Inclusion: Helping All Students Succeed

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Inclusion Helping All Students SucceedChildren
that learn together, learn to live together

• Irene Elliott
• Director, Pupil Personnel Services
• Encinitas Union School District

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All Children are General Education Students
First"Inclusion involves all kinds of
practices that are ultimately practices of good
teaching. What good teachers do is to think
thoughtfully about children and develop ways to
reach all children. "Ultimately good teaching is
a relationship between two people teachers get
good results because they enter into that
relationship. Inclusion is providing more options
for children as ways to learn. Its structuring
schools as community where all children can
learn. But theres no recipe for becoming an
inclusive teacher or an inclusive school. Its
not a mechanized format." -- Dr. Chris Kliewer,
Associate Professor of Special Education,
University of Northern Iowa, (taught second grade
in an inclusive school in Syracuse, NY, for four
years).
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Historical Perspective

• Brown v. Board of Education (1954)
• Civil Rights movement (1950s/1960s)
• The Education for all Handicapped Children Act
  (PL 94-142)
• Individuals with Disabilities Education Act
  (IDEA) (1990)
• Americans with Disabilities Act (ADA)
• Section 504 of the Rehabilitation Act of 1973

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Requirements in the Law

• I.D.E.A. Reauthorization and Section 504 of the
  Rehabilitation Act of 1973 require that
  individuals with disabilities are to receive a
  free and appropriate public education (FAPE)
  which must occur in the least restrictive
  environment (LRE), with supplementary aids and
  services, when necessary.

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Least Restrictive Environment

• To the maximum extent possible, children with
  disabilities, including children in public or
  private institutions and other care facilities,
  are educated with children who are not disabled,
  and special classes, separate schooling, or other
  removal of children with disabilities from the
  general education environment occurs only when
  the nature of the severity of the disability of
  the child is such that education in the general
  class with the use of supplementary aids and
  services cannot be achieved satisfactorily.
  Section 612 (a) (5) (A)

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Key Concepts of LRE

• Must be individually determined and based on a
  students individual needs
• Applies to all children with disabilities
• The general education class is always the first
  choice
• Consideration and use of supplementary aids and
  services to make the general education class a
  first and viable option is required

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Supplementary Aids and Services

• Aids, services, and other supports that are
  provided in general education classes or other
  education-related settings to enable children
  with disabilities to be educated with
  non-disabled children to the maximum extent
  appropriate in accordance
• with 300.500-300.556.

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Full Inclusion vs. Mainstreaming

• Mainstreaming Special Education class is primary
  placement student is brought to the services
• Full inclusion General Education class is the
  primary placement services are brought to the
  student
• Decisions are based on the ability of the child
  to benefit from the placement

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• An inclusive classroom is a supportive, caring
  learning community in which every student feels
  accepted

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• "Inclusion works when teachers believe that all
  children can learn." dayle timmons
• Inclusion is changing the rules of the game so
  that everyone can play and everyone can win.

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Full Inclusion is

• Believing that all children can learn
• Welcoming all children and their unique gifts
• Addressing each childs educational needs
• Good for all children
• A collaborative way to teach and learn
• A right of all children regardless of their
  disability

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• Teachers have the opportunity for
• setting an example for nondiscrimination and
  acceptance of peoples differences
• using creativity in their teaching
• workings closely with parents to understand
  student strengths and needs
• working with a wider circle of teachers and
  specialists
• being a leader and role model for other educators
• eliminating preconceived ideas about students
  with disabilities
• making significant change in the life of a
  student with disabilities as well as others in
  the class

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Goals of Inclusion

• Better Instruction
• More time on task
• Fewer interruptions
• Closer monitoring
• Higher self-esteem
• Sense of belonging
• More risk taking

• Fewer labels
• Teacher teamwork
• Ownership by all
• Positive self-esteem comes from engaging in a
  challenging task and succeeding

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Benefits of Inclusion

• Students with disabilities have the opportunity
  for
• experiencing full citizenship in school and
• the community
• forming a wide circle of friends
• experiencing academic challenges
• enjoying the satisfaction of achievements
• learning to rely more on friends than teachers
• taking new risks
• finding they can master activities they may not
  have tried in special ed classes

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• Students without disabilities have the
  opportunity for
• realizing that each person has gifts, talents and
  challenges
• learning to move beyond their stereotypes of
  people with disabilities
• developing a better understanding of citizenship
  for all people
• appreciating the similarities and differences
  among all people
• working on the sense of their own shortcomings
• increasing their level of comfort around all
  people
• serving as role models
• solving real life challenges by finding creative
  approaches to problems faced by students with
  disabilities

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Classroom Expectations

• Student response
• Teaching style
• Assessment
• Grading Textbooks
• Rules
• Written work

• Identify what it takes for a student to succeed
  in your classroom

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• "A bonus associated with learning to make
  modifications is that you can then use these to
  help all learners. Not only will this help you
  reinforce the idea that all people learn
  differently, but it will also help you teach that
  everyone needs e xtra help once in awhile." --
  Golomb Hammeken. (January/February 1996).
  Learning.

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• Curriculum Modification Planning
• What is everyone else doing? ________________
• Can ______participate just like everyone else?
• If yes, go for it!
• If no, what can we do to include _________?
• Can we give _________some help from friends?
• From who_________?
• Can_______use different materials? What
  materials?__________How will they be used?_______
• What else can ______do that is related to what
  the class is doing?___________________

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