Embed Size (px)
DESCRIPTION
In this webinar, Michael McSheehan from the Institute on Disability at the University of New Hampshire provided an overview of inclusive education and the Individuals with Disabilities Education Act (IDEA). This act ensures equal access to education for individuals with disabilities. The speakers also discussed areas of controversy apparent in the discussion of inclusive education.
Citation preview
www.inclusiveed.org
Inclusive Education and Students with Autism Spectrum Disorders
Michael McSheehan Clinical Assistant Professor
Communication Science & Disorders
University of New Hampshire
11/1/2011
www.inclusiveed.org
Jack with Assistant
General
Education
Classroom Jack’s Desk
Jack 4th Grade November:
www.inclusiveed.org
Agenda
• Benefits
• Special Education Policy
• General Education Policy
– No Child Left Behind – accountability
– Common Core Standards
– College & Career Ready
• Reflection Through a Student
• Q & A
11/1/2011 3
www.inclusiveed.org
11/1/2011 4
• Disability impacts us all, whether by age, disease, accident, birth, or by whatever means, it impacts us all. It is a part of life, and the sooner we as a society learn to value the unique contributions of every person, the better off we ALL will be. If we live long enough, we will be disabled in some way. What kind of society do we want to live in? One where we are excluded or ignored and can’t participate in the things that are most important to us and with the people we care about? Or one where we are respected and invited and empowered to contribute?
Musgrove, 2011
www.inclusiveed.org
11/1/2011 5
• Currently there are:
• 350,000 infants and toddlers receive early intervention.
• 6.7 million Children and youths receive special education and related services.
– 1/110 for ASD in the general population
www.inclusiveed.org
Benefits to General Education Setting
• “Meet individual goals and objectives and also get access to and support in learning grade-level standards, curriculum and instruction.” Kluth 2011
• Fisher & Frey, 2001 • Jorgensen, McSheehan, &
Sonnenmeier, 2009 • Kasa-Hendrickson & Kluth, 2005 • Kinney & Fischer, 2001 • Kliewer, 2008 • Kluth, 1998 • Martin, 1994 • Rubin et al. , 2001 • Ryndak, Morrison, Sommerstein,
1999 • Savarese, 2007
11/1/2011 6
www.inclusiveed.org
Benefits to General Education Setting
• “In addition, teachers often find that communication skills blossom when learners have regular opportunities to interact, share, and express themselves” Kluth, 2011
• McSheehan, Jorgensen, & Sonnenmeier, 2009
• Kluth, 1998
• Marin, 1994
• Savarese, 2007
11/1/2011 7
www.inclusiveed.org
• “Finally, Students stand to make gains in social skills and competencies in inclusive classrooms.” Kluth, 2011
• Martin, 2994
• Ritter, Michel, & Irby, 1999
11/1/2011 8
www.inclusiveed.org
11/1/2011 9
• The Preamble to IDEA 2004 says: • “Disability is a natural part of the human
experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.”
If that’s not enough, there is federal law
www.inclusiveed.org
11/1/2011 10
• Three really important words the Preamble are, “improving educational results.” In 1975, there were over a million children with disabilities who were not allowed to attend school. Then, the focus was on gaining access. Now, it must be on results. Compliance means nothing if students are not growing in the knowledge and skills they will need to be successful upon leaving school. How do the services being provided lead to better outcomes? --Musgrove, 2011
www.inclusiveed.org
Special Education Policy: Getting In
• Education for All Handicapped Children Act (PL 94-142)
• Revolutionized American education policy
• FAPE
• IEP
• LRE
• Assess and ensure effectiveness of special education
• Financial assistance
11/1/2011 11
www.inclusiveed.org
FAPE
• Free Appropriate Public Education
• 1970 = 1/5 students with disabilities were educated in American schools
• Every student with a disability can receive educational supports and services at public expense
11/1/2011 12
www.inclusiveed.org
IEP
• Individualized Education Program
• Framework for curriculum and instruction
• It’s not the whole program – outlines indicators, priorities, supports
11/1/2011 13
www.inclusiveed.org
LRE
• Least Restrictive Environment
• IEP Team decide • “…to the maximum extent appropriate, children
with disabilities … are educated with children who are not disabled
• “removal from regular educational environment occurs only when the nature or severity of the disability of the child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. (IDEA 1990, PL 101-476, 612 [a][5]
11/1/2011 14
www.inclusiveed.org
Where are SE students served? State data – Fall 2006
• The percentage of SE students served in the least restrictive setting varies dramatically by state – from 78% in ND to 10% in VA
• Placements in separate facilities range from 2% of all children in SE in several states to 16% in NJ
• An “inclusion index,” constructed for this presentation, suggests that the least inclusive state, VA, is about twice as restrictive as the most, ND
www.inclusiveed.org
Special Education Policy: Setting the Stage for Inclusive Schools
• Individuals with Disabilities Education Act (IDEA) of 1990 (PL 101-476)
• Civil rights for students with disabilities
• Spirit and provisions from PL 94-142 maintained
11/1/2011 16
www.inclusiveed.org
Special Education Policy: Expanding “inclusion”
• 1997 IDEA Reauthorization
• Spirit and provisions from PL 94-142 maintained
• IEP goals must address involvement with and progress in the general curriculum
• Include students with disabilities in general state- and district-wide assessments with appropriate accommodations and modifications
• Alternate assessments based on alternate achievement standards – Participation – Access & Progress
11/1/2011 17
www.inclusiveed.org
Special Education Policy: Expanding “inclusion”
• IDEIA 2004
• Spirit and provisions from PL 94-142 maintained
• HQT
• Research-based instruction
• 3-year IEPs
11/1/2011 18
www.inclusiveed.org
19
Evidence-Based Practices and Current Federal Initiatives
The NCLB act defines Evidence-Based Practice (EBP) as “the use of practices, interventions, and
treatments which have been proven, through data based research, to be effective in improving
outcomes for individuals when the practice is implemented with fidelity.”
No Child Left Behind Act of 2001, Public Law 107-110
In 2001 the No Child Left Behind Act (NCLB) emphasized the need for scientifically-based research and the use of evidence-based practices in the field of education.
Presented by Lana Collet-Klingenberg, Ph.D. NH 11th Annual Autism Summer Institute, August 11, 2009
www.inclusiveed.org
20
Evidence-Based Practices & Current Federal Initiatives
IDEA aligns with NCLB in its use of terminology related to evidence-based practice, i.e., ”scientifically based research” (§ 300.35) and emphasizes its importance in sections on educational placements (§ 300.116) as well as personnel development (§ 300.207), and related funding.
Individuals with Disabilities Education Improvement Act of 2004,
Public Law 108-446
Presented by Lana Collet-Klingenberg, Ph.D. NH 11th Annual Autism Summer Institute, August 11, 2009
www.inclusiveed.org
Example of Evidence Based Practices Guidelines
http://autismpdc.fpg.unc.edu/
www.inclusiveed.org
Evidence-Based Practices
• Antecedent-based interventions • Computer-aided instruction • Differential reinforcement • Discrete trial training • Extinction • Functional behavior assessment • Functional communication
training • Parent-implemented intervention • Picture Exchange Communication
System
• Pivotal response training • Prompting • Reinforcement • Response
interruption/redirection • Self-Management • Social narratives • Social skills training group • Speech generating devices • Task analysis • Time delay • Video modeling • Visual supports
www.inclusiveed.org
ASD & Inclusive Education Think Tank
• “Evidence Based Practices for Students with Autism that Promote Participation in and Learning of the General Education Curriculum in the General Education Classroom.”
www.inclusiveed.org
Students with disabilities placed in general education classes score higher on standardized
assessments of reading and math.
• Blackorby, J., Chorost, M., Garza, N., & Guzman, A. (2003). The academic performance of secondary students with disabilities. In M. Wagner, C. Marder, J. Blackorby, R. Cameto, L. Newman, P. Levine, et al. (Eds.), The achievements of youth with disabilities during secondary school. A report from the National Longitudinal Transition Study–2 (NLTS2; pp. 4–14). Menlo Park, CA: SRI International.
• Wagner, M., & Blackorby, J. (2004). Overview of findings from wave 1 of the special education elementary longitudinal study (SEELS). Menlo Park, CA: SRI International.
www.inclusiveed.org
What does the research say about placement and outcomes?
Data from two longitudinal studies of nationally representative samples of students with disabilities (SEELS and NLTS-2) when controlling for SES, age, gender, disability type, and severity of disability found:
spending more time in general education classrooms related independently to
• greater engagement,
• achievement, and
• social adjustment of students with disabilities at school
(Blackorby, Knokey, Wagner, Levine, Schiller, & Sumi, 2007; Wagner, Newman, Cameto, & Levine, 2006).
www.inclusiveed.org
• No studies conducted since the late 1970s have shown an academic advantage for students with intellectual and developmental disabilities educated in separate settings.
• Falvey, M. (2004). Toward realizing the influence of “Toward
realization of the least restrictive educational environments for severely handicapped students.” Research and Practice for Persons with Severe Disabilities, 29(1), 9–10.
30 years of Support for Inclusive Ed
www.inclusiveed.org
Case Study - Jack
• “Included” in grades 1 - 3
• 4th grade at age 10
• Autism
• Initial communication system:
– gestures (2 finger pt.)
– some signs, vocalizations
– Go-Talk (9 messages)
– No reliable yes/no
• Home - 3 sibs, active, interpret needs
• Described by team: “Jack functions at the 2 yr. level”
www.inclusiveed.org
Baseline - SGD 9 Items
www.inclusiveed.org
Jack with Assistant
General
Education
Classroom Jack’s Desk
Jack 4th Grade November:
www.inclusiveed.org
Jack Spring of 4th Grade: Enhancing Participation
Adult Aides, then fades
Go Talk with 9 messages for Social Studies
www.inclusiveed.org
10 months later
www.inclusiveed.org
What are all students doing?
1
www.inclusiveed.org
Adapted Grade level novel
Rewritten by team members to late 1st - early 2nd grade level, maintaining essential content for general education quizzes/test.
www.inclusiveed.org
Classmate Paired Reading
www.inclusiveed.org
www.inclusiveed.org
www.inclusiveed.org
Membership:
Jack is both “in” the classroom and “with”
the other students.
www.inclusiveed.org
Participation:
…In general instruction
A means to communicate all the time.
www.inclusiveed.org
Independent Silent Reading
www.inclusiveed.org
11/1/2011 40
• “Students with disabilities should be regarded as regular education students first, and they should receive the special education and related services guaranteed under IDEA,” Duncan said.
• “In order to help them succeed, all students should have access to high-quality, grade-level instruction aligned to college-and career-ready standards. Students won’t meet high standards until they are given access to the regular education curriculum that includes the educational content needed to demonstrate academic competency.”
www.inclusiveed.org
11/1/2011 41
• Race to the Top
• Common Core State Standards
• College & Career Ready
General Education Policy
www.inclusiveed.org
42
11/1/2011 NCSC GSEG
www.inclusiveed.org
Common Core and Students with Disabilities
• “Students with disabilities…must be challenged to excel within the general curriculum and be prepared for success in their post-school lives, including college and/or careers.”
11/1/2011 NCSC GSEG 43
www.inclusiveed.org
Using the Common Core Standards to Address Instruction
Teachers should… • apply strategies for linking to grade level content
instruction • identify clear instructional goals and objectives so
that the construct being measured is not compromised
• identify the construct being measured during an assessment so that student performance measures what is intended
That results in… • student work that reflects appropriate constructs
in reading, mathematics, and science 11/1/2011 NCSC GSEG 44
www.inclusiveed.org
Developing a system of assessments supported by curriculum, instruction, and professional development to ensure that students with significant cognitive disabilities achieve increasingly higher academic outcomes and leave high school ready for postsecondary options. For more information, contact Project Director Rachel Quenemoen at [email protected] or 612-708-6960. The contents of this presentation were developed under a grant from the Department of Education (PR/Award #: H373X100002, Project Officer, [email protected]). However, the contents do not necessarily represent the policy of the Department of Education and no assumption of endorsement by the Federal government should be made.
11/1/2011 NCSC GSEG 45
NCSC GSEG
www.inclusiveed.org
College and Career Readiness
Among the goals of Race to the Top is to increase dramatically the number of students who graduate from high school ready for college and career.
– Expose more students to rigorous curricula.
– Align high school curricula with college entrance requirements.
This definition presents a challenge in discussing students with significant cognitive disabilities.
www.inclusiveed.org
What if….. these were the “facts” of YOUR life?……
• Fact 1: You have a cognitive impairment with a low IQ score.
• Fact 2: You can sign your name but reading/writing skills are minimal.
• Fact 3: There are no inclusive post secondary education programs in your community.
• Fact 4: Most individuals with IEPs like you go to “day programs”…. Except well….
• Fact 5: There is an extensive “waiting list” for the day program…
• Fact 6: Your family has a tradition of affiliation with a particular college.
11/1/2011 NCSC GSEG 47
www.inclusiveed.org
How would you proceed or want those acting on your behalf to proceed?
11/1/2011 NCSC GSEG 48
www.inclusiveed.org
Career Readiness for All
Preparedness for workplace refers to the reading and mathematics knowledge and skills needed to qualify for an occupation’s job training program; it does not necessarily mean that the qualifications to be hired for a job have been met (NAGB, 2009).
Sample pathways include: –Apprenticeship programs
–Community College certification
–Job training programs
–On the job training
–Vocational technical institutes
11/1/2011 NCSC GSEG 49
www.inclusiveed.org
Career and College Ready for All…
• Components in a Comprehensive Definition of College Readiness for typical high school students
• Key Cognitive Strategies – Problem solving, reasoning, analysis, interpretation, critical
thinking
• Key Content – Full Access to the general curriculum to maximize life long
learning
• Academic Behaviors – Self monitoring, time management, using information resources,
social interaction skills,
• Contextual Skills and Awareness – Seeking help with admissions, procedures, group interaction skills
» (Conley, 2007)
11/1/2011 NCSC GSEG 50
www.inclusiveed.org
Did You Know?
• The Higher Education Opportunity Act includes two major provisions that may facilitate entry into higher education for students with intellectual disability
– Implementation of Model Demonstration sites.
– Availability of financial aid if enrolled.
11/1/2011 NCSC GSEG 51
www.inclusiveed.org
Survey Findings on College Programs for Students with Intellectual Disability
(Think College, 2009)
11/1/2011 NCSC GSEG 52
www.inclusiveed.org
Here’s what Kearns et al recommend….
• Maximize communicative competence
• Provide full access to the academic content for life-long learning
• Develop appropriate social skills
• Develop independent work behaviors
• Develop support access skills • (Kearns, Kleinert, Harrison, Shepard-Jones, Hall, Jones
2011)
11/1/2011 NCSC GSEG 53
www.inclusiveed.org
AMRO
www.inclusiveed.org
“Imagine educational practices in which learners with significant
disabilities have the same learner outcomes as students
without disabilities.” Kleinert & Kearns, 2001
p. 21
www.inclusiveed.org
11/1/2011 63
Q&A
www.inclusiveed.org
Inclusive Education and Students with Autism Spectrum Disorders
Michael McSheehan Clinical Assistant Professor
Communication Science & Disorders
University of New Hampshire
11/1/2011
