Transcript No Slide Title

Lecturette 1:
Shifts in Thinking and Practice
that Support Inclusive
Schooling
Evolution of Inclusion
(Definitions)
In a school with MAINSTREAMING
In an INTEGRATED School
* Adapted from Gee, K. (2002) Looking closely at instructional practices: honoring and challenging all children
and youth in inclusive schools. In Whole school success and inclusive education. Sailor, W. (ed) 123-138.
Inclusion
The practice of providing a child with
disabilities with his or her education within
the general education classroom, with the
supports and accommodations needed by
that student. The inclusion typically takes
place at the student’s neighborhood school.
– (NICHY, 1995)
An Inclusive
Environment Is:
The Focus of Inclusive
Environments:
 Development of regular school
and classroom communities that
nurture and support the
educational and social needs of
every student in attendance
Stainback & Stainback
TIME LINE COMPARISON OF INCLUSION
DEVELOPMENTS
National Inclusion Trends
Courts begin to support right of LRE
1950
1960
1970
1980
Brown v. the Board of
Education
Public Law 94-142
2000 2003
1990
IDEA
Delaware Inclusion Trends
1950
1960
1970
XX% of students with
disabilities educated in
regular ed. settings
1980
Delaware Autism Project started
72% of students ages 6-21 were being
educated in separate settings (28% in
separate schools)
1990
XX% of students with
disabilities educated in regular
ed. settings
2000
2003
1996- Delaware still substantially
below national integration
average; Delaware Inclusion
Project started
FEDERAL LEGISLATION (IDEA)
THE LEAST RESTRICTIVE
ENVIRONMENT (LRE)
Individuals with Disabilities Education Act: (IDEA) does not use
the term ‘inclusion.’ It does require that learners be educated in the
Least Restrictive Environment (LRE)
Continuum of Placements
in Delaware
• Regular Setting
• Services Provided Both In Separate
Special Education Classes and Regular
Setting
• Separate Special Education In An
Integrated Setting
• Separate Setting
Educational Placement in General Education
(Class 80% or more of the Day)
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
0.47
0.24
97-98
0.47
0.28
98-99
0.47
0.47
0.32
0.3
99-00
00-01
*Adapted from Sate Improvement Grant
Delaware
National Average
Key Elements of an
Inclusive School
•
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•
•
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Division and building-level consensus
Ongoing collaboration
Individualized goals weaved into general activities
Provision of time
Strong administrative support
Parental involvement
Strong peer networks
Use of natural supports
Now that you have a
background on
Inclusive practices, it is time to
put your
IDEAS into PRACTICE!
4 Action Arenas
District Effort
Professional
Effort
Student Effort
STUDENT
LEARNIN
G
Organizational Effort
5 Key Shifts in Practice
LEARNING
TEACHING
performance
assessments
interdisciplinary,
integrated
curriculum
activity-based teaching
consideration of
multiple intelligences
learning styles
“brain-based” learning
emphasis on
uses of skills
attention to student
interests & preferences
exhibitions & projects
Classroom Curriculum
Writing lab
Story Line
PRIVATE EYE
Multiple Intelligences
Mind Mapping
Literature Based Reading
READ RIGHT
Reading Recovery
SERVICE
personalized
learning supports
SUPPORT
reformed funding
systems
comprehensive
information systems
for school planning
innovative use
continuous
of family
improvement
resources
revised resource
systems outcome-oriented allocation systems
accountability systems
groupwork
collaborative work
teamwork
To hold in position;
prevent from falling,
sinking, or slipping
To keep from failing during
stress; lend strength to
To bear the weight of,
especially from below
Dianne L. Ferguson, 2002
“DEMAND” education
GK
G1
G2
G3
G4
G5
and so on
“SUPPORT”
education
primary
ages
intermediat
e ages
middle
years
and so on
GROUP
PRACTICE
INDIVIDUAL
PRACTICE
Teacher-directed CPD
Innovative school
structures & schedules
Reformed teacher
education
time for adults
to work together
new roles for family &
community
Continuing professional
development
groupwork
Mixed-ability
groups of
teachers
collaborative work
teamwork
Shared
Practice
Individual
Practice
Group
Practice
Dianne L. Ferguson, 2002
CONTINUOUS
IMPROVEMENT &
RENEWAL
REFORM
Whole school change
models &
approaches
Quality-driven continuous
improvement models
Performance-based
accountability systems
Family linkages
Site-based decisionmaking &
management
Practice-based inquiry
Community partnerships
FAMILY &
COMMUNITY
LINKAGES
PARENT
INVOLVEMENT
Business partners
Shadowing as part of school
improvement
Community resource
banks
Family work
groups
Site-based decision-making
& management
Business
volunteers
Family coffees
Community
partnerships
participation in
building leadership
teams
A Parent Says..........
I want my children to succeed in school, to know they
succeeded, and to feel good about that. I want the school to
like my children…
Quoted in Sizer, 1985
Dewey (1902) Says..........
What the best and wisest parent wants for his
child, that must the community want for all
its children. Any other ideal for our schools
is narrow and unlovely; acted upon, it
destroys our democracy.