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Beckie Rotondo
Effective Inclusion Strategies for Students with Disabilities
Making Inclusion Meaningful
Inclusive Education
Legal
Climate and CultureCollaboration
Educational PlacementInstruction
Sustaining Inclusive Schools
We need a framework, it won’t just happen
It’s not just a good idea, it’s the law!
Person First Language, Welcoming attitudes, presume competence
LRE, SaS, Continuum of Services, Student Needs, Access to General Education, Scheduling Considerations
Research based practices, using paraprofessionals effectively
Planning together, supporting instruction together, and engaging parents
Inclusive Education
Legal
Historical and Legal Perspective
A Historical PerspectiveBrown vs. Board of Education 1954
PARC Consent Decree 1971
Public Law 94-142 1975
Oberti Decision 1993
Gaskin Settlement Agreement 2005
Rosa’s Law 2010
Legal ReasonsGaskin v.
PennsylvaniaLeast Restrictive
EnvironmentSupplemental Aids
and ServicesChapter 14
regulationsFAPE & IDEA
Fair doesn’t mean equal
Social gainsGeneralizationAccess to same
opportunitiesSpecial Education is
a service NOT a place
Why is there such a push for inclusion?
Other Reasons
Curricular Context for Students with Complex Support Needs
• Developmental Model1970’s
• Functional, Life Skills Model1980’s
• Social Inclusion and• Self-Determination
Model
1990’s
• Access and Participation in General Education Curriculum
• Universal Design for Learning
1997 - present
Least Restrictive Environment Child must be educated in the general education setting
to the greatest extent possible considering all of the possible supplemental aids and services
Inclusion does not mean that the student’s progress must be measured by mastery of general education curriculum, but could be measured by progress made toward IEP goals and objectives
The levels of supports and accommodations needed are to provide students the opportunity to participate with their non-disabled peers in a general education setting NOT to be used as a basis for placing them in an alternate (more restrictive) setting
Burns,Edward. (2003) A Handbook for Supplementary Aids and Services. Springfield Ill: Charles C. Thomas
Outcomes for ALL students…
11
Membership
Participation
Learning
I count
I belong
General Education Instruction
Social &Other
AcademicEverything
Else
Adapted from Michael McSheehan, Institute on Disability, University of New Hampshire, 2009
General Education
General Education with accommodations & modifications
General Education with modifications & adaptations
General Education with focus on IEP goals NOT grade level curriculum (collaboration
with special education teacher)
General Education with 1 on 1 supports
% of day spent in alternate setting (smallest amount
possible)Separate setting for majority of
day within public school
APS
•
% of special education students placed in:
General Ed >80% 65%General Ed 40-79% 24%General Ed < 40 8.7%Alternate Placements 3.3%
100 schools were identified over the last 5 years in PA for improvement plans in these various categories as a result of the Gaskins Settlement
Approximate State Targets (2010)
Inclusive Education
Legal
Climate and CultureCollaboration
Educational Placement
Instruction
LEADING COMPLEX CHANGE
This is an Inclusive School!
I know it when I see and hear…
Activity #1: How do you know a school is inclusive? What do you see and hear?
When you walk into a school ( your own or somewhere else) what do you see and hear that let you know the school is inclusive? Use verbs and observable behaviors (e.g. I hear laughter and see smiles)
What do you see and hear each people in each of these roles doing/saying: • Students• Principal• General Educators• Special Educators• Parents/Community
Read,Reflect, &Take a Break! Reflect and
Take a Break!
Inclusive Education – Critical features
Describes the successful education of students who have IEPs with the appropriate supports and services to participate and benefit in general classroom settings and other natural environments.
Means more than physical proximity between students with and without disabilities. In inclusive schools and classrooms, students with disabilities are valued as contributing members of the school community, leading to a sense of belonging within the classroom and community at large.
Inclusive Education is…
The goal…“…the concern is no longer whether to provide
inclusive education, but how to implement inclusive education in ways that are both feasible and effective in ensuring schooling success for all children”
(Baker, Wang, & Wahlberg, 1995)
Inclusive Education is…Applying a set of principles that guides
our actions
Belonging in a classroom and a community
Being valued as a contributing member
Attending neighborhood schools
Providing the necessary supports
Diana Browning
Wright,
Teaching &
Learning 2003
• Ex. -Preferential seating, visual cues, repeated directions, use of a scribe, breaks if needed, guided notes, slant board, word processing device, voice output system, sign language, enlarged textbooks
Accommodations- do NOT
fundamentally alter or lower standards or expectations of
course/standard/test
• Ex.- limit number of choices, receptively identify character from field of 2, use lower level text, minimize number of problems, answer concrete questions rather than abstract
Modifications&
Adaptations- DO alter or lower
standards or expectations of
course/standard/test
Inclusive Education
Legal
Climate and CultureCollaboration
Educational PlacementInstruction
LEADING COMPLEX CHANGE Person First
Language, Welcoming attitudes, presume competence
Common LanguageLREInclusive Practices
MainstreamingIntegrationInclusion
Supplementary Aids and ServicesEducational Placement
How do we make this happen?
It begins with all of us…Ableism
Model ‘people first’ language
Presume competence
http://www.youtube.com/watch?v=r4skSrBRaJo
The Least Dangerous AssumptionCheryl Jorgensen, Ph.D.
Article and Discussion
“…educational decisions ought to be based on assumptions, which if incorrect, will have the least dangerous effect…we should assume that poor performance is due to instructional inadequacy rather than to student deficits…”
Anne Donnellan Ph.D
University of San Diego
29
Presume Competence
Viewing students through the lens of a disability label may increase the likelihood of misjudging capabilities and barring some students from opportunities to learn what other students their age are learning
(Jorgensen, McSheehan & Sonnenmeier, 2007)
How do we make this happen?It begins with all of us…Ableism
Model ‘people first’ language
Presume competence
Practice ability awareness
Utilize disability etiquette with all students
http://www.youtube.com/watch?v=vNZVV4Ciccg
Presumed Competence-Carly
“The idea of belonging and membership, being part of a community, is a basic human need. It’s one of the principles of our democratic society. We all have the same needs, we want to be loved, we want to have friends, we want to feel that we are making a contribution in our families, in our communities….We learn about understanding what someone’s interests and point of view are by interacting with them. To include everyone is to open up those possibilities for learning and appreciating our humanity.”Dr. Joseph Petner, Educatorhttp://www.youtube.com/watch?v=QwI4RE4i5cg
Final Thought…
Read,Reflect, &Take a Break!
http://
effectiveinclusionstrategies.wikisp
aces.com/file/view/
Article+on+Inclusion+Support+an
d+UDL.pdf
Share responsibilityCollaborate & PlanNotice the strengths &
needsBe positiveAccept responsibility Monitor progress diligently
We’re all in this together!
Planning ConcernsFinding mutual planning timeDeveloping good format for lesson plansAssessmentsWhat co-teaching approach is best for us, our
content area, and our students?How to handle conflict
*sample lesson plan and blank template
Collaboration is…Working together within a classroom to meet
the needs of all studentsMeeting together to discuss students’ needs,
curriculum, etc.Requires a shared goalShared responsibility for key decisionsShared accountability for outcomesBased on trust and respect
Activity/lesson
Goal/Objective of target student
Accommodations &
Modifications
Prompting level
Assessment Tool
Sample Planning Template:
INCLUSION / TEAM MEETING NOTES
Student: ___________________________
Grade: ________________________
Date/Time of Meeting: _____________________________________________
Attendance: name/role
Accomplishments / Positive Comments
Areas of Concern:
Plan / Strategies to Address Concerns:
Materials Needed / Training to be Scheduled:
Important Dates / Upcoming Events (training, meetings):
Goals / Concerns to be addressed at next meeting:
Next Inclusion Meeting (location/time):
Sample Inclusion Meeting Template:
Teaching and Promoting Disability Awareness
Model it yourselfUse person first languageGive age appropriate examples of ways we are
all the same and differentIf necessary to talk about a specific student, do
so ONLY with parent permissionAllow students to talk about their own
challenges (with parent permission)Use nationally recognized months to
springboard activities (March- Disability awareness, April- Autism Awareness,
http://www.ctserc.org/library/bibfiles/childlit-disab.pdf
