Conversations about Inclusion
Robert Abel, School Psychologist
Marguerite Brown, Special EducationTeacher
Joan Kern, Compliance Facilitator
Mesa Public SchoolsJuly, 2010
MESA
P U B L I C
S C H O O L S
Objectives
• Deliver information on history and rationale of inclusive education
• Supply real world methods and techniques for the practice of inclusion
• Provide venue for discussion and problem solving re: inclusion in MPS
“Let me get this straight: I’m behind … and I’m going to catch up by going slower
?"
Legal basis for inclusion…
1964 -- Civil Rights Act
1968 -- Architectural Barriers Act
1973 -- Rehabilitation Act (Section 504)
1975 -- Education for All Handicapped Children Act (PL 94-142)
1988 – Civil Rights Restoration Act.
1990 -- Americans with Disabilities Act (ADA)
1990 -- Individuals with Disabilities Education Act (IDEA)
1994 -- Technology-Related Assistance for Individuals with Disabilities Act
1997 -- Amendments to IDEA
2004 -- Individuals with Disabilities Education Act of 2004
Inclusion =
accommodation social equality diversification expectations opportunity adaptationintegration
access
Inclusion =
specializationsegregation separatismexemptionexclusion isolation
Special Education is a
not a
Place
set of services
We may have all come on different ships, but we're in the same boat now.
~ Martin Luther King, Jr.
How can diverse learners possibly be educated effectively in one classroom?
1. Authority 2. Motivation3. Ability
Authority and motivation…
Authority and motivation…
?
Never underestimate that a small group of thoughtful, committed people can change the world; indeed it's the only thing that ever has.
~Margaret Mead
Collaborative partnership
A partnership between two or more people that gives structure and organization for planning, thinking, and working together to accomplish a common goal
Role of school principal in school-wide inclusion implementation…
• Vision and agenda
• Structure and organization
• Staff training
• Allocation of resources
• Ongoing support
Role of special education teacher in school-wide inclusion implementation
An Expert In…..
Learning Styles
Behavior Modifications
Learning Strategies
Diagnostic/Prescriptive Teaching
Accommodation/modification
Home/school communication and the IEP process
Activities of special education teacher in school-wide inclusion implementation
An Expert In…..
Interpreting HighlightingSummarizing
IdentifyingSimplifying EmphasizingCondensing EnlargingParaphrasing Clarifying
Role of general education teacher in school-wide inclusion implementation…
An Expert In…
Content AreasScope & Sequence of CurriculumKnowledge of Curriculum StandardsManagement Strategies of Large GroupsAcademic & Social DevelopmentPacing, delivery, inspiration and motivationOrganization of massive amounts of
materials
4 Approaches to Team Teaching*
• Supportive Teaching
• Parallel Teaching
• Complementary Teaching
• Team Teaching
* From Deer Valley School District materials
Supportive Teaching
One teacher takes the lead instructional role
2nd teacher rotates among the students
providing support to all students
Parallel Teaching
2 or more teachers work with different groups of students in different section of the classroom
Co-teachers may rotate groups
Co-teachers teach area of strength
(If new to team teaching – this is the mostcomfortable place to start)
Complementary Teaching
All teachers are lead teachers, contributing to the lessonor lecture
1 teacher may paraphrase what other teacher is saying or ask clarifying or summarizing questions
Each teacher focuses on his/her area of expertise
1 teacher may pre-teach a skill to a small group
(As comfort levels increase, the complementary and team teaching models are more effective)
True Team Teaching
2 or more teachers do what one traditional teacher has always done
All Plan the lesson
All Teach the lesson
All Assess student progress
All Assume responsibility for ALL students
(This is the ideal model for co-teaching and sustained inclusive education)
For example…
1st co-teacher is… 2nd co-teacher is…
Lecturing Modeling Note taking on board
Passing out papers Reviewing directions
Taking roll Collecting/reviewing homework
Checking understanding
with whole group
Checking understanding
with subgroup(s)
Concluding a lecture Asking clarifying or summarizing questions
Many hands make light work…
Modify tests/quizzesCreate alternative projectsGenerate curriculum modificationsCommunicate w/ related servicesFacilitate peer support & friendshipsRecruit and train peer tutorsTrain and assign IA’sSchedule/Facilitate team meetingsAssign gradesCreate advanced organizersDevelop units, projects, lessonsConduct IEP related meetingsother – specifyother - specifyother - specify
Ms. A Mr. B Ms. C
The special education teacher as an Inclusion Facilitator….
Modified gradingA fair grading system…
-provides an opportunity for high grades to be earned
- provides meaningful grades that reflect a student's experience in the classroom
- includes flexibility as needed to meet individual needs of students
Quantity Time Level of support
Input Participation Output
Difficulty Alternate GoalsAlternativeCurriculum
The Nine Grid (Problem solving process)
Language makes a difference…
“The difference between the right word and the almost-right word is the difference between lightning and a lightning bug”
~ Mark Twain
IEP issues:Accommodations/modifications:• Adjust evaluation criteria for
assignments• Adjust evaluation criteria for grades on
report card• Adjust quantity and/or difficulty of
homework assignments• Allow extra time for deadlines• Allow extra credit and/or alternative
projects for credit• Allow re-taking of tests• Use visual aids (pictures,
transparencies, charts, maps)• Provide frequent feedback• Emphasize major points/main ideas• Allow others to take notes when
extensive notes are required (NCR paper).
• Extra set of books for home
IEP issues:G. STATEMENT OF SPECIAL
EDUCATION/RELATED SERVICES
Reading Comprehension• General Education 2.00 hours
per week• Special Education .5 hours per
week
Math Calculation and Math Problem Solving
• General Education 2.00 hours per week
• Special Education .5 hours per week
LRE
Inside Regular Class 80% or more of the day
Inclusion Myths
• Inclusion (or resource or self-contained) is the best model of service delivery for all students
• Inclusion requires fewer special education teachers/instructional aides
• Students always increase academic skills when taught in inclusion classrooms
• Successful inclusion takes little time and effort from school staff and can be implemented quickly and with few mistakes on the first trial.
Comfort Zone
GrowthZone
Panic Zone
What barriers to inclusion do you see in your school?
Where to start?
“In the end, we considered inclusion successful if the student no longer stood out because of his disability.”
- Mrs. HughesTeacher
Concluding activity…
Websources1…
• http://www.inclusiveschools.org/• http://www.kidstogether.org/• http://www.uni.edu/coe/inclusion/• http://www.ucp.org/uploads/Inclusive
%20Education.pdf• http://www.peakparent.org/
conferences.asp• …and many, many more to Google.
Websources2…Resources from Deer Valley District:
• https://www.dvusd.org/docs/StuSupportSvcs/Shared_Teaching.pdf
• https://www.dvusd.org/docs/StuSupportSvcs/Inclusive_Education.pdf
• https://www.dvusd.org/assets/pdfs/department_education/Disability_Awareness.pdf
Books…
• The Inclusion Facilitator’s Guide by Cheryl Jorgenson, Mary C. Schuh, and Jan Nisbet
• A Guide to Co-Teaching by Richard Villa, Jacqueline Thousand, and Ann Nevin
• Collaborative Teaching in the Secondary Schools by Wendy Murawski
• Inclusion Strategies That Work! Research-Based Methods for the Classroom,Second Edition by Toby J Karten
• Collaborative Teaching in the Elementary Schools by Wendy Murawski
Please complete your evaluation form, and drop it off
on your way out.
Happy trails