Understanding Inclusion Kristin Mc Chesney Review Based on

Understanding Inclusion Kristin Mc. Chesney

Review… � Based on the article, what is the definition – or concept – of inclusion? � The generally accepted concept of inclusion is that students with disabilities attend classes with their general education peers with direct support from special educators

Lesson Objectives � You will learn about the evolution of inclusion in education � You will watch and discuss the impact inclusion has had on students � You will learn what it takes to ensure successful inclusion in your school or classroom

History of Inclusion Before 1800 • Children with disabilities are kept home • They rarely receive an education • The first formal special education program is established • Special needs students are primarily sent to institutions 1800 - 1850 that remove the children from society • Public schools and specialized schools are established • Minorities and children with disabilities are excluded, and 1850 - 1950 continue to remain largely uneducated

History of Inclusion (cont. ) 1950 - 1975 • Brown v. Board of Education – schools cannot discriminate based on race, gender, or disability • 1: 5 students with disabilities is being educated • IDEA passes – FAPE is required in all public schools 1975 -1985 -1999 • Americans with Disabilities Act is passed – children with physical limitations now have access to their neighborhood schools for the first time • 1993: Fewer than 7% of school-aged children with disabilities are educated in general education classrooms

Education Today 6. 3 Million students receive some form of special education (over 10% of population) The high school graduation rate for students with disabilities is 56% The national average, including special education students in 69% 96% of students with disabilities are served in regular buildings, and nearly half spend at least 80% of their school day in a regular classroom

Including Samuel – A Documentary

What Makes Inclusion Work? Students are in their home schools, in general education classes There is active participation from all students There are natural proportions of special needs students in a classroom The classroom and teacher are given appropriate support All students feel a sense of belonging Diversity is celebrated and valued There is on-going planning for success IEP goals are dependent on the individual and worked on in the general curriculum = SUCCESS

What are the barriers to Inclusion? Attitudinal Organizational • Relates to the differences in the ways schools and classes are taught, staffed, and managed • Student, teacher or administrator feelings – do they agree? • Participants must ‘give up’ control, or authority of their classroom to collaborate with others Knowledge • Are teachers trained? • Do teachers feel prepared?

What Are The Benefits of Inclusion? facilitates more appropriate social behavior because of higher expectations in the general education classroom leads to greater acceptance of students with disabilities offers a wide circle of support, including social support from classmates without disabilities promotes levels of achievement higher or at least as high as those achieved in selfcontained classrooms facilitates understanding that students with disabilities are not always easily identified offers the advantage of having an extra teacher or aide to help them with the development of their own skills improves the ability of students and teachers to adapt to different teaching and learning styles promotes better understanding of the similarities among students with and without disabilities

What Does Inclusion Look Like? Collaboration/Consultation Teaming Model Co-Teaching

Collaboration/Consultation � In a building with a low incidence of special needs students and overall low student population, this model would be very compatible. � The special education teacher is made available to re -teach a difficult skill or to help the student(s) practice a newly acquired skill. � This is a non-intrusive approach that provides the special needs students with at least two teachers to ask for help with curriculum problems. � Regularly scheduled meetings are recommended rather than communication on an as-needed basis

Teaming Model � The special education teacher is assigned to one grade level team with one planning period per week for the team. The special ed teacher provides student information, possible instructional strategies, modification ideas for assignments/tests, and behavior strategies. � The team meets on a regular basis, establishing consistent communication among the team members. The team model is presented so teachers are not working independently to achieve success with their students. All team members work together and broaden their knowledge in various areas, whether they are from general education or special education.

Think-Pair-Share � Can you think of disadvantages to the Teaming Model?

Co-Teaching One Teaching, One Assisting Station Teaching Alternative Teaching Parallel Teaching Team Teaching

One Teaching, One Assisting

Station Teaching

Alternative Teaching

Parallel Teaching

Team Teaching

Group Discussion � Which inclusion model does your school follow? � Which inclusion model do you find to be the most effective for working with students with disabilities? � Does the disability matter, or should all students be included? � Some inclusion experts say that many schools fall short in their efforts to fully include kids with disabilities in typical classes. Why do you think this is?

Bibliography Ø Cook, L. , & Friend, M. (Nov 1995). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3), 1 -16. � Inclusion Models for a Building Level by Elaine E. Daack, UNI masters thesis (1999) http: //www. uni. edu/coe/inclusion/preparing/building_levels. html � http: //www. includingsamuel. com/media/Video/Emily. Video. aspx � http: //www. partnersinpolicymaking. com/education/history_over view. html � Hines, Rebecca. Inclusion in the Middle School. http: //www. eric. ed. gov/ERICDocs/data/ericdocs 2 sql/content_st orage_01/0000019 b/80/19/75/f 8. pdf � http: //www. kidstogether. org/componentsofinclusion. htm � hawbaker. pls. iowapages. org/id 3. html