Inclusive Schools and Communities Presentation

8/3/2019 Inclusive Schools and Communities Presentation

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INCLUSIVESCHOOLSANDCOMMUNITIES

"For me, inclusion is about a community whereeveryone is recognized for their differences and

everyone is recognized as belonging not only in our

schools, but in our communities."

Dr. Joseph Petner, Educator

By Alaina Storck
http://www.wickedlocal.com/belmont/news/education/x545175457/Where-everyone-belongs-A-conversation-with-Dr-Joseph-Petner-about-inclusionhttp://www.wickedlocal.com/belmont/news/education/x545175457/Where-everyone-belongs-A-conversation-with-Dr-Joseph-Petner-about-inclusionhttp://www.wickedlocal.com/belmont/news/education/x545175457/Where-everyone-belongs-A-conversation-with-Dr-Joseph-Petner-about-inclusionhttp://www.wickedlocal.com/belmont/news/education/x545175457/Where-everyone-belongs-A-conversation-with-Dr-Joseph-Petner-about-inclusion


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INCLUSIVE PRACTICES

Inclusion means students with disabilities are full members of

their learning communities. Whenever possible, students with disabilities should be with

their peers without disabilities (LRE).

Education should be based on students abilities, not theirdisabilities

If they do not meet expectations the expectations shouldchange.

Inclusion should encompass:

Physical integration

Social integration Instructional integration


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LEAST RESTRICTIVEENVIRONMENT

One of the guiding beliefsof inclusive practices.

Established by IDEA,LRE means that every

student has the right tobe educated in thesetting most like that oftheir peers as long as thestudent can learnsuccessfully.

Determining a studentsLRE is essential tosuccessful inclusion.


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LRE ISA BALANCE BETWEEN:

Desire for studentto be educated

with peers

Desire for studentto be in a setting

that allows forsuccessful learning


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HIGH-INCIDENCE DISABILITIES

Students with high-incidence disabilities are the mostcommon forms of disabilities and most likely to be in aclassroom.

They include learning disabilities, speech and languageimpairments, mild intellectual disabilities, and emotional

disturbancemaking up 80% of students with disabilities. Though the needs and different accommodations for students

with different high-incidence disabilities may vary, often thereis an overlap, and therefore students with different disabilitiescan benefit from the same instructional techniques: mainly ahighly-structured and methodic learning environment.

In addition, often the strategies for accomodating studentswith disabilities also benefit the students without disabilities inthe classroom: i.e teaching effective listening.


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LOW INCIDENCE DISABILITIES

Low-incidence disabilities consist of the remaining 20%of students with disabilities.

They include autism, moderate and severe intellectualdisabilities, multiple disabilities, sensory impairments,and physical, medical, and health disabilities.

Students with low incidence disabilities have variedneeds, but they all need the same kind of attention andrespect as other students.

Despite popular conception, students with low-incidencedisabilities can succeed in the general educationclassroom as long as they are provided with theappropriate supports: The text mentions a review of 36 studies that found students

with intellectual disabilities did better both academically andsocially in the general education classroom than those in aself-contained classroom.


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OTHERNEEDS

Students with ADHD

ADHD severelyaffects learning

because itcauses chronicinattentiveness

and hyperactivity.

Students withADHD can

benefit frommanagement

rules,

differentiatedinstruction, briefinstructions and

strong behavioralmanagement

structure.

Teachers shouldassign short

readingsegments,

emphasizeessentialinformation and

give extra time forproblem solving

Like students with specific disabilities, students withADHD and students with other special needs can benefit

from teachers identifying the needs of the student andstrategies to meet these needs.


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PEOPLE FIRST

Disability is a blanket termused to describe different people

with different experiences andlevels of ability.

Words carry meaning and canperpetual negative attitudes and

stereotypes.

Educators should focus on astudents learning needs NOT

their label.


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PROFESSIONALS INVOLVEDINEDUCATIONING

STUDENTSWITHDISABILTIES

General Educationteacher

Special Education

teacher

School Psychologists

Counselors

Speech/LanguageTherapists

Social Workers

Physical Therapists

OccupationalTherapists

Adaptive PhysicalEducators

Nurses

Administrators

Paraprofessionals


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COLLABORATION

Because of the vastnumber of professionals

involved in the educationof students withdisabilities, collaboration isessential


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ELEMENTSOFCOLLABORATION

Shared Goal

In order to workwith oneanother,

professionalsmust be on the

same pageabout the

desired outcome

SharedResponsibility

They must shareresponsibility

for decisionsand the outcome

of thosedecisions

SharedAccountability

And have anshared sense ofaccountability

so that eachindividual is

equallycommitted.


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DIFFERENT METHODSOF COLLABORATION

Sharedproblem

solving

Co-teaching Consultation


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Teaching is often viewed as a solo profession, but inorder to provide a positive inclusive environment

teachers and professionals must work together anduse each other as resources.


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ASSESSING STUDENT NEEDS

Traditionalassessments do nobenefit students withspecial needs.

Instead, assessmentsshould use technologyto create multiple waysof assessing student

learning; thereforeensuring assessmentsare universallydesigned.

Curriculum-basedassessments benefit

students because theymeasure what is taughtin class, whereas oftentraditional assessments

measure test-takingskills.


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Identify classroomdemands

Note studentlearning strengthsand needs

Check forpotential areas ofstudent success

Look for potentialproblem areas

Use information tobrainstorm waysto differentiate

instruction

Differentiateinstruction

Evaluate studentprogress

INCLUDE STRATEGY


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The INCLUDE strategy is a result of thebelief that a teacher should be expectedto reasonably accommodate most

students with special needsan

essential concept in the philosophy ofinclusion.

The two elements that can helpteachers accommodate students withspecial needs are Universal Design andDifferentiated Instruction.


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Means materials,methods, andassessments should becreated with built-insupports from the

beginning so that theyare compatible withlearners with specialneeds.

It is essential that

students makeaccommodations overmodifications ininstruction wheneverpossible.

The best way to meet thediverse needs of aninclusive classroom is todifferentiate the content,process, and ways students

can demonstrate learning. To differentiate instruction

teachers must providematerials and tasks withdifferent levels of difficultyand support, so that

students are acquiring thesame skills and learning inthe best way possible fortheir individual needs.

Universal Design Differentiated Instruction


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It is the responsiblyof the teacher to

teach students withdisabilities to

becomeindependent

learners.

Self Awareness:

Being on time

Keeping track ofassignments

Setting goals

Self-advocacy:

Students look out for their

own interests and are notdependent on others

Self-determination:

Being able to directlystate their needs and

goals.

Students should be activeparticipants in theireducation decisions


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TO ACHIEVETHIS

Incorporate the teaching oflearning strategies:

Learning strategies aretechniques to help solveproblems independently.

Demonstratethe strategy in

use

Encourage thememorization

of steps

To teach themteachers need

to:

Allow forguided andindependent

practice


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TEACHERSALSONEEDTOTEACHSTUDENTSTOBUILDSOCIALRELATIONSHIPS

Inclusion is essential for the development of socialskills, but mere physical inclusion does not simply leadto the development of these skills.

Instead, teachers need to actively ensurethat peerrelationships grow.

They can do so by:

Creating opportunities for social interaction

Nurturing and supporting friendship in theclassroom

Providing positive role models


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PERSONALPHILOSOPHY

My goal as an educator is to prepare my students to succeed no matter what thefuture holds for them. I aim to foster a love of learning if possible, but even morethan that to use the study of literature and writing to allow students to learn aboutothers and build a better understanding of the different perspectives out there.

I believe that special education is a service not a placement, which coincideswith the philosophy of inclusion. When education is inclusive few students aresecluded to a strictly "special education" environment, and therefore it is not aplacement--it is not somewhere the students are put and kept from their peers.

Instead, special education consists of the tools, accommodations and resourcesstudents with special needs receive as is their right, and is a service they receive inconjunction with their education in their LRE.

I also believe that Inclusion is a right, not a reward.Inclusion is a right becauseevery student, no matter what level of ability or presence of any disability, shouldbe treated equallythis means being included with their peers and not beingsegregated because of their disability. Inclusion is not a reward because a studentshould not be included because they are good. Instead, a student should only be

taken out a general education classroom for their OWN benefitif the genclassroom detrimentally affects their performance and learningthus thephilosophy of LRE. Being included is not something that should be taken away orgiven based on a reward system.

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Inclusive Schools and Communities Presentation