FromSegregation

ToIntegration

By: Elen B. Simborio

Mainstreaming

Social and instructional integration of students

with disabilities into educational programs

whose primary purpose is to serve typically

developing individuals (Gargiulo & Metcalf,

2010).

Mainstreaming

Placement of students with disabilities – often

part-time – into general class settings

(Mastropieri & Scruggs, 2000).

Least Restrictive EnvironmentTo the maximum extent appropriate, children with disabilities,

including children in public or private institutions or other care

facilities, [will be] educated with children who are not disabled,

and that special classes, separate schooling or other removal

of children with disabilities from the regular educational

environment [may occur] only when the nature or severity of

the disability is such that education in regular classes with the

use of supplementary aids and services cannot be achieved

satisfactorily.

(20 U.S.C., Sec. 1412 [a] [5])

Least Restrictive Environment IDEA requires that every student with

disabilities be educated in environments

as close as possible to the general

education classroom setting.

It is not a place but a concept.

SegregatedLeast Restrictive Environment

Full Inclusion

Evolution of Placement Options for Children with Disabilities

Inclusion- A philosophy in education that includes

students with disabilities as valued

members of the school community

(McLeskey, Rosenberg & Westling, 2010).

Inclusion- Educating students with disabilities in

regular classrooms (Heward, 2006).

Inclusion

Students with disabilities are served

primarily in the general education

classroom, under the responsibility of the

general classroom teacher (Mastropieri &

Scruggs, 2000).

Full InclusionAll children with disabilities should be taught

exclusively (with appropriate support) in general

education classrooms at neighborhood schools

– that is, in the same school and age/grade

appropriate classrooms they would attend if they

were not disabled (Gargiulo & Metcalf, 2010).

A B

C D

Key Elements of Full Inclusion Models

“Homeschool” attendance.

Defined as the local school the child

would attend if not disabled.

Key Elements of Full Inclusion Models

Natural proportion at the school site.

The percentage of children with special

needs is in proportion to the percentage

of pupil with exceptionalities.

Key Elements of Full Inclusion Models

Zero rejection.

All students are accepted at the local school,

including those with severe impairments; pupils

are not screened out or grouped separately

because of their disability.

Key Elements of Full Inclusion Models

Age/grade-appropriate placement.

A full-inclusion model calls for serving children with

special needs in general education classrooms

according to their chronological age rather than

basing services on the child’s academic ability

or mental age.

Site-based management or coordination.

Recent trends in school organizational reform suggest

a movement away from central office administration for

sped programs to one where the building principal (or

other administrator) plays a large role in planning and

administering programs for all children in the school.

Key Elements of Full Inclusion Models

Use of cooperative learning and peer instructional models.

Instructional practices that involve children

learning in a cooperative manner rather than in

a competitive fashion and using students to

Key Elements of Full Inclusion Models

assist in the instruction of classmates with

disabilities can be effective strategies

integrating exceptional learners in the general

education classroom.

Key Elements of Full Inclusion Models

Conceptualization of Integration, Mainstreaming and InclusionNORMALIZATION

Integration Mainstreaming Inclusion

Placement in the regularclass in one or moresubjects/activities

Provisions of interaction withregular children, with the

SPED class remaining as the child’s station

May include: Tutorial and other learning-

assistance programs

May involve ancillaryand/or auxiliary services

Placement in the regularclass after fulfilling specific

admission requirements

Provisions of interaction withregular children, with the

regular class as the child’s station

May include: • Shadow teaching in the regular class• pull-out provision for one-on-one• individualization in the special class

May involve ancillaryand/or auxiliary services

Placement in the regularclass on the basis of age

regardless of background, disability and its degree of

severity

No pull-outNo shadow teaching

May involve auxiliaryservices outside schooland/or ancillary services

after class sessions

Individualization withinthe class without pullout

Individualization within oroutside the class

Components of InclusionA. PREPARATION PHASE

• Policies• Eligibility Guidelines• Physical Structure: Equipment, Facilities, Lighting, Ventilation, Seating Arrangement• Staff Preparation• Parent Preparation• Regular Children Preparation• Curricular and Instructional Preparation

Components of InclusionB. IMPLEMENTATION PHASE

• Instructional Individualization

• Collaboration with Parents

• Networking with Support-Service Givers

• Materials Production/Technology Utilization

• Child Program Management

Components of InclusionC. EVALUATION AND SUSTENANCE PHASE

• Continuous – Progression Scheme• Evaluation in Relation to Criterion-Referenced Teaching• Multidisciplinary Team Evaluation• Collaboration with the Community: NGOs and GOs• Family Commitment• Transition

Teaching Strategies in Inclusive SettingsPrioritize objectives.

Teaching Strategies in Inclusive SettingsAdapt instruction, materials, or the environment.

Teaching Strategies in Inclusive SettingsSystematic instruction variables duringUse

instruction.

Teaching Strategies in Inclusive SettingsSystematic evaluation procedures.Implement

Continuum of educational services for Students with disabilities

Best Practices for Staff in Inclusive and Community

Settings

Focus on discerning the differences between students

with severe disabilities and their able-bodied peers

Instruction across environments with a variety of

“teachers”

Structured, sustained interactions

Participation in a variety of age-appropriate activities

A functional life skills curriculum

Teaching in natural contexts

An integrated teaching model, in which teachers,

parents and

therapists work together to determine basic school

needs

A commitment to work and independent living in the future

Additional best practices are:

Collaboration among teachers

Diversity of all students

Celebration of diversity

Standards success for all students bring together the

goals of general and special education