Secondary InclusionSecondary InclusionSecondary InclusionSecondary Inclusion

By Courtney SaywardBy Courtney Sayward

Background• Previously, special education teachers were

teaching the content areas.• No Child Left Behind (NCLB) requires teachers

to be highly qualified in the areas they are teaching

• The Individuals with Disabilities Education Improvement Act (IDEIA) aims to improve educational results in students with disabilities.

• Solution? INCLUSION

Summary of InformationSummary of InformationSummary of InformationSummary of Information

Issues with Inclusion at the Secondary Level

• Attitudes• Time & Scheduling• Collaboration• Standardized testing• Skill level gaps• Lack of knowledge and preparation

Keys to Successful Inclusion

• Positive attitudes by school community– Teachers, parents, administrator support

• Education– Preparatory programs, professional development

• Collaboration, communication, co-teaching• Universal Design for Learning• Preparation

– Adequate planning time and appropriate scheduling (planning periods with mentor teachers and special education teachers)

Video

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ArticlesArticlesArticlesArticles

Secondary Inclusion: Secondary Inclusion: Strategies for Implementing Strategies for Implementing

the Consultative Teacher the Consultative Teacher ModelModel

Secondary Inclusion: Secondary Inclusion: Strategies for Implementing Strategies for Implementing

the Consultative Teacher the Consultative Teacher ModelModel

Article #1 by Laura Bowden Article #1 by Laura Bowden Carpenter and Allen DyalCarpenter and Allen Dyal

Secondary Inclusion: Strategies for Implementing the

Consultative Teacher Model• Two options:

– Special education teacher teaching the content (traditional approach) or special education teacher as a “consultant” in the general education classroom

• Class size & Caseload– The smaller the class size and case load the better

• Ways to increase collaborative planning time:– Early dismissal/late arrival– Substitutes– Rotating planning period for the special education

teacher

Preparing Preservice Preparing Preservice Teachers for Inclusion in Teachers for Inclusion in Secondary ClassroomsSecondary Classrooms

Preparing Preservice Preparing Preservice Teachers for Inclusion in Teachers for Inclusion in Secondary ClassroomsSecondary Classrooms

Article #2 by Nancy TurnerArticle #2 by Nancy Turner

Preparing Preservice Teachers for Inclusion in Secondary Classrooms

• Preparatory programs:– should include at least one special

education course; one relevant to the secondary level is ideal

– Could merge/infuse general and special education courses and ideas so program addresses ALL learners

– Could lead to dual certification– Should include strategies on behavior

management, collaboration, and time management

Promoting Inclusion in Promoting Inclusion in Secondary Schools Secondary Schools

Through Appreciative Through Appreciative InquiryInquiry

Promoting Inclusion in Promoting Inclusion in Secondary Schools Secondary Schools

Through Appreciative Through Appreciative InquiryInquiry

Article # 3 by Peter Kozik, Bernard Article # 3 by Peter Kozik, Bernard Cooney, Scott Vinciguerra, Kathleen Cooney, Scott Vinciguerra, Kathleen

Gradel, and Joan BlackGradel, and Joan Black

Promoting Inclusion in Secondary Schools Through

Appreciative Inquiry• Day long discussion of Secondary Inclusion

with four phases:– Discovery

• Interviews regarding teaching and inclusion

– Dream• Identify common themes from interviews

– Design• Rank themes

– Deliver• Commit to change

Promoting Inclusion in Secondary Schools Through

Appreciative Inquiry• Results:

– Values• Top 3: social justice, passion, courage to change

– Skills• Top 3: communication, collaboration,

differentiated instruction/assessment

– Knowledge• Top 3: Adolescent Development/learning styles,

useful research data, diversity

Teaching High School Students Teaching High School Students with Learning and Emotional with Learning and Emotional

Disabilities in Inclusive Science Disabilities in Inclusive Science Classrooms: A Case Study of Four Classrooms: A Case Study of Four

Teachers’ Beliefs and PracticesTeachers’ Beliefs and Practices

Teaching High School Students Teaching High School Students with Learning and Emotional with Learning and Emotional

Disabilities in Inclusive Science Disabilities in Inclusive Science Classrooms: A Case Study of Four Classrooms: A Case Study of Four

Teachers’ Beliefs and PracticesTeachers’ Beliefs and Practices

Article #4 by Scott RobinsonArticle #4 by Scott Robinson

Teaching High School Students with Learning and Emotional Disabilities in Inclusive Science Classrooms: A Case Study of Four Teachers’ Beliefs and

Practices

• “Approximately 11% of all K-12 students have an identified disability” (Robinson, 2002)

• Case Study– Initial Interviews– Classroom observations– Follow up interviews

• Four science teachers were interviewed regarding:– Planning– Instruction– Assessment

Teaching High School Students with Learning and Emotional Disabilities in Inclusive Science Classrooms: A Case Study of Four Teachers’ Beliefs and

Practices• Planning

– Universal Design for ALL learners– Flexible lessons that can be altered if needed

• Instruction– Questioning and classroom discussions– Varying instruction to appeal to the different types

of learners– Cooperative Learning

• Grouping strategies depend on the student strengths and weaknesses

– Study Skills• Assessment

– Regents exams

Effective Inclusive Activities Effective Inclusive Activities for High School Students with for High School Students with

Multiple DisabilitiesMultiple Disabilities

Effective Inclusive Activities Effective Inclusive Activities for High School Students with for High School Students with

Multiple DisabilitiesMultiple Disabilities

Article #5 by Margaret TomasikArticle #5 by Margaret Tomasik

Effective Inclusive Activities for High School Students with

Multiple Disabilities

• Inclusion of students in a US History course • Utilized the students’ IEPs• Included the students only for this course and

had them create meaningful work that met the goals of their IEPs

• Students utilized technology to create a presentation and the general education students helped.

• Students cooked and created a PowerPoint presentation on the addressed units.

What’s Next?• As a teacher candidate, I want to:

– continue researching this topic and others related to inclusion

– Take additional special education courses to gain more knowledge

– Keep an open mind and positive attitude

• Secondary inclusion has its challenges but I think it is vital to overcome them for the students’ success.

Questions• Do you think there is a difference between

inclusion at the elementary level and at the secondary level?

• Budget cuts are happening all around us. Will this impact inclusion at the secondary level?

• From my reading, attitudes seem to be a huge limiting factor to inclusion. What can we do about this?

• How have you been prepared to create an inclusive classroom?

Sources• Carpenter, L., & Dyal, A. (2001). Secondary Inclusion: Strategies for

Implementing the Consultative Teacher Model. Education, 127(3), 344-350. Retrieved June 20, 2012, from the Education Research Complete database.

• Kozik, P., Cooney, B., Vinciguerra, S., Gradel, K., & Black, J. (2009). Promoting Inclusion in Secondary Schools Through Appreciative Inquiry. American Secondary Education, 38(1), 77-91. Retrieved June 20, 2012, from the Education Research Complete database.

• Robinson, S. (2002). Teaching High School Students with Learning and Emotional Disabilities in Inclusive Science Classrooms: A Case Study for Four Teachers' Beliefs and Practices. Journal of Science Teacher Education, 13(1), 13-26. Retrieved June 20, 2012, from the Education Research Complete database.

• Tomasik, M. (2007). Effective Inclusion Activities for High School Students with Multiple Disabilities. Journal of Visual Impairment & Blindness, 1, 657-659. Retrieved June 20, 2012, from the Education Research Complete database.

• Turner, N. (2003). Preparing Preservice Teachers for Inclusion in Secondary Classrooms. Education, 123(3), 491-495. Retrieved June 20, 2012, from the Education Research Complete database.