Inclusion

1
Inclusion

• in a Middle School setting

2
Definitions
3
Full Inclusion

• students receive their entire education within a
  general education setting with or without supports

4
Partial Inclusion

• students only spend part of the day in general
  education classes and are pulled out to separate
  classes during some of their education.

5
Inclusive School

• a diverse problem solving organization with a
  common mission that emphasizes learning for all
  students. It employs and supports teachers and
  staff who are committed to working together to
  create and maintain a climate conducive to
  learning. The responsibility for all students is
  shared. An effective, inclusive school
  acknowledges that such a commitment requires
  administrative leadership, on-going technical
  assistance, and long term professional
  development. Within inclusive schools, there is
  a shared responsibility for any problems or any
  successes for students in the schools. (Lipsky,
  1997 p. 99-100)

6
Mainstreaming

• Students who are mainstreamed should be able to
  keep up with other students with no specially
  designed instruction or supports. These students
  should not need a special education teachers
  help except for consult for several minutes each
  week.

7
Integration

• Integration refers to students being put into
  school with regular functioning children. For
  instance even very low functioning kids are
  integrated into the school, but are not in
  classes with other student without disabilities.

8
Accommodations

• small changes in services or presentation that do
  not change the learning outcomes of the students.

9
Modifications

• Changes in the curriculum to fit the students
  ability

10
Inclusion Background
11
History

• 1852 Massachusetts created a compulsory
  education law that excluded students with
  handicaps
• 1896 separate classes in RI for Mentally impaired
  students
• 1905 first school in NY for incorrigible
  students
• 1945 suggested by Council For Exceptional
  Students that educably retarded be included in
  general education
• 1960 began to look at whether they should be
  included
• 1970s right of students with disabilities to
  have a free public education
• 1975 PL 94-142 Education for all handicapped
  children act of 1975 - LRE

12
Placement considerations

• Individualized
• Based on availability of full continuum of
  services (regular education through residential
  schools)
• Consistent with least restrictive environment

13
Case of Hendrick Hudson District Board of
education v. Rowley 1982

• the standard for being appropriate could be met
  by a program developed in a procedurally correct
  manner, individualized, and reasonable calculated
  to provide the student with educational benefit.
  The degree of benefit is determined on a case by
  case basis.When the students is placed in a
  regular classroom, all necessary aides and
  services are to be provided to enable him or her
  to achieve passing marks and legitimate passing
  from grade to grade. 21 p. 495

14
Deciding if a student should be included

• Student should be able to complete grade level
  assignments with accommodations
• Student needs a sufficient degree of self
  motivation
• Student can become productive socially
• Student wants to be in the class
• Student will be able to follow class rules and
  routines non disruptively

15
Deciding where a student should be included

• Peers will accept the student socially
• Parents are comfortable with the placement
• The teacher accepts the student in the class
• The teacher allows the student to complete tasks
  at different rates and levels

16
Components of Inclusion

• Accessible
• Normalization
• Diversity
• Natural proportions same as general population
  10-12 - 3 students with disabilities for every
  25

17
Starting an Inclusion Program

• District wide conversion
• School
• Case by case
• One year at a time

18
Types of Inclusion
19
Co teaching

• Teachers teach side by side or take turns
• One may do enrichment while the other re-teaches
• One may teach content while the other teaches
  social/behavior/study skills
• Teachers must decide roles

20
Advantages Disadvantages

• Special Education teacher gets to teach
• Students work together
• Students learn from the example of the teachers
  working together

• Need time to plan together
• Lack of content training for S.E. teacher

21
Parallel teaching

• Both teachers teach in the same room
• Special education and regular education are split
• Teachers plan, instruct, assess on own
• Special education curriculum is linked to regular
  education

22
Advantages Disadvantages

• Students are still in the same room
• Teachers do not need as much time to plan
  together

• Less interaction between students
• Confusing with two classes happening at once

23
Supported Instruction

• Special education teacher may not always be in
  the room
• Special education teacher pre-teaches, creates
  activities, reviews
• General education teacher is in charge of
  assessing and grading

24
Advantages Disadvantages

• Students still get individual help
• Special education and general education students
  side by side

• Need time to plan together
• Need extra time for the special education teacher
  to work with students

25
Consultant Model

• One special education teacher assigned to each
  team
• Helps to design behavior and teaching strategies
• Creates modifications/acommodations
• Meets once a week with team
• Aides used to help in classes

26
Advantages Disadvantages

• Less teachers needed
• Students taught with regular education students
• Students can be put into classes by natural
  proportions

• Higher student teacher ratios
• Special education teachers burn out
• Need good relationship with all five teachers
• Special education teacher not always readily
  available

27
Case Studies
28
Coral Springs Middle School

• Took all students and dispersed them throughout
  classes in natural dispersion on teams
• Six full time co-teachers one for each team
• help with any and all students who needed extra
  assistance sped or not
• co teachers worked differently with different
  teams
• met periodically to define roles
• Remedial teachers served as co-teachers
• Teachers agreed that it was not right for
  everyone students who could not read at all,
  extreme behavior and social problems
• Teachers appreciated having a say in creating
  their own inclusion program

29
Hammond Public Schools, Indiana

• Listed pros and cons and wrote site based
  reconstruction plan
• Aide hired for every 10 special education
  students
• Special education teacher in charge of writing
  schedule
• Collaborative planning on a weekly basis and
  substitute hired for this

30
Kentuckys Statewide Collaborative Teaching Model

• Complementary instruction general education
  teacher is responsible for subject area material,
  other teacher works with mastery of specific
  skills based on the subject matter
• Role reversal teaming if both are certified in
  subject area they both plan and implement
  material
• Supportive learning style both teachers plan,
  but gen ed teacher provides basic instruction on
  the essential content and the sped teacher
  designs and implements supportive and
  supplemental materials, activities, and
  instruction

31
Roles
32
Administration

• Provide vision and path for inclusion
• Restructure school day or job assignments
• Get parents involved
• Provide time for planning and periodic meetings
  to revise inclusion plans

33
TeachersThe general and special education
teachers need to discuss and decide roles

• General education
• Masters in field
• Provide curriculum
• Understand student needs

• Special education
• Provide information on disabilities
• Accommodations
• Create strategies
• IEP

34
Both Teachers

• Show acceptance of all students
• Creative
• Positive
• Make sure students reach IEP goals
• Help all students
• Show confidence
• Use good communication skills

35
Advantages of Inclusion
36
Regular Education

• Extra adults in the room to help all students
• Greater acceptance for students with disabilities
• Students are members of the classroom before
  being members of special education
• Studies have found no significant loss in
  instruction time in successful programs

37
Special Education

• Social gains
• Higher achievement
• Teachers expect more from students
• Kids are no longer categorized as yours or
  mine

38
ESE exceptional student education kids now get
cream instead of the 2 milk they were getting
when they were in special education classes
Mortimer Adler( p. 46 Muir, 2002)
39
Disadvantages of Inclusion
40

• Inclusion students are more disruptive
• Over 5 grade levels can be represented in one
  room
• Schedulers tend to group with lower functioning
  students
• Lack of planning time provided
• Chance of teachers not getting along
• Do not get individual attention and small class
  size they may need

41
Why inclusion fails
42

• Lack of communication
• Lack of planning
• No staff development and/or training
• Teachers resist change
• Students placed in class without supports
• Teachers or aides hover over special education
  students and do not help all students

43
Successful Inclusion Practices
44
To be successful.

• Classes should not have more than 28 students
• No more than 25 of the students should have IEPs
• A full continuum of services should be available
• Aides are assigned to classrooms, not students

45
Administration should.

• Allow teachers to have a say in inclusion
• Provide time for joint planning
• Provide time to meet and evaluate the inclusion
  program
• Provide disability awareness to the entire staff
• Supply resources for staff and parents

46
Teachers should

• Keep a positive attitude
• Practice effective communication skills
• Adapt to student learning styles
• Teach students how to work together
• Use peer tutoring to help students learn from one
  another
• Teach higher order thinking skills
• Provide time to help with organization
• Provide social skills training

47
Cooperative learning

• Assign each student a role
• Give students with special needs a one on one
  explanation of his or her role
• Include students of varying ability
• Keep groups the same
• Directly teach students how to work in groups

48
Peer tutoring

• Choose tutors from those who willingly volunteer
• Provide training for tutors
• Pair with personalities in mind
• Switch every 6 to 9 weeks
• Allow those with disabilities to be tutors

49
Social skills training

• Dowdy suggests a social skills training program
  with six steps

50
Session 1

• Listening
• Meeting people
• Beginning a conversation
• Listening during a conversation
• Ending a conversation
• Joining an ongoing activity

51
Session 2

• Asking appropriate questions
• Asking favors
• Seeking help from peers and adults
• Following directions

52
Session 3

• Sharing
• Reading body language
• Playing games

53
Session 4

• Suggesting ideas to others
• Working cooperatively
• Offering help

54
Session 5

• Giving and taking compliments
• Saying thank you
• Rewarding themselves

55
Session 6

• Apologizing
• Understanding the impact of their behavior
• Understanding others behavior

56
Different Disabilities
57
Specific Learning Disabilities

• The students IQ is normal, but there is a gap
  between their IQ and achievement
• Deficit in basic literacy and/or mathematic
  skills
• Inadequate survival and interpersonal skills

58
Mentally Impaired

• IQ below 69
• Deficits in adaptive behavior skills
• Problems with social requirements
• Immature behaviors
• Need more details in explanations
• Memory deficits
• Have their own personalities

59
Memory Deficits

• Make associations
• Use acronyms
• Draw pictures
• Give rules
• Repetition
• Chunking
• Pictures

60
Autism

• Occurs in 5 to 15 out of every 10, 000 births
• Deficits in communication, socialization and
  leisure activities
• Sometimes repetitive body movements
• Laughing or crying for no reason
• Sustained odd play
• Little or no apparent fear of danger

61
Autism (cont.)

• Insensitivity to pain
• Little or no eye contact
• Preference to be alone
• Stimuli may have a different effect than the rest
  of the students
• Consistency is important

62
Behavioral Disabilities

• inability to learn that cant be explained by
  intellectual, sensory, or other health factors
• an inability to build or maintain satisfactory
  interpersonal relationships with peers or
  teachers
• a general pervasive mood of unhappiness or
  depression
• inappropriate types of behavior or feelings under
  normal circumstances
• or a tendency to develop physical symptoms or
  fears associated with personal or school problems

63
Behavioral Disabilities

• Consistently act inappropriately (as observed by
  those in authority)
• Conflicts with peers and adults
• Extreme and chronic
• Does not include students who are socially
  maladjusted
• May be withdrawn
• Challenge boundaries

64
Behavioral Disabilities

• Students may need to be phased into inclusion
• Preferential seating
• Appropriate challenged work
• May need to ignore
• Determine signals
• Avoid using threats
• Try time outs
• Do not ignore students who have non-overt
  behavioral disorders

65
ADHD

• Not actually Special Education
• Need structure
• Simply stated rules (under 6) that are posted
• Daily schedule
• Have students finish one task before moving to
  next
• Establish expectations for assignment in advance
  and dont change them

66
ADHD

• Alternate between tasks the student is more and
  less likely to complete
• Get rid of distracters
• Allow non-distracting items for tactile
  gratification
• Contracts if needed
• Quality v. quantity
• Shorten assignments
• Break up activities

67
Dont give up

• If students are too disruptive
• Communicate with the Spec. Ed teacher
• Examine the curriculum
• Examine the environment
• Try changes within the classroom
• Change classes if needed

68
Accommodations/ Modifications
69

• Students should not get blanket modifications
• Be consistent between teaching and assessment

70
Materials

• Reduce need for written responses
• Highlight texts
• Provide study guides
• Use NCR paper to get copies of notes
• May need Braille materials

71
Type of Instruction

• Individualized, small group
• Aide
• Specialized instruction
• Give directions in a way besides only auditory
• Highlighted text/study guides
• If possible work with small groups while others
  are doing something independently

72
Curriculum

• Is not done much because of No Child Left
  Behind
• Working off grade level
• Reduce content or details
• Alternate content for those with severe
  disabilities

73
Assessment

• Environment/setting
• Scheduling break up over the day or allow more
  breaks
• Presentation shorten, read to student provide
  prompts, cues to focus, use open book/notes
• Response changes change to multiple choice,
  allow oral answers, enlarge bubble sheet
• Give directions in small steps, one at a time if
  possible
• Read or tape record directions
• Avoid taking off points for spelling errors and
  penmanship if that is not the main idea of the
  activity

74
Assessment (cont.)

• Use questions from test as study guide
• Highlight key words in questions and directions
• Give small quizzes rather than just exams
• Teach students test taking skills directly
• Provide extra space on test for answering
• Allow the students to write on the tests
• Give open book/notes tests

75
Assessment (cont.)

• Give feedback during the tests
• Do not handwrite your tests
• Eliminate unnecessary words and confusing
  language
• Provide word banks
• Provide definitions and have the student fill in
  the word
• Provide examples of test questions they will be
  responsible for on the exam
• Have students take test in a small group with the
  inclusion teacher
• Allow students to attach work to the test so they
  have more room

76
Assessment (cont.)

• Allow the students to retake the test orally to
  add extra points on to the test
• Tape tests if needed
• Give partial credit
• Do not make students copy from the book or board
  before answering if they have writing problems
• Do not try to trick the students
• Write multiple choice questions vertically rather
  than horizontally
• Color the process signs on math tests
• Allow calculators on math test if problem solving
  and not computation

77
Grading

• General and special education teacher need to
  decide
• Send home a letter about how students will be
  graded and who parents should contact
• May use IEP to grade
• Should mark report card if student has
  accommodations

78
Assignments

• Response mode oral/written, recorded, dictated,
  no spelling penalty, communication device
• Length
• Amount of time
• Rewrite directions at an easier grade level
• Provide a sample of the finished product before
  giving the activity
• Omit assignments requiring copying in a timed
  situation
• Keep a copy of school texts at home

79
Presentation of lesson

• Vary verbal style with pitch and tone
• Increase amount of modeling and guided practice
• Increase wait-time to 5 minutes before asking
  students to respond
• Speak slowly and face class when talking
• Increase student response opportunities
• Write major points on the board
• Provide an outline or overview of the lesson
• Relate information to background or interests
• Pause to allow students time to discuss content

80
Pace or time

• less problems at a time
• extended time
• breaks
• vary activity often

81
Multi-sensory presentations

• taped lectures
• graphic organizers
• interpreter for the deaf

82
Assistive Technology

• highlighted notes
• spell check
• calculator
• Braille
• magnifier

83
Re-enforcement

• positive feedback
• repeated comprehension checks
• directions
• peer tutors
• study guides

84
Environment

• Seating
• Room arrangement
• Physical space for students within rooms
• Behavioral rules/consequences
• Minimum audio/visual distractions
• Special lighting
• Display of daily schedule
• Adaptive furniture
• Define concrete areas

85
Memory

• Chunking - grouping items
• Clustering organizing into categories
• Mnemonics idiosyncratic methods for organizing
  information
• Coding varying how material is presented (kin,
  vis, aud)
• Use preexisting information
• Utilize instructions ask the students to reword
  or use pictures to display directions
• Use cuing

86
Homework

• Assess homework skills
• Involve parents
• Schedule a consistent time and routine to assign
  collect and evaluate homework
• Clearly give consequences for not completing the
  assignment
• Coordinate with other teachers as to not overload
• Present instructions clearly

87
Homework (cont.)

• Have classroom based incentive programs
• Have parents sign and date homework
• Recognize why the homework is given
• State the relevance of it
• Make sure it is completable
• Do not use homework as a punishment

88

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