Introduction to Inclusive Introduction to Inclusive Education in Secondary Education in Secondary

SchoolsSchools

Robert Abel, Robert Abel, School PsychologistSchool Psychologist

Marguerite Brown, Marguerite Brown, Special EducationSpecial EducationTeacherTeacher

Mesa Public SchoolsMesa Public SchoolsMarch 31, 2010March 31, 2010

““Let me get this straight:Let me get this straight: I’m behind … and I’m going I’m behind … and I’m going to catch up by going to catch up by going slower slower

?"?"

Inclusion =Inclusion =

accommodationaccommodation social equality social equality diversification diversification egalitarianism egalitarianismexpectationsexpectations opportunity opportunity adaptationadaptationintegrationintegration

accessaccess

Inclusion =Inclusion =

specializationspecializationsegregation segregation separatismseparatismexemptionexemptionexclusionexclusion isolation isolation

Effective inclusion is Effective inclusion is not…not…

““Dumping” students into Dumping” students into general classrooms without general classrooms without supportssupports

Arbitrary reduction of special Arbitrary reduction of special education teaching staff education teaching staff

Diminishing the education of Diminishing the education of students without disabilitiesstudents without disabilities

Legal basis for inclusion…Legal basis for inclusion…

1964 -- Civil Rights Act 1964 -- Civil Rights Act

1968 -- Architectural Barriers Act 1968 -- Architectural Barriers Act

1973 -- Rehabilitation Act (Section 504) 1973 -- Rehabilitation Act (Section 504)

1975 -- Education for All Handicapped Children Act (PL 94-1975 -- Education for All Handicapped Children Act (PL 94-142) 142)

1988 – Civil Rights Restoration Act. 1988 – Civil Rights Restoration Act.

1990 -- Americans with Disabilities Act (ADA) 1990 -- Americans with Disabilities Act (ADA)

1990 -- Individuals with Disabilities Education Act (IDEA) 1990 -- Individuals with Disabilities Education Act (IDEA)

1994 -- Technology-Related Assistance for Individuals with 1994 -- Technology-Related Assistance for Individuals with Disabilities Act Disabilities Act

1997 -- Amendments to IDEA1997 -- Amendments to IDEA

2004 -- Individuals with Disabilities Education Act of 20042004 -- Individuals with Disabilities Education Act of 2004

One’s definition of “disability” One’s definition of “disability” leads leads

to choice of “remedy”…to choice of “remedy”…

Medical modelMedical model - -

deficit baseddeficit basedSocial modelSocial model - -

multiple root causesmultiple root causes

Disability is Disability is pathological and the pathological and the problem is within the problem is within the individualindividual

Variation in academic Variation in academic skills is expected and skills is expected and embracedembraced

Differential diagnosis Differential diagnosis – correctly classify – correctly classify and place studentsand place students

Emphasis on learning Emphasis on learning - collaboration with - collaboration with educational staffeducational staff

Specialized, Specialized, segregated segregated placements are the placements are the mostmost

logical solutionlogical solution

A responsive general A responsive general education system education system leads to higher leads to higher expectationsexpectations

Special Education is aSpecial Education is a

not anot a

PlacePlace

set of services

How do we engage in inclusion How do we engage in inclusion on a broader scale?on a broader scale?

Shift in paradigm Shift in paradigm

Ready the classes for the students Ready the classes for the students

Monitor and adjust Monitor and adjust individualized individualized programsprograms for student success for student success

How can diverse learners possibly be How can diverse learners possibly be educated effectively in one educated effectively in one classroom?classroom?

1. Authority 1. Authority

2. Motivation2. Motivation

3. Ability3. Ability

Collaborative partnershipCollaborative partnership

A partnership between two or more A partnership between two or more people that gives structure and people that gives structure and organization for planning, thinking, and organization for planning, thinking, and working together to accomplish a working together to accomplish a common goal common goal

Role of school principal in Role of school principal in school-wide inclusion school-wide inclusion

implementation…implementation… Vision and agendaVision and agenda

Structure and Structure and organizationorganization

Staff trainingStaff training

Allocation of resourcesAllocation of resources

Ongoing supportOngoing support

Role of special education teacher Role of special education teacher in school-wide inclusion in school-wide inclusion implementation implementation

An Expert In…..An Expert In…..

Learning StylesLearning Styles

Behavior ModificationsBehavior Modifications

Learning StrategiesLearning Strategies

Diagnostic/Prescriptive TeachingDiagnostic/Prescriptive Teaching

Accommodation/modificationAccommodation/modification

Home/school communication and Home/school communication and the IEP processthe IEP process

Role of general education Role of general education teacher in school-wide teacher in school-wide inclusion implementation…inclusion implementation…

An Expert In…An Expert In…Content AreasContent AreasScope & Sequence of CurriculumScope & Sequence of CurriculumKnowledge of Curriculum StandardsKnowledge of Curriculum StandardsManagement Strategies of Large GroupsManagement Strategies of Large GroupsAcademic & Social DevelopmentAcademic & Social DevelopmentPacing, delivery, inspiration and Pacing, delivery, inspiration and

motivationmotivationOrganization of massive amounts of Organization of massive amounts of

materialsmaterials

4 Approaches to Team 4 Approaches to Team Teaching*Teaching*

Supportive TeachingSupportive Teaching Parallel TeachingParallel Teaching Complementary TeachingComplementary Teaching Team TeachingTeam Teaching

* From Deer Valley School District materials

Supportive TeachingSupportive Teaching

One teacher takes the lead One teacher takes the lead instructional roleinstructional role

2nd teacher rotates among the 2nd teacher rotates among the studentsstudents

providing support to all studentsproviding support to all students

Parallel TeachingParallel Teaching

2 or more teachers work with different 2 or more teachers work with different groups of students in different section of groups of students in different section of the classroomthe classroom

Co-teachers may rotate groupsCo-teachers may rotate groups

Co-teachers teach area of strengthCo-teachers teach area of strength

(If new to team teaching – this is the most(If new to team teaching – this is the mostcomfortable place to start)comfortable place to start)

Complementary TeachingComplementary Teaching

All teachers are lead teachers, contributing to the All teachers are lead teachers, contributing to the lessonlessonor lectureor lecture

1 teacher may paraphrase what other teacher is 1 teacher may paraphrase what other teacher is saying or ask clarifying or summarizing questionssaying or ask clarifying or summarizing questions

Each teacher focuses on his/her area of expertiseEach teacher focuses on his/her area of expertise

1 teacher may pre-teach a skill to a small group1 teacher may pre-teach a skill to a small group

(As comfort levels increase, the complementary and (As comfort levels increase, the complementary and team teaching models are more effective)team teaching models are more effective)

True Team TeachingTrue Team Teaching

2 or more teachers do what one traditional 2 or more teachers do what one traditional teacher has always doneteacher has always done

All Plan the lessonAll Plan the lesson

All Teach the lessonAll Teach the lesson

All Assess student progressAll Assess student progress

All Assume responsibility for ALL studentsAll Assume responsibility for ALL students

(This is the ideal model for co-teaching)(This is the ideal model for co-teaching)

For example…For example…1st co-teacher is…1st co-teacher is… 22ndnd co-teacher is… co-teacher is…

LecturingLecturing Modeling Note taking Modeling Note taking on boardon board

Passing out papersPassing out papers Reviewing directionsReviewing directions

Taking rollTaking roll Collecting/reviewing Collecting/reviewing homeworkhomework

Checking Checking understandingunderstanding

with whole groupwith whole group

Checking Checking understandingunderstanding

with subgroup(s)with subgroup(s)

Concluding a lectureConcluding a lecture Asking clarifying or Asking clarifying or summarizing summarizing questionsquestions

Many hands make light Many hands make light work…work…

Modify tests/quizzesCreate alternative projectsGenerate curriculum modificationsCommunicate w/ related servicesFacilitate peer support & friendshipsRecruit and train peer tutorsTrain and assign IA’sSchedule/Facilitate team meetingsAssign gradesCreate advanced organizersDevelop units, projects, lessonsConduct IEP related meetingsother – specifyother - specifyother - specify

Ms. A Mr. B Ms. C

The special education teacher’s The special education teacher’s role in inclusion is multifaceted….role in inclusion is multifaceted….

Quantity Time Level of support

Input Participation Output

Difficulty Alternate GoalsAlternativeCurriculum

The Nine Grid (Problem solving conference)

IEP issues

QuantityQuantity

Modify the number of items the learner Modify the number of items the learner is expected to learn or complete. is expected to learn or complete.

Example: reduce the number of spelling Example: reduce the number of spelling words or vocabulary terms or math words or vocabulary terms or math problems to the point that the learner is problems to the point that the learner is consistently completing 80% or more.consistently completing 80% or more.

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TimeTime

Adapt the time allotted for learning, Adapt the time allotted for learning, task completion, and or test-taking.task completion, and or test-taking.

Example: Individualize a timeline for Example: Individualize a timeline for completing a task. Allow learner completing a task. Allow learner extra time or reduce time allowed.extra time or reduce time allowed.

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Level of SupportLevel of Support

Increase the amount of assistance from Increase the amount of assistance from another person.another person.

Example: assign responsible student as a Example: assign responsible student as a “buddy learner.” Increase time with a “buddy learner.” Increase time with a teacher assistant. Use peer tutors or cross teacher assistant. Use peer tutors or cross age tutors. Make an agreement with a age tutors. Make an agreement with a parent for specific time spent on a task.parent for specific time spent on a task.

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InputInput

Adapt the manner in which instruction is Adapt the manner in which instruction is delivered to the learnerdelivered to the learner

Examples: Enlarge text. Use visual aids. Examples: Enlarge text. Use visual aids. Underline/highlight key terms. Use Underline/highlight key terms. Use hands-on activities. Have students work hands-on activities. Have students work in cooperative groups. Use text-on-tape.in cooperative groups. Use text-on-tape.

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ParticipationParticipation

Modify the extent to which the learner is Modify the extent to which the learner is actively involved in a task.actively involved in a task.

Example: use the learner as a student Example: use the learner as a student assistant in developing materials or assistant in developing materials or delivering the instruction (e.g., have the delivering the instruction (e.g., have the student point to locations on a map as the student point to locations on a map as the class answers questions).class answers questions).

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OutputOutput

Modify how the student shows Modify how the student shows evidence of learningevidence of learning

Examples: oral responses to test Examples: oral responses to test items. Recognition responses rather items. Recognition responses rather than production responses. Alternative than production responses. Alternative projects rather than written exams. projects rather than written exams.

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DifficultyDifficulty

Adapt the complexity of problems, the type Adapt the complexity of problems, the type of problems, or tools allowed in completing of problems, or tools allowed in completing problems.problems.

Examples: allow calculator for selected math Examples: allow calculator for selected math problems to teach process. Simplify task problems to teach process. Simplify task directions or the tasks themselves. Change directions or the tasks themselves. Change rules to accommodate learner needs.rules to accommodate learner needs.

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Alternate GoalsAlternate Goals

Adapt the goals or outcome Adapt the goals or outcome expectations without varying the input.expectations without varying the input.

Example: Expect some students to Example: Expect some students to learn the states while others are learn the states while others are learning both the states and their learning both the states and their capitals.capitals.

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Alternative curriculumAlternative curriculum

Provide different instruction and Provide different instruction and materials to meet a learner’s materials to meet a learner’s individual needs and goals.individual needs and goals.

Example: During a language test, a Example: During a language test, a student learns computer skills in a student learns computer skills in a computer lab.computer lab.

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(optional slides from here on…) (optional slides from here on…)

IEP issues:IEP issues:Accommodations:Accommodations: Adjust evaluation criteria for assignmentsAdjust evaluation criteria for assignments Adjust evaluation criteria for grades on report cardAdjust evaluation criteria for grades on report card Adjust quantity and/or difficulty of homework Adjust quantity and/or difficulty of homework

assignmentsassignments Allow extra time for deadlinesAllow extra time for deadlines Allow extra credit and/or alternative projects for creditAllow extra credit and/or alternative projects for credit Allow re-taking of testsAllow re-taking of tests Use visual aids (pictures, transparencies, charts, maps)Use visual aids (pictures, transparencies, charts, maps) Provide frequent feedbackProvide frequent feedback Emphasize major points/main ideasEmphasize major points/main ideas Allow others to take notes when extensive notes are Allow others to take notes when extensive notes are

required (NCR paper).required (NCR paper). Extra set of books for homeExtra set of books for home

IEP issues:IEP issues:G. STATEMENT OF SPECIAL G. STATEMENT OF SPECIAL

EDUCATION/RELATED SERVICESEDUCATION/RELATED SERVICES

Reading ComprehensionReading Comprehension General Education 2.00 hours per weekGeneral Education 2.00 hours per week Special Education .5 hours per weekSpecial Education .5 hours per week

Math Calculation and Math Problem SolvingMath Calculation and Math Problem Solving General Education 2.00 hours per weekGeneral Education 2.00 hours per week Special Education .5 hours per weekSpecial Education .5 hours per week

LRELRE

Inside Regular Class 80% or more of Inside Regular Class 80% or more of the daythe day

Barriers, road blocks, and cow Barriers, road blocks, and cow piespies

Institutional inertia and languageInstitutional inertia and languagePrincipal supportPrincipal supportIndividual teacher Individual teacher

acceptance/resistance/sabotage issuesacceptance/resistance/sabotage issuesCo-teacher compatibility issuesCo-teacher compatibility issuesStaffing IssuesStaffing IssuesTeacher Training issuesTeacher Training issuesLogistical/organizational issues (e.g. Logistical/organizational issues (e.g.

transcripts)transcripts)

Common teacher concerns: Common teacher concerns: “He might “He might fail”fail”

““It’s not fair”It’s not fair”““How do I?”How do I?”

What are the indicators that an What are the indicators that an inclusion case needs inclusion case needs

“maintenance?”“maintenance?”

Consistently failing grades in one or Consistently failing grades in one or more classesmore classes

Acting-out behavior requiring a BIPActing-out behavior requiring a BIP

Expressed resistance/disagreement Expressed resistance/disagreement from a teacherfrom a teacher

Parent complaintParent complaint

Inclusion MythsInclusion Myths Inclusion (or resource or self-contained) is Inclusion (or resource or self-contained) is

the best model of service delivery for all the best model of service delivery for all studentsstudents

Inclusion allows for a simple reduction in Inclusion allows for a simple reduction in number of special education teachersnumber of special education teachers

Students always increase academic skills Students always increase academic skills when taught in inclusion classroomswhen taught in inclusion classrooms

Successful inclusion takes very little time Successful inclusion takes very little time and effort from school staffand effort from school staff

““In the end, we considered In the end, we considered inclusion successful if the inclusion successful if the student no longer stood out student no longer stood out because of his disability.”because of his disability.”

- - Mrs. HughesMrs. Hughes

TeacherTeacher

Websources1…Websources1…

http://www.inclusiveschools.org/http://www.inclusiveschools.org/ http://www.kidstogether.org/http://www.kidstogether.org/ http://www.uni.edu/coe/inclusion/http://www.uni.edu/coe/inclusion/ http://www.ucp.org/uploads/http://www.ucp.org/uploads/

Inclusive%20Education.pdfInclusive%20Education.pdf http://www.peakparent.org/http://www.peakparent.org/

conferences.aspconferences.asp ……and many, many more to Google.and many, many more to Google.

Websources2…Websources2…

Resources from Deer Valley District:Resources from Deer Valley District: https://www.dvusd.org/docs/https://www.dvusd.org/docs/

StuSupportSvcs/Shared_Teaching.pdfStuSupportSvcs/Shared_Teaching.pdf https://www.dvusd.org/docs/https://www.dvusd.org/docs/

StuSupportSvcs/StuSupportSvcs/Inclusive_Education.pdfInclusive_Education.pdf

https://www.dvusd.org/assets/pdfs/https://www.dvusd.org/assets/pdfs/department_education/department_education/Disability_Awareness.pdfDisability_Awareness.pdf

Obstacles are those Obstacles are those frightful things you see frightful things you see when you take your eyes when you take your eyes off your goaloff your goal

- - Henry FordHenry Ford