Inclusive Practices:Are they working in secondary schools?

Sandra Guilbeau, M. Ed.

Inclusion Mathematics

ELA (8.5)

Scotlandville Magnet High School

EBR Parish

What is Inclusion ?Inclusion Presence in a group

The addition of somebody or something to, or the presence of somebody or something in a group or mixture

Teaching challenged children in regular classesEducation the practice of educating students with special needs in regular classes for all or nearly all of the day instead of in special education classes

Encarta

What is Inclusion? – in realityGoal

Integration – making complete, renewing, wholeness

Develop complete classroom with teachers and student who represent diversity – community

Include those who have been left “outside”

“Integration begins only when each child belongs.” (Cohen)

Does every child belong in total

inclusion?

LRE vs. InclusionLeast Restrictive Environment (LRE) Firmly rooted in the Individuals with

Disabilities Act

Inclusion is not specifically stated in federal law.

Madeline Will, Assistance Secretary for the U.S. Department of Education advanced the idea of the “Regular Education Initiative.” Education Students with Learning Problems – A Shared Responsibility, 1986.

Will wrote: “ The belief has emerged over the past two decades that regular

education has little responsibility and expertise to help children with learning problems, particularly those children who can qualify for a special program. In fact, as more children have been served through these special programs, regular education has had fewer and fewer incentives to do so. Therefore, it is not surprising that regular education has not learned how to serve these children in the way that special programs have. Nor has regular education learned the teaching techniques, curricula strategies and other competencies that special programs have developed and used successfully over the years. The challenge is to take what we have learned from the special programs and begin to transfer this knowledge to the regular education classroom. This challenge is not only to transfer knowledge, it is also to form a partnership between regular education and the special programs and the blending of the intrinsic strengths of both systems.

Will continued This challenge comes at an opportune time. We see today a

new confidence on the part of many regular and special program educators that children with learning problems can be effectively served in the regular education classroom. In addition, there is increasing evidence that it is better academically, socially, and psychologically to educate mildly handicapped children with non-handicapped children, preferably within the regular education classroom.”

Education Students with Learning Problems – A Shared Responsibility, 1986.

Algebra I – prompting technique

Regular vs. SpecialFull inclusion or not?Dr. Lou Brown, a pioneer of inclusion

education has rejected the all or nothing.He argues that the goal of inclusion is to

create belonging and participation in the class where the student would be if there were no disability.

Use other ways and places to deliver some parts of education as appropriate.

Brown wrote: “It is our position that it is unacceptable for

students with severe disabilities to spend either 0% or 100% of their time in regular education classrooms, although the latter is the better alternative to the former. . . The preference is that students with severe disabilities be based in the regular education classrooms in which they would be based if they were not disabled, and that individually meaningful amounts of time be spent elsewhere should be arranged as needed.”

How Much Time Should Students with Severe Disabilities Spend in Regular Education Classrooms and Elsewhere

ExperiencesAlvin – ED, IDJosh – OHI, LDMike – SpeechJaimie – ADHD, LDAudrey – ID, OHI

Barriers to Successful InclusionHigh schoolfeeder schools

small districts vs. large districtsPull out and testingFailures and repeats

The Processforms are cumbersomespecific techniques are not addresseddiscussion does not start with regular education

setting

Barriers to Successful InclusionPersonnelBullying – teachers, administrators, staffApathyLack of skillsResistance by both regular and special

educators

(Introduction)

Osenda Sadler, II

Classroom ApproachesStation TeachingParallel TeachingAlternative TeachingTeam TeachingOne teach; One Assist

Station TeachingTeachers divide the responsibility of

planning and instruction.Students rotate on a predetermined

schedule through stations.Teachers repeat instruction to each group

that comes through; delivery may vary according to student needs.

Approach can be used even if teachers have very different pedagogical approaches.

Each teacher instructs every student.Website: http://www.powerof2.org

Station TeachingBenefits Cautions Guiding Concepts

Grouping for specific student needs

Groups need to be flexible requiring independent working skills for 3rd group

Will student learning be facilitated by smaller, more intense instruction? Are class procedures for transitioning in place/practiced?

Allows lesson to be “chunked”

Pacing for groups need to be commensurateConcepts with hierarchies are not a good fit.

Does concepts/lesson lend to chunking?

Allows differentiation and UDL to match learning style, re-teach, accelerate or accommodate depths of learning

Avoid “fluff” at stations.Noise level may be an issue

Can students needs/styles of learning be met?Are IEP accommodations being provided?

Station TeachingBenefits Cautions Guiding Concepts

Lower student-teacher ratio; Increased instruction and attention

Group carefully so that those with attention issues are distributed evenly to allow maximum instructional intensity

Which students need extra attention?

Can accentuate a particular teacher’s style

Can stifle teacher growth is same skills used.

What are the teachers’ talents that will enhance instruction?

Responsibility/workload shared but separate

Ensure equal work load

Parallel TeachingTeachers share responsibility for planning

and instruction.Class is split into heterogeneous groups,

and each teacher instructs half on the same material.

Content covered is the same, but methods of delivery may differ.

Both teachers need to be proficient in the content being taught.

http://education.byu.edu/cpse/co_teaching/videos/Sequence3.MPG

Parallel TeachingBenefits Cautions Guiding Concepts

Intensive instruction Mastery of content required by both teachers

Would complexity be lessened in smaller groups?

Lower student-teacher ratio;

Pre-planning required to have equitable instruction

Would students benefit from increased interaction and feedback? Would students’ participation increase?

Likelihood of participation

Monitor group work; prepare for early finishers

Would students benefit from closer monitoring and supervision?

Allows different teaching styles

Could students’ needs be better met by matching learning styles to teaching styles?

Alternative Teaching

Teachers divide responsibilities for planning and instruction.

The majority of students remain in a large group setting, but some students work in a small group for pre-teaching, enrichment, re-teaching, or other individualized instruction.

Approach allows for highly individualized instruction to be offered.

Teachers should be careful that the same students are not always pulled aside.

Website: http://www.powerof2.org

Alternative TeachingBenefits Cautions Guiding Concepts

Flexible groups to re-teach, extend lesson

Avoid static grouping

Does data indicate need to group for pre/re-teaching or extending the lesson/concept?

Multiple means of delivery At some point is additional direct instruction needed for a short period of time while the larger group continues? What will be the re-entry point?

Team TeachingTeachers share responsibilities for planning

and instruction.Teachers work as a team to introduce new

content, work on developing skills, clarify information, and facilitate learning and classroom management.

This requires the most mutual trust and respect between teachers and requires that they be able to mesh their teaching styles.

Great Science Example: http://www.teachertube.com/viewVideo.php?title=Michelle_Seigler___Rockets_and_Co_Teaching&video_id=240066

Team TeachingBenefits Cautions Guiding Concepts

Varied presentation styles

Knowledge of roles and responsibilities must be clear

Would content delivery be best through dialogue, role-play, demonstration, debate, step-by-step?

Highest degree of professional collaboration;

Requires co-teachers to know each other well and be in sync to achieve desired outcomes

Will all students benefit from this approach?

Skilled determination of student’s need for support

Must be very observant to students’ functioning;

Does data identify weak students? Are IEP accommodations provided?

Regulation occurs in real time

Reinforcement/adjustment to delivery must be seamless

What are expected observable behaviors that tell students are on track?

Students self assess and ask for help

Must be modeled for students to know when assistance is needed.

Have students learned how to identify and advocate for assistance?

One Teach, One AssistOne teacher plans and instructs, and one

teacher provides adaptations and other support as needed

Requires very little joint planningShould be used sparingly

Can result in one teacher, most often the general educator, taking the lead role the majority of the time

Can also be distracting to students, especially those

who may become dependent on the drifting teacher

Website: www.powerof2.org

One Teach, One AssistBenefits Cautions Guiding Concepts

Opportunity to collect behavioral or academic data

Both teachers may not be seen as equally active/empowered

What student specific information needs to be collected?

Assist targeted students during and after whole class presentation

One teacher may be a “glorified aide”; loss of power of 2 teachers

How can strengths of each teacher be maximized? Are teachers clear about expectation of each other?

Students receiving help may become static. (ie.,“ ‘Sped’ students come to Ms. Jones”)

Inclusion a RevisitInclusion is not something you do but rather

something you believe.Philosophy that:

Drives resourcesDrives professional developmentDrives schedules

Inclusion is a service delivery “option”Attend IEP meetings and voice opinion – you are a

professionalSchool needs to encourage an inclusive philosophy

Demystifying Secondary Inclusion, Dieker, 2006

Inclusive Practices:Are they working in secondary schools?

At times!!

Conclusion“Today, education is perhaps the most important function state

and local governments. Compulsory school attendance laws and the great expenditures for education both demonstrate our recognition of the importance of education to our democratic society. It is required in the performance of our most basic public responsibilities, even service in the armed forces. It is the very foundation of good citizenship. Today it is the principal instrument in awakening the child to cultural values, in preparing him for later professional training, and in helping him to adjust normally to his environment. In these days, it is doubtful that any child may reasonably expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to all on equal terms.”

Brown v. Board of Education

Questions?Collaborationgroup