2002 Institute on Disabilities, Temple University, Philadelphia, PA 1 presented by Pennsylvania's Education for All Coalition in collaboration with Institute

2002 Institute on Disabilities, Temple University, Philadelphia, PA

1

presented byPennsylvania's Education for All Coalition in collaboration

with Institute on Disabilities Pennsylvania’s University Center for Excellence in

Developmental Disabilities

Inclusion: Supporting ALL Abilities of Students Learning

Together

October 16, 2013

Sophie with her girl scout troop


Universities

Successful

Students & Teachers

Schools

Self Advocates

Families

What we believe…ALL children should be

successfully educated together in their

neighborhood schools within the general education

curriculum.

What we do…

Parents and Families

Educators

Universities

Individualized Support

Training

Technical Assistance Self

Advocates

Parent Consultant Network

Support

Train

Utilize

RecruitRecruit Train

SupportUtilize

•parents of children who receive special education services.

•committed to inclusive education for ALL children.

•strengthened by the collective wisdom of parents who have “been there.”

•supported by experts who are committed to uplifting the voice of parents.

•compensated for their time and expertise.

Parent Consultant = Experts

David going to senior prom



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Introduction to Inclusive Education

1. Welcome

2. Setting the Stage

3. What is Inclusive Education?

4. Why Inclusive Education?

a) Values

b) Laws

c) Educational Practices and Outcomes

Cartoon reprinted with permission. All rights remain Colleen F. Tomko http://www.kidstogether.org May be reproduced in entirety for non-profit

educational purposes only. All other use is prohibited without prior arrangements.


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Introduction to Inclusive Education

5. How do we do it?

a) Educational Best Practices

b) Accommodations and Adaptations

6. Summary: What Inclusion Looks Like


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• What: To help you understand what inclusion means

• Why: To provide an opportunity to discuss the values, laws, reform efforts, and outcomes that support inclusive education

• How: To show you what inclusive education can look like and how it can work

Goals and Expectations for An Introduction to Inclusive Education

Natalie's Family



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What it Looks and Feels Like…

Inclusion Press International, Centre for Integrated Education and Community, Toronto Canada


13

What it Looks and Feels Like…

Inclusion Press International, Centre for Integrated Education and Community, Toronto Canada



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ENVIRONMENTAL

ACADEMIC SOCIAL



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School

Play & Recreation

Friends

The INCLUSION QUILT

Cultural Diversity

Citizenship

Work

Respect & DignityRights

Religion & Spirituality

Ability


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Because…

• It is the right thing to do

• We know how to do it

• Laws support it

• Research supports it

Simply said…Why Inclusive Education?


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Values

What Are Our Values?

Belonging and Community

Equity

Strength in Diversity

Normalization2002 Institute on Disabilities, Temple University, Philadelphia, PA

What Are Our Values?

Every Child Can Learn

Integration

Dignity of Risk

Self-Determination2002 Institute on Disabilities, Temple University, Philadelphia, PA


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Philosophy Guides Action

First Day of School



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Laws and Rights


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"Separateness in education can generate a feeling of inferiority as to [children's] status in the community that may affect their hearts and minds in a way unlikely ever to be undone. This sense of inferiority ... affects the motivation of a child to learn...and has a tendency to retard ... educational and mental development"

Chief Justice Earl WarrenBrown v. The Board of Education (1954), p. 493.

Separateness in education…

Karen’s family



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The Evolution of Education Law to Support Inclusion

Early 1900’s: Compulsory Education Act

1954: Brown v. Board of Education

1971: Pennsylvania Association for Retarded Children (PARC) v. Pennsylvania (PARC Consent)

1973: Section 504 of the Rehabilitation Act

1975: Education of All Handicapped Children Act (now IDEA)

1990: Americans with Disabilities Act (ADA)

1993: Oberti Settlement

1997,2004: The Individuals with Disabilities Education Act

2001: No Child Left Behind Act

2005: Gaskin Settlement


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Today’s Law: IDEA Supports Diverse Learners

1990, 1997, 2004: Individuals with Disabilities Education Act (IDEA) (IDEIA)

The words “Inclusive Education” are not included in IDEA, but IDEA emphasizes the following:

• Least Restrictive Environment (LRE)

• Free and Appropriate Education (FAPE)

• Supplemental Aids and Services

• Access to General Education curriculum

• Individual Education Plan (IEP)


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Disability is a natural part of the

human experience and in no way

diminishes the right of individuals to

participate in or contribute to society.

Improving educational results for children

with disabilities is an essential element of

our national policy of ensuring equality of

opportunity, full participation,

independent living, and economic self-

sufficiency for individuals with

disabilities.

The Individuals with Disabilities Education Act of 1990

Adam skateboarding



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Educational Practices and Outcomes


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Research and Outcomes of

Inclusive PracticesInclusion Benefits

ALL Children

Academic Performance Improved performance on standardized tests and increased reading skills; increased motivation to learn; improved skill development; academic survival skills

(Cole, Waldron, & Madj, 2004; Salend& Garrick Duhanney, 2007;; Spooner, Dymond, Smith & Kennedy, 2006)

Improved post-school outcomes including high school graduation, employment, earning a higher salary, and living independently

(Malian & Love, 1998; SRI International, 1993; U.S. Dept. of Education, 1995)

Impact on Students with Disabilities


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ALL Children

Impact on Social Performance

Improved Social competence (Boutot & Bryant, 2005; Salend & Garrick Duhanney, 2007)

Improvement in self-concept

(Peck, Donaldson, & Pezzoli, 1990)

Increased social interactions with peers (Causton-Theoharis & Malmgren, 2005)

Social skills development (Bellini, Peters, Benner, & Hopf, 2007)

Students with Disabilities


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ALL Children

Academic Performance Students at risk in general education classrooms benefit from curricular adaptations and other supports provided in the classroom

(Huber, Rosenfeld, & Fiorello, 2001)

Students with disabilities in the general education classroom stimulate activities, opportunities and experiences that might not otherwise be part of the curriculum

(McGregor & Vogelsberg, 1998).

Impact on Students WITHOUT Disabilities


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ALL Children

Social Performance A reduced fear, increased comfort and understanding of the worth of human differences (Boutot & Bryant, 2005; Carter & Hughes, 2006; Gun Han & Chadsey, 2004; )

Enhanced self-esteem, a genuine capacity for friendship, and the acquisition of new skills

(Power-deFur & Orelove, 1996)

Enhanced development of academic skills (Gilbert, Agran, Hughes, and Wehmeyer, 2001)

Impact on Students WITHOUT Disabilities


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Research and Outcomes

of Inclusive Practices

Inclusion Benefits ALL Children

Work Performance and Satisfaction Increased skills and improved confidence in teaching abilities

Special educators report a greater sense of being part of the school community and increased knowledge of the general education system

New acquaintances with colleagues

Greater enjoyment and satisfaction with teaching.(Salend, 2001)

Teachers learned strategies to motivate students and increase student achievement (OSPI Inclusion Grant Progress Report, 2001)

Impact on TEACHERS


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Inclusion IsWorking Together

Sophie



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Research and Outcomes

of Inclusive Practices

Inclusion Benefits ALL Children

Inclusion Benefits ALL FAMILIESCommunity Connections

Families have more enriched connections to their community, its resources, their neighbors and other families – when the child is included, so is the family

Renewed Hope and Belief in Abilities Increased belief in their child’s strengths and ability to contribute to the good of the community

School – Family Partnerships Inclusive schools support good communication and opportunities for collaboration between families and the school community

(Salend, 2001)


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Best Practices in Education for ALL Learners

Remember… Special Education is not a place. It IS …

Supports and services brought to students through an Individual Education Program (IEP)

clipart © DiscoverySchool.com

Inclusive Education is…


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Sink….. or Swim!

Assistive technology

Personal assistance Instructional or

curricular modificationsExamples of

Accommodations and Supports

Anyone can be successful, in any environment, if he or she has the right supports!

All students can “swim” with "...education in regular classes with the use of supplementary aids and services…” IDEA, 20 U.S.C. § 1412(5)(B)


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Questions the IEP Team Should Consider when Planning

Accommodations and Adaptations:

• Can the student do the SAME activity as peers?

• Can the student do the same activity as peers WITH support or reinforcement?

• Can the student do the same activity as peers WITH modifications or changes?

• Can the student have the SAME basic goals as classmates?

• Can the student benefit from some part of the lesson?

• Should the student perform an alternate activity in the general classroom?


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More Questions the IEP Team Should Consider

Is it time efficient for the teacher? If not, what supports does the teacher need?

Does the student like the idea? If not, why not?

Will the accommodations likely enhance the image of the student among his or her peers?

Will the accommodations promote independence and responsibility rather than dependence and helplessness?

Accommodations and Adaptations:


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What Inclusion Looks Like

David graduating





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Students working on goals that are meaningful to their lives.

Inclusion Is


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Embracing our Differences

Inclusion Is


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Having Friends

Inclusion Is


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“No skill could make his life as rewarding, or fill the void as much as having friendships. Without friendships or relationships there would be little happiness or motivation for my son to learn or achieve his potential.

Parent


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Inclusion Is

Documents

2002 Institute on Disabilities, Temple University, Philadelphia, PA 1 presented by Pennsylvania's Education for All Coalition in collaboration with Institute