A Look at Inclusion and the Least Restrictive Environment

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A Look at Inclusion and the Least Restrictive
Environment

• Best Practices
• For
• Collaboration and
• Co-Teaching

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Why Inclusion???

• Its the law!
• 1. that to the maximum extent appropriate,
  children with disabilities, including children in
  public or private institutions and other care
  facilities, are educated with children who are
  non-disabled and

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Why???Continued..

• 2. that special classes, separate schooling or
  other removal of children with disabilities from
  the regular educational environment occurs only
  if the nature or severity of the disability is
  such that education in regular classes with the
  use of supplementary aids and services cannot be
  achieved satisfactorily

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The Main Idea/Goal

• To educate children with disabilities in an
  environment that is as close as possible to that
  in which they would be educated if they were not
  disabled.
• (unless the IEP requires another arrangement)

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Common Misunderstandings Determining Decisions
About Students with Special Needs

• Myth
• That inclusion is a policy that schools can
  choose to adopt or reject.

• Fact
• Inclusion is not a policy that schools can
  dismiss outright.
• Special Education is not a program or a place it
  is a service delivery system for providing the
  learner with the supports and services needed to
  receive an education in the least restricted
  environment possible.
• Inclusion is a right, not a special privilege
  for a select few (Oberti v. Board of Education
  of the Borough of Clementon School District 1993)

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Common Misunderstandings About LRE cont

• Myth
• That students with disabilities cannot receive an
  inclusive education because their skills arent
  close enough to those without disabilities.

• Fact
• Students with disabilities do not need to keep up
  with students without disabilities to be educated
  in inclusive classrooms they do not need to
  engage in the curriculum the same way and they
  do not need to practice the same skills that
  non-disabled students practice. Students with
  disabilities can work on individual skills and
  goals within the context of the general education
  curriculum.

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Common Misunderstandings About LRE cont

• Myth
• Schools can place students with specific labels
  or perceived levels of need such as children with
  autism, emotional disturbances and/or severe and
  profound disabilities in more segregated or
  self-contained settings without an opportunity to
  receive an education in a general setting with
  appropriate aids and services.

• Fact
• It is not enough for a district to simply claim
  that a segregated program is superior. Placement
  decisions must be determined. on an individual
  basis. Districts that automatically place
  students in a predetermined type of school or
  classroom setting solely on the basis of the
  disability or perceived level of functioning
  rather than on the basis of their educational
  needs clearly violate federal laws. (IDEA).
  (Roncker v. Walter, 1983)

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How Do I Adapt Assignments and Activities To Meet
Student Needs?

• Focus on ability not disability.
• Its OK to modify assignments for certain
  children and not others.
• Keep assignments as similar to the rest of the
  class as possible.
• Be sensitive and respectful.
• Start slowly and develop gradually.
• Its OK to make mistakes!!

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Accommodations and Modifications

• As we move closer to the intention behind the
  IDEA, adaptations and modifications in
  curriculum, classroom activities, and materials
  are a necessity.
• Teachers/providers can design and put into place
  the a range of supplementary aids, services, and
  adaptations necessary for students to achieve
  educational success. (Federal Regulations 300.28
  and 300.345)
• Any accommodations and modifications should be
  based on student educational need and on an
  individualized basis.
• Teachers/schools need not provide every support
  available, but must provide those required by the
  student with disabilities and the IEP.
• Bottom Line Modifications help all students.

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What Modifications are Used in Your Schools
Presently?
(Refer to Accommodations and Modifications
Hand-out)
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Attitudinal Benefits of LREand /or Inclusion

• Students without disabilities learn to be more
  responsive to others.
• New and valued relationships can develop.
• Students without disabilities learn something
  about their own lives and situations.
• Children learn about values and principles.
• Children gain an appreciation of diversity.

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Benefits and Barriers Of Inclusion
(Refer to Benefits and Barriers Hand-out)
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What Can You Do To Incorporate LRE Into Your
Classroom?

• Vary your teaching strategies, styles, methods
  materials. (Step outside your own comfort zone)
• Explore collaboration between general education
  and special education staffs. (Learn from one
  another)
• Utilize your own strengths as a leader. (Also,
  recognize and/or identify areas where you may
  need to challenge yourself and your skills)
• Allow for trial and error. (Its OK to make
  mistakes)
• Teach/Guide by example. (Encourage tolerance and
  acceptance)

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How Will Professional Roles Change??

• Clarify with staff as to the LRE requirements and
  professional roles as they are now and how they
  need to be.
• (Refer to Changes in Job Responsibilities
  Hand-out)

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LRE Role RedefinitionThe Special Educator

• Traditional
• Provides instruction to students eligible for
  services in resource rooms, special classes, and
  special schools.

• Redefined
• Collaborates with general educators and other
  support personnel to meet the needs of ALL
  learners.
• Team teaches with regular educators in general
  education classes.
• Recruits and trains students to be tutors and
  social supports for one another

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LRE Role RedefinitionThe General Educator

• Traditional
• Refers students who do not fit into the
  traditional program for diagnosis, remediation,
  and possible removal.
• Teaches children who fit within the standard
  curriculum.

• Redefined
• Shares responsibility with special educators and
  other support personnel for teaching ALL children
  in the classroom.
• Seeks support of special educators and other
  support personnel for students experiencing
  difficulty in learning.
• Collaboratively plans and reaches with other
  members of the staff and community to meet the
  needs of all learners.
• Recruits and trains students to be tutors and
  supports for one another.

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LRE Role RedefinitionThe Educational Assistant

• Traditional
• Works in segregated programs.
• If working in general education classrooms, stays
  in close proximity to and works only with
  student(s) eligible for special services

• Redefined
• Provides services to a variety of students in
  general education settings.
• Facilitates natural peer supports within the
  general education settings.

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LRE Role RedefinitionThe Student

• Traditional
• Primarily works and competes with other students
  for best performance.
• Acts as a passive recipient of learning.

• Redefined
• Often works with other students in cooperative
  learning arrangements.
• Actively involved in instruction, advocacy, and
  decision-making for self and others.

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Characteristics of Successful Inclusive Programs
(Refer to Characteristics Hand-out)
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Advantages of Co-Teaching
(Refer to Advantages Hand-out)
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Q A