Home and School Program Development

1
Home and School Program Development

• Inclusion

2
Controversy Surrounding Inclusion

• Responses to Full-Inclusion Movement (FIM)
• It seems that the place of instruction has become
  the focus of special education rather than the
  instruction itself.
• FIM Proposed as quackery
• FIM is contrary to common sense and inconsistent
  with what we know about disabilities
• how can general education offer more to a child
  than specialized-therapeutic interventions shown
  to be effective?

3
Reasons for the Controversy

• Special Education is not always ideally provided
  and teachers may be poorly trained
• The answer, however, is not to change the plaice
  in which it is offered, but the instruction
  itself
• The answer is also, not to put them with general
  education teachers who have NO specialized
  training in teaching children with disabilities
  but better train a special education teacher who
  has the appropriate background

4
Reasons for the Controversy

• Continuum of Alternative Placement
• Social justice define full inclusion as a matter
  of civil rights
• Advocacy of FIM therefore, lies in rallying
  against special education because it is
  segregation and gets compared to slavery and
  apartheid rather than individualized instruction
  based on empirically validated procedures
• Willful Ignorance
• FIM will promote social acceptability of a
  disability, however, to feel accepted does not
  cause the disability to vanish and the necessary
  skills to magically appear
• Oversimplification
• DO all students get included in Calculus? What
  would be an appropriate high school general ed
  math class for a student with disabilities
• How much can we modify curriculum??

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To Make Full-Inclusion Work(Strain, 1999)

• Include a student with students of typical
  development as much as possible.
• Very systematic and rigorous training procedures
  of the peers of typical development are necessary
  for the child with autism to effectively learn in
  an inclusive setting

6
When Inclusion is done Right Lets Learn from
the Experts! (Krantz McClannahan, 1999)
(Johnson, Meyer, Taylor, 1996)

• Prerequisites have to be mastered in various
  skill domains before a child can benefit from an
  inclusive setting.
• These skill domains include
• Language Skills, Social Skills, Academic Skills,
  Behavior Skills
• Particular skills include
• Sustained Engagement
• Following Adults Instructions
• Responding to Temporally Delayed Contingencies
• Exhibiting Generative Language
• Generalization of Skills across Settings
• Low Rates of Inappropriate Behavior

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When Inclusion is done Right Lets Learn from
the Experts! (Krantz McClannahan, 1999)
(Johnson, Meyer, Taylor, 1996)

• Transition to General Education (after at least
  two years of self-contained instruction)
• Pre-transition instruction
• Gradual transition to general education
• Gradually fading special supports
• Follow up

8
Public Schools

• NJ Courts will typically rule in favor of
  inclusion
• What do you do?
• Write against recommendation in IEP
• Substantially modify goals objectives
• Use lots of prompting reinforcement systems in
  inclusion setting
• Substantially modify curriculum

9
References

• Mock, R., Kauffman, J.M. (2005). The delusion of
  full inclusion. In J.W. Jacobson, R. Foxx J.A.
  Mulick (Eds.). Controversial therapies for
  developmental disabilities Fad, fashion, and
  science in professional practice. Hillsdale, NJ
  Erlbaum.
• Strain, P.S., (1999) Peer-mediated interventions
  for young children with autism A 20 year
  retrospective. In P.M. Ghezzi, W.L. Williams,
  J.E. Carr (Eds) Autism Behavior-analytic
  perspectives. Reno, NV Context Press.