INCLUSION: WHATS IT ALL ABOUT ANYWAY

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INCLUSION WHATS IT ALL ABOUT ANYWAY?
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Objectives

• Participants will be able to
• CONTENT
• explain the purpose of inclusion
• compare and contrast IDEA 1997 with IDEIA 2004
• explain the difference between accommodations and
  modifications
• apply appropriate accommodations or modifications
  to specific student needs
• LANGUAGE
• Discuss implications of inclusion as it applies
  to your classroom.

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Most-Effective Teachers
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.)
(1997) Issues in educating students with
disabilities.
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All children have the opportunity to share in
educational experiences where they will learn
that each human being has value and dignity
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Definitions of Inclusion

• Inclusion is the commitment to educate each child
  to the maximum extent appropriate in the school
  and classroom he or she would attend if the child
  did not have a disability.  Inclusion involves
  bringing support and supplemental services to the
  student, instead of placing or moving the student
  for the services.
• Inclusion is an attitude not just the law

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Mainstreaming vs.  Inclusion

• generally, a student must "earn" the opportunity
  to participate in a regular setting by
  demonstrating the ability to "keep up" with the
  regular class.
• students travel to the services.

• educate each child in the regular classroom
  setting, to the maximum extent appropriate.
• services are brought to the student.

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Comparing the Changes
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Individual Education Plan

• Every special education student has an IEP.
• The IEP defines the program that is to be
  followed to help the student achieve academic
  success.

IEP
IEPs are legally binding documents.
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IEP Team

• The IEP team consists of the parent (s), the
  special education teacher and the general
  education teacher. Other people who might help
  develop the IEP are the school psychologist, the
  social worker, principal and related service
  providers.

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Special Education and 504

• Section 504 provides free, appropriate education
  to students with disabilities. For the purposes
  of Section 504, a person may be considered
  disabled if the individual
• has a mental or physical impairment which
  substantially limits one or more of such person's
  major life activities.
• has a record of such an impairment.
• is regarded as having such an impairment.
• 504 Plans are legally binding documents

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Adaptations

• Accommodations

Grading is same or based on students IEP
accommodations
Grading is different
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The standard is not negotiable, but the road to
it is.
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Nine Types of Curriculum Adaptations
Quantity
Time
Level of Support
Adapt the number of items that the learner is
expected to learn or complete. For
example Reduce the number of social studies
terms a learner must learn at any one time. Add
more activies or worksheets.
Adapt the time allotted and allowed for learning,
task completion, or testing. For
example Individualize a timeline for completing
a task pace learning differently (increase or
decrease) for some learners.
Increase the amount of personal assistance to
keep the student on task or to reinforce or
prompt use of specific skills. Enhance
adult-student relationships use physical space
and environmental structure. For example Assign
peer buddies, teaching assistants, peer tutors,
or cross age tutors.
Input
Output
Difficulty
Adapt the way instruction is delivered to the
learner. For example Use different visual aids,
enlarge text, plan more concrete examples,
provide hands-on activities, place students in
cooperative groups, pre-teach key concepts or
terms before the lesson
Adapt the skill level, problem type, or the rules
on how the learner may approach the work. For
example Allow the use of a calculator to figure
math problems simplify task directions change
rules to accommodate learner needs.
Adapt how the student can respond to
instruction. For example Instead of answering
questions in writing, allow a verbal response,
use a communication book for some students, allow
students to show knowledge with hands on
materials.
Alternate Goals
Participation
Substitute Curriculum
Adapt the extent to which a learner is actively
involved in the task. For example A student who
has difficulty presenting in front of a class
could be given the option of presenting to just
the teacher.
Adapt the goals or outcome expectations while
using the same materials. When routinely
utilized, this is only for students with moderate
to severe disabilities. For example In social
studies, expect a student to be able to locate
the colors of the states on a map, while other
students learn to locate each state and name each
capital.
Provide different instruction and materials to
meet a learners individual goals. When
routinely utilized, this is only for students
with moderate to severe disabilities. For
example During a math test, a student is working
on an eye-hand coordination activity.
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Group Activity 2 Kids in the Grid
Now,in this next exercise write each students
name on the blank grid of 9 adaptations under the
type of adaptation you believe the example best
illustrates.
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Answers to Kids in the Grid
Quantity
Time Catalina
Level of Support Ann Jose Abigail
Larry Michael
Input
Output
Difficulty
Maria Tanya Eric Roberto
Melissa Frank Rene
Eileen Jane
Alternate Goals
Participation
Substitute Curriculum Leslie Paul
Pete
Brian Ian
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Putting it all Together

• Goal To remove barriers to learning the material
  and to demonstrate mastery.
• Accommodations will keep standards substantially
  the same for all outcomes may vary.
• Modifications will fundamentally change the
  standard.

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Bibliography

• 1. Comparing the Changes Mainstreaming vs
  Inclusion
• http//www.msdaz.org/espweb/IDEA97_2004.htm
• 2. Section 504
• http//www.tusd.k12.az.us/contents/distinfo/sect50
  4/speced.asp
• WEBSITES

1. Office of Special Education http//www.ed.gov/a
bout/offices/list/osers/osep/index.html 2.
Arizona Department of Education/Exceptional
Education http//www.ade.state.az.us/ess/
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Websites Continued

• TUSD Exceptional Education
• http//instech.tusd.k12.az.us/exced/index.asp
• Intervention Central
• http//www.interventioncentral.org/
• LD Online resource for learning disabilities and
  ADHD
• http//ldonline.org/
• The Inclusion Network
• http//www.inclusion.org/inc/index-graphic.asp
• Arizona High Achievement for All
• http//ahaa.tusd.us

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• Inclusive Schools
• http//www.inclusiveschools.org/default.asp
• Circle of Inclusion- early education
• http//circleofinclusion.org/
• Inclusion Lesson Plans
• http//www.specialednews.com/educators/lessonplans
  /lessons.html
• Inclusion Lesson Plans with Technology
• http//www.waza-inc.com/inclusion/
• National Association of Special Education
  Teachers
• http//www.naset.org/
• Association for Supervision and Curriculum
  Development
• http//www.ascd.org