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Barbara LeRoy, Ph.D.Developmental Disabilities Institute
Wayne State University, Detroit, Michigan (USA)Vice Chair, Education Commission RIglobal
Board Secretary, [email protected]
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Presentation Overview1.
Inclusive EducationModel International Perspective Systems ChangeResearch
2.
Nathan’s Story3.
Secondary Inclusive EducationBest PracticeVideosPost‐secondary Models
4.
Universal Course Design
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Inclusive EducationEducational services for students with disabilities:
in schools where nondisabled peers attend
in age‐appropriate general education classes
under the direct supervision of general education
teachers
with support and assistance based on student
planning team decisions
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International Sources
World Bank – Inclusive Education: An EFA Strategy for
all children
UNESCO
– EFA Flagship
Salamanca StatementMillennium Development Goals
OECD
–
Equity in Education Inclusion at Work, 2007
TASH – Resolution on Inclusive Quality Education
Inclusion International – Global Campaign for
Education
United Nations– Convention on The Rights of Persons
with Disabilities
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CRPD – Article 24 Education
Right to Education for all
Inclusive, life long learning
Education in general system with supports
High quality free, education
Reasonable accommodations
Skilled teachers
Access to tertiary education
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Access Across The World
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Systems Change: Lessons Learned
Link with legislative mandates and constituent
demands
Systems change is an additive process
Building principals must be the leaders
Requires sustained support
Behavior change emerges in 3 years; attitude change takes a generation
Restructuring comes from the classroom
Access does not guarantee outcomes
Teacher education must occur in partnership with schools
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Effective Classroom Practices for Universal Education
Administrative leadership
Supports in the classroom
Peer support and interaction
Natural proportions
Differentiated instruction
Authentic learning experiences
Focus on independence & self‐determination
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Effective Classroom Practices for Universal Education
Physically accessible environments
Age‐appropriate, heterogeneous groupings
Ready access to accommodations and
technology
All students participate in all activities
Transition planning at all levels
Positive behavior supports
Meaningful, continuous, and timely evaluation
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Vision Skills
Incentives Resources Action Plan
Vision
Vision
Vision
Vision
Skills
Skills
Skills
Skills CHANGE
Incentives
Incentives
Incentives
Incentives
Resources
Resources
Resources
Resources
Action Plan
Action Plan
Action Plan
Action Plan
CONFUSION
ANXIETY
RESISTANCE
FRUSTRATION
TREADMILL
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The Inclusive School Vision
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Professional Development NeedsCollaboration, Team Building, MentoringLeadershipFostering a Culture of Quality by Using Best PracticesAuthentic AssessmentDifferentiated InstructionAccommodations and TechnologyPositive Behavioral SupportFostering Social Relationships
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Summary of Cost
Comparison of Inclusive Education and Segregated Special Education (by Group)
N Inclusive Segregated Difference
Group 1(out of District, segregated)
13 (107,960) 367,970 260,010
Group 2(in district, segregated)
8 12,782 91,140 103,922
Group 3(pre-school)
8 24,940 174,698 199,638
TOTAL 29 (70,238) 633,808 563,570
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Teachers’ Beliefs
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Outcomes for Students With Disabilities
Increased Achievement:
Performance Objectives
Standardized Assessment Tests
Increased Graduation Rates (from 50% to 95%)
Better Attendance
Reduced Behavioral Referrals
Increased Transitions to Post‐Secondary Education/Work
Increased Participation in Planning Activities
More Friends
Improved Family Interactions
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Outcomes for Students without Disabilities
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Comparison of State Assessment Scores in Middle School Math Classes
6 6-C 6 7-C 7 7 8-C 8-C 8 8
374 371 356 335 309 296 331 306 276 254
C = Co-taught
The scores of students with disabilities are included in the averages unless the student's disability was in the area of math or the student had a moderate/severe disability.
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Michigan High SchoolMEAP Results for Students Without Disabilities
After Two Years of Inclusion
Michigan High SchoolMEAP Results for Students Without Disabilities
After Two Years of Inclusion
Area H.S. Score One Year Change STATE COMPARABLE
DISTRICT
MATH 45.5 +7.9 35.6 28.9
READING- STORY 86 +19.5 81.2 79.1
READING- INFORMATION 56.5 +4.5 45.9 40.8
SCIENCE 68.6 +6.5 51.9 49.6
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Classroom Interaction Initiations and Acknowledgements between Students with Disabilities and Adults and Peers
Segregated Program Inclusion Program
#Student Initiations 85 34
% Acknowledged 82% 85%by Adults 56% 31%by Peers 44% 69%
#/% Initiations
by Adults 102/82% 28/58%by Peers 23/18% 20/42%
% Student 89% 88%Acknowledged
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“Why should students with disabilities be included in your class?”
Because they should get an education the same as me. And they need friends that don’t have disabilities to help
them. It’s fun having them here.Because I would like to help them learn to talk and walk
and read….wouldn’t you?The reason I like disabled people is that my dad is one and
I get along with him just fine.Because it was not their fault. I can know what it is like in their life.Because we can be friends.
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Attitudes of Students with Disabilities Related To Inclusion
Want to be IncludedWant to be With Their FriendsFeel that they Achieve Better in Inclusive ClassroomsReport Elimination of Stigmatization and TeasingLike the Fact that They No Longer Miss Out on Activities
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Comments from Parents 100% of Parents Want Their Children Included
(With Continued Support)Positive Changes Within The FamilyPositive Interactions With Other Families and
Children in the Neighborhood Increased Involvement of Parents In Community
Activities Improved Self‐esteem Improved Attitude Toward School
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Individual Student Planning Process
• Step One: Identify the Team- Student, family- Teachers- Support Personnel
• Step Two: Team Orientation to the Student
• Step Three: Develop Individual Program
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Curriculum/Environment Matrix
IEP GOALS Art Government Basic Economics Gym Journalism Independent
Study
Sight vocabulary X X X X X
Time to 5’ X X X X X X
Ask/Answer “Wh” questions
X X X X X X
Coin values X X
Make purchases X X
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Class Plan
Content – Specific Goals
Activity Suggestions
Individual Accommodations (Environment, Social,
Curriculum)Supports
1. Learn layout techniques and skills
Layout large pictures (1-2 per page) with minimal titles
• work with a peer• identify space with penned lines or template• practice with different colored paper
PeersClassroom Assistant
CLASS PLANNINGSchool Year: 2010-2011
Class: Journalism Time: 9:30 Student: Sam Teacher: Mrs. Engler
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Nathan’s Story
BlindAutismIntellectual
challengesLimited speech
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Individualized Supports
Cooperative group activity
Special education teacher assists whole
group with activity
Teacher targets
Nathan’s specific goals
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Unique Needs
Identify times for addressing unique needs
For Nathan: art class was not a good match
Learning mobility skills
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Peer supports
Students volunteer to read
Rotate schedule
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Peer Supports ‐ Social
Field trips, peers support Nathan
Explain event (circus)
Share experience
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Cooperative Learning
General education Teacher
supports learning
She uses strategies learned
from special education
• Nathan is working on hisunique skills using thesame materials/activities as other students
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Recreation
Family never tried until encouraged by
other children
• Nathan’s favorite activities
• Also involved in band, track
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Outcomes ‐ Nathan
21 years old
Living with friend in an apartment
Attends specialized program at the University
Works in catering business –
food preparation
Has a girlfriend
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Next Windows of Opportunity
Inclusive Preschool
Community Transition
Postsecondary Education
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Secondary/Transition Decision Tree Elements
GoalGraduation/DiplomaCertificate of Completion
Curriculum/Course of StudyCollege PreparationVocational/TechnicalLife Skills ‐
Employment
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Secondary/Transition Decision Tree Elements
Team Membership StudentParentGE/SEVocationalAgency LiaisonsParaprofessional
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Secondary/Transition Decision Tree Elements
Instructional LocationsClassroom SchoolCommunity
AccommodationsCurriculumWork tasksCommunity
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Postsecondary Education Models1.
Mixed/hybrid Model
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Substantially separate model
3.
Inclusive individualized support model
