Transcript Inclusion

Inclusion
in a Middle School setting
Definitions
Full Inclusion
• students receive their
entire education within a
general education setting
with or without supports
Partial Inclusion
• students only spend part of
the day in general education
classes and are pulled out
to separate classes during
some of their education.
Inclusive School
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“a diverse problem solving organization with a common
mission that emphasizes learning for all students. It
employs and supports teachers and staff who are
committed to working together to create and maintain a
climate conducive to learning. The responsibility for all
students is shared. An effective, inclusive school
acknowledges that such a commitment requires
administrative leadership, on-going technical assistance,
and long term professional development. Within
inclusive schools, there is a shared responsibility for any
problems or any successes for students in the schools.
(Lipsky, 1997 p. 99-100)
Mainstreaming
• Students who are mainstreamed
should be able to keep up with
other students with no specially
designed instruction or supports.
These students should not need a
special education teacher’s help
except for consult for several
minutes each week.
Integration
• Integration refers to students
being put into school with regular
functioning children. For instance
even very low functioning kids are
integrated into the school, but are
not in classes with other student
without disabilities.
Accommodations
• small changes in
services or presentation
that do not change the
learning outcomes of the
students.
Modifications
• Changes in the
curriculum to fit the
student’s ability
Inclusion
Background
History
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1852 Massachusetts created a compulsory education
law that excluded students with handicaps
1896 separate classes in RI for Mentally impaired
students
1905 first school in NY for “incorrigible” students
1945 suggested by Council For Exceptional Students
that educably retarded be included in general
education
1960 began to look at whether they should be
included
1970s – right of students with disabilities to have a
free public education
1975 PL 94-142 Education for all handicapped
children act of 1975 - LRE
Placement considerations
• Individualized
• Based on availability of full continuum of
services (regular education through
residential schools)
• Consistent with least restrictive
environment
Case of Hendrick Hudson District
Board of education v. Rowley –
1982
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“…the standard for being appropriate could be
met by a program developed in a procedurally
correct manner, individualized, and reasonable
calculated to provide the student with
educational benefit. The degree of benefit is
determined on a case by case basis….When
the students is placed in a regular classroom,
all necessary aides and services are to be
provided to enable him or her to achieve
passing marks and legitimate passing from
grade to grade.” 21 p. 495
Deciding if a student should be
included
– Student should be able to complete grade
level assignments with accommodations
– Student needs a sufficient degree of self
motivation
– Student can become productive socially
– Student wants to be in the class
– Student will be able to follow class rules
and routines non disruptively
Deciding where a student should
be included
– Peers will accept the student socially
– Parents are comfortable with the
placement
– The teacher accepts the student in the
class
– The teacher allows the student to
complete tasks at different rates and
levels
Components of Inclusion
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Accessible
Normalization
Diversity
Natural proportions – same as
general population – 10-12% - 3
students with disabilities for
every 25
Starting an Inclusion
Program
• District wide conversion
• School
• Case by case
• One year at a time
Types of Inclusion
Co teaching
• Teachers teach side by side or take turns
• One may do enrichment while the other reteaches
• One may teach content while the other
teaches social/behavior/study skills
• Teachers must decide roles
Advantages
• Special Education
teacher gets to teach
• Students work
together
• Students learn from
the example of the
teachers working
together
Disadvantages
• Need time to plan
together
• Lack of content
training for S.E.
teacher
Parallel teaching
• Both teachers teach in the same room
• Special education and regular education
are split
• Teachers plan, instruct, assess on own
• Special education curriculum is linked to
regular education
Advantages
• Students are still in
the same room
• Teachers do not need
as much time to plan
together
Disadvantages
• Less interaction
between students
• Confusing with two
classes happening at
once
Supported Instruction
• Special education teacher may not always
be in the room
• Special education teacher pre-teaches,
creates activities, reviews
• General education teacher is in charge of
assessing and grading
Advantages
Disadvantages
• Students still get
• Need time to plan
individual help
together
• Special education and • Need extra time for
general education
the special education
students side by side
teacher to work with
students
Consultant Model
• One special education teacher assigned to
each team
• Helps to design behavior and teaching
strategies
• Creates modifications/acommodations
• Meets once a week with team
• Aides used to help in classes
Advantages
Disadvantages
• Less teachers needed • Higher student
teacher ratios
• Students taught with
regular education
• Special education
students
teachers burn out
• Students can be put
• Need good
into classes by
relationship with all
natural proportions
five teachers
• Special education
teacher not always
readily available
Case Studies
Coral Springs Middle School
• Took all students and dispersed them throughout classes
in natural dispersion on teams
• Six full time co-teachers – one for each team
– help with any and all students who needed extra assistance –
sped or not
– co teachers worked differently with different teams
• met periodically to define roles
• Remedial teachers served as co-teachers
• Teachers agreed that it was not right for everyone –
students who could not read at all, extreme behavior and
social problems
• Teachers appreciated having a say in creating their own
inclusion program
Hammond Public Schools, Indiana
• Listed pros and cons and wrote site based
reconstruction plan
• Aide hired for every 10 special education
students
• Special education teacher in charge of
writing schedule
• Collaborative planning on a weekly basis
and substitute hired for this
Kentucky’s Statewide Collaborative
Teaching Model
• Complementary instruction – general education teacher
is responsible for subject area material, other teacher
works with mastery of specific skills based on the subject
matter
• Role reversal teaming – if both are certified in subject
area they both plan and implement material
• Supportive learning style – both teachers plan, but gen
ed teacher provides basic instruction on the essential
content and the sped teacher designs and implements
supportive and supplemental materials, activities, and
instruction
Roles
Administration
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Provide vision and path for inclusion
Restructure school day or job assignments
Get parents involved
Provide time for planning and periodic
meetings to revise inclusion plans
Teachers
The general and special education teachers
need to discuss and decide roles
General education
• Masters in field
• Provide curriculum
• Understand student
needs
Special education
• Provide information on
disabilities
• Accommodations
• Create strategies
• IEP
Both Teachers
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Show acceptance of all students
Creative
Positive
Make sure students reach IEP goals
Help all students
Show confidence
Use good communication skills
Advantages of
Inclusion
Regular Education
• Extra adults in the room to help all
students
• Greater acceptance for students with
disabilities
• Students are members of the classroom
before being members of special
education
• Studies have found no significant loss in
instruction time in successful programs
Special Education
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Social gains
Higher achievement
Teachers expect more from students
Kids are no longer categorized as “yours”
or “mine”
“ESE [exceptional student
education] kids now get cream
instead of the 2% milk they
[were] getting [when they were
in special education classes]”
Mortimer Adler( p. 46 Muir, 2002)
Disadvantages of
Inclusion
• Inclusion students are more disruptive
• Over 5 grade levels can be
represented in one room
• Schedulers tend to group with lower
functioning students
• Lack of planning time provided
• Chance of teachers not getting along
• Do not get individual attention and
small class size they may need
Why inclusion fails
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Lack of communication
Lack of planning
No staff development and/or training
Teachers resist change
Students placed in class without
supports
• Teachers or aides hover over special
education students and do not help all
students
Successful
Inclusion
Practices
To be successful….
• Classes should not have more than 28
students
• No more than 25% of the students should
have IEPs
• A full continuum of services should be
available
• Aides are assigned to classrooms, not
students
Administration should….
• Allow teachers to have a say in inclusion
• Provide time for joint planning
• Provide time to meet and evaluate the
inclusion program
• Provide disability awareness to the entire
staff
• Supply resources for staff and parents
Teachers should…
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Keep a positive attitude
Practice effective communication skills
Adapt to student learning styles
Teach students how to work together
Use peer tutoring to help students learn from
one another
• Teach higher order thinking skills
• Provide time to help with organization
• Provide social skills training
Cooperative learning
• Assign each student a role
• Give students with special needs a one on
one explanation of his or her role
• Include students of varying ability
• Keep groups the same
• Directly teach students how to work in
groups
Peer tutoring
• Choose tutors from those who willingly
volunteer
• Provide training for tutors
• Pair with personalities in mind
• Switch every 6 to 9 weeks
• Allow those with disabilities to be tutors
Social skills training
• Dowdy suggests a social skills training
program with six steps
Session 1
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Listening
Meeting people
Beginning a conversation
Listening during a conversation
Ending a conversation
Joining an ongoing activity
Session 2
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Asking appropriate questions
Asking favors
Seeking help from peers and adults
Following directions
Session 3
• Sharing
• Reading body language
• Playing games
Session 4
• Suggesting ideas to others
• Working cooperatively
• Offering help
Session 5
• Giving and taking compliments
• Saying thank you
• Rewarding themselves
Session 6
• Apologizing
• Understanding the impact of their behavior
• Understanding other’s behavior
Different
Disabilities
Specific Learning Disabilities
• The student’s IQ is normal, but there is a
gap between their IQ and achievement
• Deficit in basic literacy and/or mathematic
skills
• Inadequate survival and interpersonal
skills
Mentally Impaired
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IQ below 69
Deficits in adaptive behavior skills
Problems with social requirements
Immature behaviors
Need more details in explanations
Memory deficits
Have their own personalities
Memory Deficits
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Make associations
Use acronyms
Draw pictures
Give rules
Repetition
Chunking
Pictures
Autism
• Occurs in 5 to 15 out of every 10, 000
births
• Deficits in communication, socialization
and leisure activities
• Sometimes repetitive body movements
• Laughing or crying for no reason
• Sustained odd play
• Little or no apparent fear of danger
Autism (cont.)
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Insensitivity to pain
Little or no eye contact
Preference to be alone
Stimuli may have a different effect than the
rest of the students
• Consistency is important
Behavioral Disabilities
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inability to learn that can’t be explained by
intellectual, sensory, or other health factors
an inability to build or maintain satisfactory
interpersonal relationships with peers or
teachers
a general pervasive mood of unhappiness or
depression
inappropriate types of behavior or feelings
under normal circumstances
or a tendency to develop physical symptoms or
fears associated with personal or school
problems
Behavioral Disabilities
• Consistently act inappropriately (as
observed by those in authority)
• Conflicts with peers and adults
• Extreme and chronic
• Does not include students who are socially
maladjusted
• May be withdrawn
• Challenge boundaries
Behavioral Disabilities
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Students may need to be phased into inclusion
Preferential seating
Appropriate challenged work
May need to ignore
Determine signals
Avoid using threats
Try time outs
Do not ignore students who have non-overt
behavioral disorders
ADHD
• Not actually Special Education
• Need structure
• Simply stated rules (under 6) that are
posted
• Daily schedule
• Have students finish one task before
moving to next
• Establish expectations for assignment in
advance and don’t change them
ADHD
• Alternate between tasks the student is more and
less likely to complete
• Get rid of distracters
• Allow non-distracting items for tactile gratification
• Contracts if needed
• Quality v. quantity
• Shorten assignments
• Break up activities
Don’t give up
• If students are too disruptive
– Communicate with the Spec. Ed teacher
– Examine the curriculum
– Examine the environment
– Try changes within the classroom
– Change classes if needed
Accommodations/
Modifications
• Students should not get blanket
modifications
• Be consistent between teaching and
assessment
Materials
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Reduce need for written responses
Highlight texts
Provide study guides
Use NCR paper to get copies of notes
May need Braille materials
Type of Instruction
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Individualized, small group
Aide
Specialized instruction
Give directions in a way besides only
auditory
Highlighted text/study guides
If possible work with small groups while
others are doing something
independently
Curriculum
• Is not done much because of “No Child
Left Behind”
• Working off grade level
• Reduce content or details
• Alternate content for those with severe
disabilities
Assessment
• Environment/setting
• Scheduling – break up over the day or allow more
breaks
• Presentation – shorten, read to student provide prompts,
cues to focus, use open book/notes
• Response changes – change to multiple choice, allow
oral answers, enlarge bubble sheet
• Give directions in small steps, one at a time if possible
• Read or tape record directions
• Avoid taking off points for spelling errors and
penmanship if that is not the main idea of the activity
Assessment (cont.)
• Use questions from test as study guide
• Highlight key words in questions and
directions
• Give small quizzes rather than just exams
• Teach students test taking skills directly
• Provide extra space on test for answering
• Allow the students to write on the tests
• Give open book/notes tests
Assessment (cont.)
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Give feedback during the tests
Do not handwrite your tests
Eliminate unnecessary words and confusing language
Provide word banks
Provide definitions and have the student fill in the word
Provide examples of test questions they will be
responsible for on the exam
• Have students take test in a small group with the
inclusion teacher
• Allow students to attach work to the test so they have
more room
Assessment (cont.)
• Allow the students to retake the test orally to add extra
points on to the test
• Tape tests if needed
• Give partial credit
• Do not make students copy from the book or board
before answering if they have writing problems
• Do not try to trick the students
• Write multiple choice questions vertically rather than
horizontally
• Color the process signs on math tests
• Allow calculators on math test if problem solving and not
computation
Grading
• General and special education teacher
need to decide
• Send home a letter about how students
will be graded and who parents should
contact
• May use IEP to grade
• Should mark report card if student has
accommodations
Assignments
• Response mode – oral/written, recorded,
dictated, no spelling penalty, communication
device
• Length
• Amount of time
• Rewrite directions at an easier grade level
• Provide a sample of the finished product before
giving the activity
• Omit assignments requiring copying in a timed
situation
• Keep a copy of school texts at home
Presentation of
lesson
• Vary verbal style with pitch and tone
• Increase amount of modeling and guided practice
• Increase wait-time to 5 minutes before asking students
to respond
• Speak slowly and face class when talking
• Increase student response opportunities
• Write major points on the board
• Provide an outline or overview of the lesson
• Relate information to background or interests
• Pause to allow students time to discuss content
Pace or time
• less problems at a time
• extended time
• breaks
• vary activity often
Multi-sensory
presentations
• taped lectures
• graphic organizers
• interpreter for the deaf
Assistive
Technology
• highlighted notes
• spell check
• calculator
• Braille
• magnifier
Re-enforcement
• positive feedback
• repeated comprehension
checks
• directions
• peer tutors
• study guides
Environment
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Seating
Room arrangement
Physical space for students within rooms
Behavioral rules/consequences
Minimum audio/visual distractions
Special lighting
Display of daily schedule
Adaptive furniture
Define concrete areas
Memory
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Chunking - grouping items
Clustering – organizing into categories
Mnemonics – idiosyncratic methods for
organizing information
Coding – varying how material is presented
(kin, vis, aud)
Use preexisting information
Utilize instructions – ask the students to
reword or use pictures to display directions
Use cuing
Homework
• Assess homework skills
• Involve parents
• Schedule a consistent time and routine to
assign collect and evaluate homework
• Clearly give consequences for not
completing the assignment
• Coordinate with other teachers as to not
overload
• Present instructions clearly
Homework (cont.)
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Have classroom based incentive programs
Have parents sign and date homework
Recognize why the homework is given
State the relevance of it
Make sure it is completable
Do not use homework as a punishment
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AGH Associates, Inc. (1999). Newslink. Retrieved March 20, 2005, from
http://www.schoolhousedoor.com/media/agh/newslink1001.htm.
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Blenk, K. (1995). Making school inclusion work. Cambridge: Brookline
Books.
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Dowdy, C et. al. (1998). Attention Deficit/Hyperactivity Disorder in the
classroom. Austin: Pro-ed.
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Eggert, D. (2001). Grading Students with Educational Disabilities.
Retrieved April 15, 2005, from http://www.bridges4kids.org/articles/503/Eggert9-01.html.
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Horne, M. (1985). Attitudes toward handicapped students: Professional,
peer and parent reactions. Hilsdale: Lawrence Erlbaum Associates.
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Inclusion: Yours, mine, Ours. (2000). Retrieved March 21, 2005, from
http://rushservices.com/Inclusion/suggestions_for_special_educator.htm.
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Kilgore, K. et al. (2001) Restructuring for inclusion: A story of middle