.
• How has the family been treated by school and community leaders?
• How can this child and family be welcomed by the school?
• What would the school and community need to do to include the child into the school?
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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Definition of Inclusive Education
• Inclusive Education means schools accommodate all children regardless of their abilities or disabilities.
• This should include: street and working children, children from remote or nomadic populations, children from linguistic, ethnic or cultural minorities and children from other disadvantaged or marginalized areas or groups. – UNESCO, 2003: p. 4
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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Values of Inclusive Education
• A welcoming attitude
• Family involvement
• Be patient, never give up on a child
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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A Welcoming Attitude (1)
• Make the school environment pleasant. Keep all areas clean and safe.
• Be a positive and energetic role model, setting the tone for the school. Smile, be engaging and friendly to everyone.
• A welcoming attitude often begins with the leaders of the school.
• Offer an open-door policy. Be friendly to all families who come to visit.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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A Welcoming Attitude (2)
• Praise and compliment the family as often as possible. Positive recognition helps people feel good about themselves and encourages positive actions.
• Solve problems quickly when they arise. Ask questions so you understand the situation and work out a fair solution that will benefit everyone.
• Provide families with food from time to time. Even if you just have a small meal for families every other month, these gestures help families feel important.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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Family and Parent Involvement
• Students learn best when their families and educators work together.
• Families are children’s first and best teachers, and bring special knowledge and expertise, which should be encouraged and respected.
• Many families need assistance to become successful and effective participants in the process.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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Obstacles to Family Involvement
Discuss with a partner:
• What are some obstacles to family involvement in Inclusive Education?
• What are some practical obstacles for getting teachers and families more involved in schools?
• What can the Inclusive Education project do to help facilitate family involvement?
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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Be Patient, Never Give Up on a Child• Many children will not understand how to do
something on the first try
• They may need help to perform a task.
• They may need practice to maintain the skills they have learned.
• Teachers need to remember this and never give up on a child who does not learn quickly.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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Module 2Principles of Inclusive Education, including basic strategies for teaching children in inclusive settings
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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Principles of Inclusive Education
• Use Real Life Experiences
• Set Realistic Goals for Each Child
• Be a Good Communicator
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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Use Real Life Experiences
• Many children have difficultly solving problems in their heads.
• It is often better to learn in a “real” situation.
• It is best to use real objects and activities in the actual setting to assist with a task.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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Small Group Activity
• What are some of the “real life” experiences that children deal with in their daily lives?
• How can you incorporate these real life experiences into a learning activity in the classroom?
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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Be a Good Communicator
• All communication is meaningful.
• Communication skills are needed for all people to build relationships, express what they want or need, participate in learning, and become more independent.
• When a child’s communication is not understood or “listened to,” they become isolated, ill, and/or have tantrums.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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Good Communication Skills (1)
To communicate more effectively, teachers need to:
• Consider the child’s communication strengths (e.g. reading lips) and environmental factors (e.g. loud noises in the room).
• Use words the child understands.
• Engage the child to communicate during daily activities (e.g. meals, when working or playing with other children, etc…).
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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Good Communication Skills (2)
• Do not assume that because a child does not speak using words, they cannot hear or understand.
• Speak clearly.
• Be a good listener.
• Always try to understand the child.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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Module 3Types of Disabilities Found in Children
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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Types of Disabilities in Children
• Intellectual Disability
• Cerebral Palsy
• Autism
Other typical disabilities include:
• Epilepsy
• Blindness
• Deafness
(We will not address these in this workshop.)
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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Intellectual Disability
• Intellectual Disability means that the student has limitations in learning, communication, daily living skills and social skills.
• Children with Intellectual Disability can learn but need teachers to organize lessons as simply as possible.
• This disability used to be called Mental Retardation, but this term is no longer used.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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Teaching Techniques
For Children with Intellectual Disability:
• Organize learning activities so that the student is more likely to do well.
• Divide tasks into small, manageable steps to increase the likelihood of success.
• Give encouragement for any attempt and all progress. The encouragement should be specifically about the task (e.g. “Great job of drinking from your cup.”)
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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Small Group Activity
Let’s Practice Breaking Tasks into Smaller Steps:
• Pair up with your neighbor
• Take three tasks, one from dressing, one from eating, and one from personal hygiene
• Break the tasks into teachable steps for a child with intellectual disability
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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Cerebral Palsy (1)
• Cerebral Palsy (“CP”) is a condition affecting body movement and muscle coordination.
• CP is caused by damage to the brain, before, during, or shortly after birth; or during infancy.
• Many children with CP have normal intelligence.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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Cerebral Palsy (2)
• Children with CP often have uncontrolled movements affecting the hands, feet, arms, or legs and, in some cases, the muscles of the face and tongue.
• The movements often increase during emotional stress and disappear during sleep.
• Children with CP may also have problems coordinating the muscle movements needed for speech.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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Autism
• No known factors in the psychological environment of a child have been shown to cause autism.
• Although autism is a lifelong developmental disability, it is treatable.
• Early diagnosis and appropriate intervention are extremely important.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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Characteristics of Autism (1)
• Some children with autism do not share information or feelings.
• Some children with autism do not know how to engage in simple social interactions.
• There is often a delay in or a lack of development of spoken language.
• Many children with autism do develop speech.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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Characteristics of Autism (2)
• Children with autism may have difficulty understanding non-verbal communication (e.g. body language, facial expressions, and frequent eye contact).
• Some children with autism have a restricted range of interest, or periods of sustained activity (i.e. rocking, picking, flapping, etc…),
• Some children resist changes in daily activities, or have unusual attachments to specific objects.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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Thank you
• Are there any questions?
• Thank you for your attention to this presentation
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງມະຫາວິ ທະຍາໄລ ໂອເຣກອນແລະ ລາວ
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