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Review… Based on the article, what is the definition – or
concept – of inclusion? The generally accepted concept of inclusion is that
students with disabilities attend classes with their general education peers with direct support from special educators
Lesson Objectives You will learn about the evolution of inclusion
in education
You will watch and discuss the impact inclusion has had on students
You will learn what it takes to ensure successful inclusion in your school or classroom
History of Inclusion
Before 1800 •Children with disabilities are kept home•They rarely receive an education
1800 - 1850 •The first formal special education program is established•Special needs students are primarily sent to institutions that remove the children from society
1850 - 1950 •Public schools and specialized schools are established•Minorities and children with disabilities are excluded, and continue to remain largely uneducated
History of Inclusion (cont.)
1950 - 1975 •Brown v. Board of Education – schools cannot discriminate based on race, gender, or disability•1:5 students with disabilities is being educated
1975-1985 •IDEA passes – FAPE is required in all public schools
1985-1999 •Americans with Disabilities Act is passed – children with physical limitations now have access to their neighborhood schools for the first time•1993: Fewer than 7% of school-aged children with disabilities are educated in general education classrooms
Education Today
6.3 Million students receive some form of special
education (over 10% of population)
What Makes Inclusion Work?Students are in
their home schools, in general education classes
The classroom and teacher are
given appropriate support
There is on-going planning
for success
IEP goals are dependent on the
individual and worked on in the general
curriculum
All students feel a sense of belonging
There is active participation
from all students
There are natural proportions of special needs students in a
classroom
Diversity is celebrated and valued
= SUCCESS
What are the barriers to Inclusion?
Organizational
•Relates to the differences in the ways schools and classes are taught, staffed, and managed
Attitudinal•Student, teacher or administrator feelings – do they agree?•Participants must ‘give up’ control, or authority of their classroom to collaborate with others
Knowledge
•Are teachers trained?•Do teachers feel prepared?
What Are The Benefits of Inclusion?facilitates more
appropriate social behavior because of
higher expectations in the general education
classroom
leads to greater acceptance of students with
disabilities
offers a wide circle of support, including social support from classmates without
disabilities
promotes levels of achievement higher or at least as high as
those achieved in self-contained classrooms
facilitates understanding that
students with disabilities are not
always easily identified
offers the advantage of having an extra teacher
or aide to help them with the development of
their own skills
improves the ability of students and
teachers to adapt to different teaching and
learning styles
promotes better understanding of the
similarities among students with and without disabilities
Collaboration/Consultation In a building with a low incidence of special
needs students and overall low student population, this model would be very compatible.
The special education teacher is made available to re-teach a difficult skill or to help the student(s) practice a newly acquired skill.
This is a non-intrusive approach that provides the special needs students with at least two teachers to ask for help with curriculum problems.
Regularly scheduled meetings are recommended rather than communication on an as-needed basis
Teaming Model The special education teacher is assigned to one
grade level team with one planning period per week for the team. The special ed teacher provides student information, possible instructional strategies, modification ideas for assignments/tests, and behavior strategies.
The team meets on a regular basis, establishing consistent communication among the team members. The team model is presented so teachers are not working independently to achieve success with their students. All team members work together and broaden their knowledge in various areas, whether they are from general education or special education.
Co-Teaching
One Teaching,
One Assisting
Station Teaching
Parallel Teaching
Alternative Teaching
Team Teaching
Group Discussion Which inclusion model does your school
follow? Which inclusion model do you find to be the
most effective for working with students with disabilities? Does the disability matter, or should all students
be included? Some inclusion experts say that many schools
fall short in their efforts to fully include kids with disabilities in typical classes. Why do you think this is?
Bibliography Cook, L., & Friend, M. (Nov 1995). Co-teaching:
Guidelines for creating effective practices. Focus on Exceptional Children, 28(3), 1-16.
Inclusion Models for a Building Level by Elaine E. Daack, UNI masters thesis (1999) http://www.uni.edu/coe/inclusion/preparing/building_levels.html
http://www.includingsamuel.com/media/Video/Emily-Video.aspx
http://www.partnersinpolicymaking.com/education/history_overview.html
Hines, Rebecca. Inclusion in the Middle School. http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/19/75/f8.pdf
http://www.kidstogether.org/componentsofinclusion.htm hawbaker.pls.iowapages.org/id3.html