Inclusive EducationInclusive Education

When every child is welcomed When every child is welcomed and valued regardless of ability or and valued regardless of ability or

disability.disability.

Inclusive Education is an attitudeInclusive Education is an attitude

It means the doors to schools, It means the doors to schools, classrooms and school activities are classrooms and school activities are open to every child and they are open to every child and they are afforded every opportunity to be afforded every opportunity to be included included with their non-disabled peers.with their non-disabled peers.

The focus is on giving every child the The focus is on giving every child the help s/he needs to learn.help s/he needs to learn.

Inclusive education is Inclusive education is NOTNOT::

Dumping kids with disabilities into general Dumping kids with disabilities into general classrooms without the supports and services they classrooms without the supports and services they need to be successful.need to be successful.

Cutting back special education services as a Cutting back special education services as a “trade off” for being in the general education “trade off” for being in the general education classroom.classroom.

Sacrificing the education of kids without disabilities Sacrificing the education of kids without disabilities so kids with disabilities can be included.so kids with disabilities can be included.

Special Education. . . Special Education. . . is is NOTNOT a place a place

Special Education IS. . .Special Education IS. . .…individualized supports that give kids with …individualized supports that give kids with disabilities the extra help they need to learn disabilities the extra help they need to learn

from general curriculum.from general curriculum.

Physical therapyPhysical therapy Curriculum adaptationsCurriculum adaptations Communication boardCommunication board

Speech therapySpeech therapy Language therapyLanguage therapy Behavior planBehavior plan Environmental Environmental

accommodationsaccommodations

Each student has an IEPEach student has an IEP

In the U.S. each special education student In the U.S. each special education student has an IEP which lists:has an IEP which lists:

learning goals and objectives for the coming yearlearning goals and objectives for the coming yearthe services and supports the student will receivethe services and supports the student will receiveaccommodations for the student (different ways of accommodations for the student (different ways of learning or responding)learning or responding)if and to what extent the general curriculum will be if and to what extent the general curriculum will be modified for the studentmodified for the studentif and why the student will be out of the general if and why the student will be out of the general education classroom and away from non-disabled education classroom and away from non-disabled students.students.

We LearnWe Learn

10% of what we read10% of what we read

20% of what we hear20% of what we hear

30% of what we see30% of what we see

50% of what we both see and hear50% of what we both see and hear

70% of what is discussed70% of what is discussed

95% of what we teach someone else.95% of what we teach someone else. William GlasserWilliam Glasser

Students can’t learn general Students can’t learn general curriculum unless they are in the curriculum unless they are in the

room where it is being taught.room where it is being taught.

General CurriculumGeneral Curriculum

IEPs must have:IEPs must have:

“ “ A statement of measurable annual goals, A statement of measurable annual goals, including benchmarks or short-term including benchmarks or short-term objectives, related to meeting the child’s objectives, related to meeting the child’s needs that result from the child’s disability to needs that result from the child’s disability to enable the child to be involved in and enable the child to be involved in and progress in the general curriculum (i.e., the progress in the general curriculum (i.e., the same curriculum as for non-disabled same curriculum as for non-disabled children), or for preschool children, as children), or for preschool children, as appropriate, to participate in appropriate appropriate, to participate in appropriate activities.”activities.”

Individuals with Disabilities Education Improvement Individuals with Disabilities Education Improvement Act, 20U.S.C.1414(d)(1)(A) and (d)(6)Act, 20U.S.C.1414(d)(1)(A) and (d)(6)

Tied to General CurriculumTied to General Curriculum

There must be a connection between the general There must be a connection between the general curriculum objectives and this student’s IEP goals curriculum objectives and this student’s IEP goals and objectives.and objectives.

The Team must decide what the student will learn The Team must decide what the student will learn about each subject the class is studying.about each subject the class is studying.

The Team must decide which and how many The Team must decide which and how many general curriculum objectives are to be taught.general curriculum objectives are to be taught.

The Team must make general curriculum The Team must make general curriculum objectives functional and meaningful for this objectives functional and meaningful for this student.student.

What is the class learning?What is the class learning? How do the IEP goals fit into the How do the IEP goals fit into the

general curriculum?general curriculum? Goals may be different but need to Goals may be different but need to

be related (like learning to be related (like learning to recognize a triangle when others recognize a triangle when others are learning the angles in a triangle)are learning the angles in a triangle)

The student may need to be taught The student may need to be taught in a different way (like doing hands in a different way (like doing hands on activities instead of listening to a on activities instead of listening to a lecture)lecture)

The student may need to work in a The student may need to work in a different way (like using a computer different way (like using a computer instead of pencil and paper)instead of pencil and paper)

It’s not about the place!!!It’s not about the place!!!

All students must have access to general All students must have access to general curriculum.curriculum.

This is true no matter what class they are in.This is true no matter what class they are in. Even students in the most segregated Even students in the most segregated

classes MUST have access to the general classes MUST have access to the general curriculum for their age and grade.curriculum for their age and grade.

Least restrictive environment (LRE)Least restrictive environment (LRE)

Describes where a child will get servicesDescribes where a child will get services

It should put the fewest possible restrictions on It should put the fewest possible restrictions on how much time is spent with kids without how much time is spent with kids without disabilities.disabilities.

What the law says about LREWhat the law says about LRE

Each public agency shall ensure Each public agency shall ensure that to the maximum extent that to the maximum extent appropriate, children with appropriate, children with disabilities…are educated with disabilities…are educated with children who are non-disabled children who are non-disabled and that special classes, and that special classes, separate schooling or other separate schooling or other removal of children with removal of children with disabilities from the regular disabilities from the regular educational environment occurs educational environment occurs only if the nature or severity of only if the nature or severity of the disability is such that the disability is such that education in the regular classes education in the regular classes with the use of supplementary with the use of supplementary aids and services cannot be aids and services cannot be achieved satisfactorily.achieved satisfactorily.

LRELRE

Starts with the assumption the student will Starts with the assumption the student will be in the general classroom, with supports be in the general classroom, with supports as needed.as needed.

If that won’t work full time, pull the child out If that won’t work full time, pull the child out of the general classroom for part of the day of the general classroom for part of the day for therapies or resources. This should be for therapies or resources. This should be done as seldom as possible.done as seldom as possible.

Only if all other options fail should the child Only if all other options fail should the child be separated from the general classroom.be separated from the general classroom.

Ideas for disability awarenessIdeas for disability awareness Deafness - have students watch their favorite TV show with the volume Deafness - have students watch their favorite TV show with the volume

off.off. Teach students some sign language or Braille.Teach students some sign language or Braille. Not able to understand - give students a paragraph in German and Not able to understand - give students a paragraph in German and

then test them on it.then test them on it. Not able to communicate – give students a puzzle to do together but Not able to communicate – give students a puzzle to do together but

don’t allow them to talk.don’t allow them to talk. Have students use a wheelchair or crutches for a day.Have students use a wheelchair or crutches for a day. Have students communicate using only body language or gestures.Have students communicate using only body language or gestures. Dyslexia – give students a paragraph to read with the letters switched Dyslexia – give students a paragraph to read with the letters switched

around.around. Sensitivity to noise – have students take a test while there is a lot of Sensitivity to noise – have students take a test while there is a lot of

unexpected noise in the background. unexpected noise in the background.

Accommodation or Modification?Accommodation or Modification?

Accommodations are used when Accommodations are used when the student is expected to learn the the student is expected to learn the samesame curricular content. But the curricular content. But the student may be taught in a different student may be taught in a different way or need changes in the way or need changes in the environment.environment.

Modification are used when the Modification are used when the student is expected to learn student is expected to learn less or less or different different curricular content. This curricular content. This could require the modification of could require the modification of assignments, tests, worksheets and assignments, tests, worksheets and other materials in the classroom.other materials in the classroom.

What are accommodations?What are accommodations?

Accommodations are Accommodations are changes in teaching changes in teaching methods. It can methods. It can include changes in:include changes in:– where you teach,where you teach,– who teacheswho teaches– how you teachhow you teach– how the student can how the student can

respondrespond– materials you use. materials you use.

Know the Curriculum!Know the Curriculum!

You have to know You have to know whatwhat you are trying to you are trying to teach (curriculum) teach (curriculum) before you can change before you can change howhow you teach it. you teach it.

If you make the wrong If you make the wrong changes, you can end changes, you can end up teaching a different up teaching a different concept than the one concept than the one you wanted the you wanted the student to learn.student to learn.

Math Problem ExampleMath Problem Example “ “Jean et Andre sont freres. Jean est Jean et Andre sont freres. Jean est

l’aine. Les deux vont au lycee qui se l’aine. Les deux vont au lycee qui se trouve a moins de cinq kilometres de trouve a moins de cinq kilometres de leur maison a Paris. Bien qu’ll y ait une leur maison a Paris. Bien qu’ll y ait une difference d’age de trols ans entre les difference d’age de trols ans entre les deux freres, leurs niveaux scolaires ne deux freres, leurs niveaux scolaires ne sont separes que par deux annees. sont separes que par deux annees. Jean est en quatrieme. En quelle classe Jean est en quatrieme. En quelle classe est Andre?”est Andre?”1. What are the languages difficulties?1. What are the languages difficulties?2. What are some math difficulties?2. What are some math difficulties?3. What difficulties besides language 3. What difficulties besides language could make it hard to solve this could make it hard to solve this problem?problem?

Accommodation – TranslationAccommodation – Translation

“ “Jean and Andre are brothers. Jean is Jean and Andre are brothers. Jean is older. The two go to a school which is found older. The two go to a school which is found less than 5 kilometers from their home in less than 5 kilometers from their home in Paris. Although there is a difference in age Paris. Although there is a difference in age of 3 years between 2 brothers, their grade of 3 years between 2 brothers, their grade levels are only 2 years apart. Jean is in the levels are only 2 years apart. Jean is in the 44thth. What class is Andre in?”. What class is Andre in?”

Accommodation – Bare essentialsAccommodation – Bare essentials

“ “Jean and Andre go to Jean and Andre go to school in Paris. Jean school in Paris. Jean is older. They are 2 is older. They are 2 grade apart. Jean is in grade apart. Jean is in the 4the 4thth. What class is . What class is Andre in?”Andre in?”

Room AccommodationsRoom Accommodations

Special chairs or cushions, lower or high table or chair, Special chairs or cushions, lower or high table or chair, titled desk toptitled desk top

Different or additional lighting (not fluorescent), sitting by a Different or additional lighting (not fluorescent), sitting by a window for natural lightwindow for natural light

Sitting close to the blackboard or teacher, sitting away from Sitting close to the blackboard or teacher, sitting away from othersothers

Stand instead of sitting or sitting instead of standingStand instead of sitting or sitting instead of standing Picture schedules, visual cues or visual timerPicture schedules, visual cues or visual timer Quiet times or places to help concentrationQuiet times or places to help concentration Color codingColor coding Visual organization of the room and suppliesVisual organization of the room and supplies Keeping materials for student and handing out as neededKeeping materials for student and handing out as needed Have at least part of the room bare with nothing on walls, Have at least part of the room bare with nothing on walls,

ceilings or floorsceilings or floors

Teacher AccommodationsTeacher Accommodations Don’t wear cologne (hard on allergies)Don’t wear cologne (hard on allergies) Don’t wear a lot of jewelry (distracts kids with Don’t wear a lot of jewelry (distracts kids with

ADHD)ADHD) Count to 10 before letting anyone answer Count to 10 before letting anyone answer

questions (processing time)questions (processing time) Vary teaching methodsVary teaching methods Projects for extra credit or in place of timed testsProjects for extra credit or in place of timed tests Giving instructions one step at a time instead of Giving instructions one step at a time instead of

all at onceall at once Ask questions to get repeat of informationAsk questions to get repeat of information Divide the class (small groups, peer partners, Divide the class (small groups, peer partners,

peer tutors)peer tutors) Set up lessons (community instruction, role Set up lessons (community instruction, role

playing activities)playing activities) Change the learning goals (more time, cooperate, Change the learning goals (more time, cooperate,

share)share) Create alternative activity (learning center, Create alternative activity (learning center,

research teams)research teams)

Individual AccommodationsIndividual Accommodations Fewer problems on a page, large print or dark printFewer problems on a page, large print or dark print Read things to students and give verbal testsRead things to students and give verbal tests Use a tape recorder (taking notes and giving reports)Use a tape recorder (taking notes and giving reports) Sensory breaksSensory breaks Communication device or sign languageCommunication device or sign language Use a touch screen, voice activated computer, switch controls or Use a touch screen, voice activated computer, switch controls or

adapted keyboard, mouse, calculatoradapted keyboard, mouse, calculator Peer tutoring or peer taking notesPeer tutoring or peer taking notes Small group work instead or individual assignmentsSmall group work instead or individual assignments Assistance with organizingAssistance with organizing More time to transition to next activityMore time to transition to next activity Change the materials (counting actual objects, tape recorder)Change the materials (counting actual objects, tape recorder) Change how much or what kind of personal assistance a student gets Change how much or what kind of personal assistance a student gets

(prompts, verbal cues, gestures, physical assistance)(prompts, verbal cues, gestures, physical assistance)

Modifying GradesModifying Grades Use a grading system to show the Use a grading system to show the

combination of what they learned combination of what they learned and how hard they tried.and how hard they tried.

Give extra credit for consistent Give extra credit for consistent effort and completing assignments.effort and completing assignments.

Give extra points for positive Give extra points for positive behaviors or extra assignments.behaviors or extra assignments.

Base assignments and grades on Base assignments and grades on meeting IEP goalsmeeting IEP goals

Reduce the amount of writing by Reduce the amount of writing by using T/F, multiple choice or fill in using T/F, multiple choice or fill in the blanks, or oral teststhe blanks, or oral tests

Give child less to learn at a timeGive child less to learn at a time Allow students to take classes as Allow students to take classes as

pass/fail pass/fail

If adaptations aren’t enoughIf adaptations aren’t enough

Schools often add an adult educational assistant Schools often add an adult educational assistant to work with the student 1-to-1to work with the student 1-to-1

Or they may take a student out of class (called pull Or they may take a student out of class (called pull out ) for pre-teaching, skill building or one-on-one out ) for pre-teaching, skill building or one-on-one instruction.instruction.

Use of education assistants and pull out Use of education assistants and pull out instruction should be carefully planned. Is it too instruction should be carefully planned. Is it too much isolation from other students? Does it make much isolation from other students? Does it make the student miss too much class time?the student miss too much class time?

Is pull out best?Is pull out best? “ “Pull out” means removing the student Pull out” means removing the student

from class for a small group of 1-to-1 from class for a small group of 1-to-1 instruction. Ask:instruction. Ask:

Why can’t the skill be taught in the Why can’t the skill be taught in the general classroom? Are there ways to general classroom? Are there ways to change it so it could be taught there?change it so it could be taught there?

While the student is in pull out, s/he While the student is in pull out, s/he misses what is going on in the general misses what is going on in the general classroom. How do you help the classroom. How do you help the student catch up on what s/he missed?student catch up on what s/he missed?

How will skills learned in pull out time How will skills learned in pull out time help the student spend MORE time in help the student spend MORE time in the general classroom?the general classroom?

Me and My ShadowMe and My Shadow Is having an adult with him/her all day Is having an adult with him/her all day

making the students MORE dependent?making the students MORE dependent? Does the educational assistant take Does the educational assistant take

away the student’s need to away the student’s need to communicate and make choices?communicate and make choices?

Does having an educational assistant Does having an educational assistant there make peers less likely to interact there make peers less likely to interact with the student? Is the student ever with the student? Is the student ever alone with peers?alone with peers?

Is the student at least arm’s length away Is the student at least arm’s length away from the educational assistant when from the educational assistant when possible?possible?

Would the student be better off having Would the student be better off having help from several different people rather help from several different people rather than always the same assistant?than always the same assistant?

Don’t glue an adult to the student every Don’t glue an adult to the student every minute.minute.

Accommodations work!Accommodations work!

BeforeBefore Refused to do workRefused to do work Behavior outburstBehavior outburst Unable to stay seatedUnable to stay seated Yelled and hit other kidsYelled and hit other kids No friendsNo friends Refused many class Refused many class

activitiesactivities

AfterAfter Does class work; Does class work;

learned difficult terms like learned difficult terms like life span, germinate and life span, germinate and organismorganism

Almost no behavior Almost no behavior problemsproblems

Sits appropriatelySits appropriately Loads of friendsLoads of friends Participates in all class Participates in all class

activitiesactivities