Lauren Beller Peter OHalloran PA Education for All
Coalition
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Changing the Cultural Context Within Schools Inclusive
Education Empowerment Project (IEEP)
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Universities Successful Students & Teachers Schools Self
Advocates Families
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What we believe ALL children should be successfully educated
together in their neighborhood schools within the general education
curriculum.
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What we do Parents and Families Educators Universities
Individualized Support Training Technical Assistance Self
Advocates
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Grant Objectives Partnerships for Inclusion Parent Consultant
Network Self Advocate Network Inclusion Committees Cultural
Brokers
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Parent Consultant Network parents of children who receive
special education services. committed to inclusive education for
ALL children. strengthened by the collective wisdom of parents who
have been there. supported by experts who are committed to
uplifting the voice of parents. compensated for their time and
expertise. Parent Consultant = Experts Support Train Utilize
Recruit Train Support Utilize
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Self-Advocate Network (SAN) Three Self-Advocate Leaders Five
Self-Advocates In process of planning second cohort Presentations
in partner school districts
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Keeping PEAC Strong "Inclusion is not a strategy to help people
fit into the systems and structures which exist in our societies;
it is about transforming those systems and structures to make it
better for everyone. Inclusion is about creating a better world for
everyone." Diane Richler, President, Inclusion International
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Elementary School PROS Regular classes CONS Kindergarten chairs
Walking in the halls Singled out by teachers for not working hard
enough Friends parents
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Middle School PROS Met my two best friends Project about
bullying Sled hockey CONS Last minute school change Bullying got
bad Wrist cramps started Library study hall, not gym Band room
steps Swamp field trip
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High School PROS Photography Class Adapted Gym Class Nursery
School Program CONS Drama Class Elevator Severe bullying Surgery
Physics field trip
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Growing Up in the Summers Went to Day Camp for 9 or 10 Summers
Archery, go-karts, theater, culinary arts, visual arts, swimming,
Mini-Camp, etc Went to Sleep-Away Arts camp for 5 summers Drums,
theater, sketch comedy, vocals, visual arts, swimming, CIT I
finally fit in!
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College PROS Received accommodations Double major Strong
student Lots of friends A career-defining student job Went to
Israel CONS Biology class Diagnosed with learning disorders and
ADHD
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Now Activist and advocate Choirs Tutoring Play drums and piano
Philly Improv Theater Starting Business Live independently Lots of
friends My birds Eli and Popcorn
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The amount of inclusion should be increased and/or decreased
according to Roberts ability to self-regulate, control disruptive
behaviors, and based on his areas of competency. In addition to
behavioral regulation, Robert will need to continue to improve his
general verbal ability and processing of language in order to learn
effectively within the fast pace, language intensive mainstream
classroom Roberts Re-evaluation by School District, 2 nd grade
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Why Inclusion? Social reasons - Friendships - No one teaches
students more about social skills than his typical peers Access to
regular education curriculum Content and classroom skills
Behaviorally Students copy good and bad behavior. Much
inappropriate behavior was learned in more restrictive placements,
making his behavior worse.
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There is no research that supports segregated education
Regardless of the type of disability or grade level of the
students, special needs students educated in regular classrooms do
better academically and socially than comparable students in
non-inclusive settings. Baker, Wang & Wallberg, 1994
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Students in inclusive settings demonstrated substantial
progress on a measure of social competence encompassing such
specific communication and social skills as initiation,
self-regulation, and ability to make thoughtful choices. In
contrast, students in segregated settings actually demonstrated
regression. Cole and Meyer, 1991
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Students who spend 75% or more of their high school programs in
inclusive classrooms are 5 times more likely to be employed after
leaving school. Also, students who are included in high school earn
more money than do peers who were primarily segregated. Office of
Special Education Programs, 1995
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Inclusion strengthens the class as a whole and benefits
non-disabled students When students with disabilities are included,
teachers work to create strength-based classrooms, increase
students access to resources and technology, implement
differentiation and teach skills of collaboration and
interdependence. Kasa-Hendrickson & Ashby, 2009
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IDEA (i) To the maximum extent appropriate, children with
disabilities.are educated with children who are nondisabled; and
(ii) Special classes, separate schooling, or other removal of
children with disabilities from the regular educational environment
occurs only if 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.
[300.114(a)(2)]
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The Law Daniel R.R. v. State Board of Education (5 th Circuit,
1989) The Court found that a regular education placement is
appropriate if a child with a disability can receive satisfactory
education, even if it is not the best academic setting Non-academic
benefits must also be considered Academic achievement is not the
only purpose of mainstreaming. Oberti v. Clementon (3 rd Circuit,
1993) Schools must consider the whole range of supplemental aides
and services Schools must make efforts to modify the regular
education program to accommodate special education students.
Inclusion is a right, not a special privilege for a select few
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We cannot teach students [with disabilities] in isolation for
17 years, and then expect them to survive in a typical world Paula
Kluth Inclusive Programming for Middle School Students with
Autism
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Resolving Placement Due process Settlement: Inclusion with
appropriate supports and services: 1:1 paraprofessional for
academic and behavioral support Modified curriculum Behavioral
Support
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What Has Been Learned Through Inclusion Hidden Curriculum
Urinal Etiquette When a girl asks if you like what shes wearing,
the answer is always Yes Apologize like you mean it Schoolwork and
homework needs to be modified and adapted. These modifications help
many other students in the classroom. Always set the bar high. It
can always be lowered, but sometimes it doesnt have to be. Aim
towards independence
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My suggestions for educators Presume Competence! No belief is
more damaging in education than the misperception that children
with disabilities cannot really succeed and shouldn't be challenged
to reach the same high standards as all children. Arne Duncan, US
Secretary of Education
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My suggestions for educators (contd) Do not focus on your
students diagnosis or their IQ score. Instead, focus on their
strengths and their abilities. Keep in mind the Dangers of a
Label
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The Dangers of a Label One of the problems inherent in
diagnoses is that there is pressure to make everything fit with
that diagnosis, so that once the diagnosis has been made, all the
behaviors and decisions become confirmatory. People tend to ignore
objective data that contradicts the initial diagnosis. When we
brand or label people, they take on the characteristics of the
diagnosis. Sway: The Irresistible Pull of Irrational Behavior,
Brafman
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My suggestions for educators (contd) Instead of saying she
cant, ask.What if he can? What other approach can I try? Some
students may need direct instruction for classroom skills
(organization, behavior). If you see a child alone on the
playground or at lunch, do not assume that he prefers to be
alone.
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TALE OF A SPECIAL ED STUDENT Let me introduce myself My school
story What I can teach employers
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I AM A senior a Upper Dublin High School Employed at ACME for
over 4 years Part of Self Advocate Network of PEAC Manager of the
my high school football team Performed in two productions and part
of stage crew at my high school. A big brother
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Hobbies and Interests Watching the Phillies and Eagles Playing
golf and chess College Basketball Politics
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Disability My birth history Mixed Receptive expressive language
disorder Auditory and visual processing disorder Coordination
Disorder Attention Deficit Disorder Learning Disability
(Dyslexia)
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My Old School District Teachers would just pass me along They
tried to help but did not know how to Could not learn the basics of
reading In third grade pulled away from my friends In middle school
had a first grade reading level They told my parents that I was not
smart enough to read well
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Problem! I want to go to college someday, but I couldnt read
well and keep up with my classmates.
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More Problems Stressful for me and my parents District did not
listen too our concerns Process took many months Expensive - hired
neuropsychologist and a lawyer
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The Solution Enrolled at The Quaker School at Horsham Wilson
Reading Program for decoding Visualizing and Verbalizing for
comprehension One on One Reading Instruction Performed in the
school plays, ran on the cross country team, competed in the chess
tournament, and played softball. Teachers cared more about my
progress After 4.5 years at TQS, I improved my Reading by 6 grade
levels!!!!! Then my family moved, and I got a fresh start at a new
high school in 10 th grade
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Inclusion Dont let students fall behind Include everybody There
should not be a one size fits all approach because people learn
differently What works for one student might not work for the next
student Best for the student to be included so they dont have to go
through the frustration that me and my family went through. Lost
connections with my friends at my old public school
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My IEP Individual Education Plan I always participate in my
meetings so I can express my needs to the school Others arent
making decisions for me Advocate for the right assistive technology
for me My IEP includes education, employment, and independent
living goals
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Transition Goals Postsecondary Education I will be attending
Eastern Center for Arts and Technology. After high school, I want
to attend Montgomery County Community College. Employment After my
education, I want to work in an office setting. Independent Living
In a few years, I want to live in an apartment on my own.
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Assistive Technology Computer typewriting is easier for me than
handwriting. All my materials are electronic iPad for organization
and different apps for education like Read2Go Software - Bookshare
and Kurzweil Smartphone Calendars and schedules and family and
friend connections
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Dont Make These Assumptions A person cant learn because of
their disability Students in special ed cant learn with students
who are not in special ed Think of real life. I heard the phrase
There is no Special Ed McDonalds.
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Future teachers Teach students the way they learn Identify
students challenges Technology is advancing into a different
generation to help kids get around their disabilities. Need to read
and follow everyones IEP so you dont make the wrong
assumptions
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Potential Employers Dont judge people that have a disability,
because they are able to do the work. We may be discriminated
against, but we take employment seriously.
