Special EducationSpecial Education

Full vs. Partial InclusionFull vs. Partial Inclusion

My Research QuestionMy Research Question

What is more beneficial to special education students;

full or partial inclusion?

What is partial What is partial inclusion?inclusion? Inclusion is the placement of Inclusion is the placement of

special education students in special education students in general education classrooms for general education classrooms for part of the day. For the part of the day. For the remainder of the day, students remainder of the day, students attend resource rooms.attend resource rooms.

What is full inclusion?What is full inclusion?

Full inclusion isFull inclusion is the placement of the placement of special education students in special education students in general education classrooms for general education classrooms for the entire day. Any extra needed the entire day. Any extra needed support is brought to the studentsupport is brought to the student

Research ProcessResearch Process

In order to collect data I used the In order to collect data I used the following methods/tools:following methods/tools:

Interviews and questionnaires with special Interviews and questionnaires with special education teacherseducation teachers

Websites describing full and partial inclusionWebsites describing full and partial inclusion Questionnaires given to special ed. studentsQuestionnaires given to special ed. students district wide guide to special educationdistrict wide guide to special education

QuestionnaireQuestionnaire

Questionnaire f or Special Education Teachers

1. I s special education at Williamston f ull or partial inclusion? 2. What has shown to be more benefi cial to special ed.

students? 3. I n your experiences, what have you f ound students to

prefer? 4. Has/ will Williamston participate in inclusive education?

QuestionnaireQuestionnaireQuestionnaire f or Students in Special

Education

1. Are you happy with your current educational situation?

2. Would you prefer an aide coming to you (in a

regular classroom) or you going to an aide? 3. I n your opinion, is f ull or partial inclusion

more benef icial to special education students?

Data AnalysisData Analysis

After collecting the data, I After collecting the data, I First grouped my information by themes First grouped my information by themes

(i.e. pros for each group and cons for (i.e. pros for each group and cons for each group).each group).

Then looked for themes throughout my Then looked for themes throughout my data such as the majority of people or data such as the majority of people or information leaning toward one rather information leaning toward one rather than the other.than the other.

What I found…What I found…

Background InformationBackground Information• Before 1975, students with special needs Before 1975, students with special needs remained separated from regular education students remained separated from regular education students in order to receive special assistance. in order to receive special assistance. • In 1975, the “Education of All Handicapped In 1975, the “Education of All Handicapped Children Act” was passed and was later renamed the Children Act” was passed and was later renamed the “Individuals with Disabilities Education Act” or (IDEA)“Individuals with Disabilities Education Act” or (IDEA)•The law states that all students with disabilities are The law states that all students with disabilities are to receive an education in the least restrictive to receive an education in the least restrictive environmentenvironment

What I found…What I found…

Definitions:Definitions: Least restrictive environment:Least restrictive environment: The The

environment most like that of a student in environment most like that of a student in general education so that a student with special general education so that a student with special needs can succeed.needs can succeed.

Student with disabilities: Student with disabilities: Any student Any student (defined by the federal government) with (defined by the federal government) with autism, deaf-blindness, deafness, hearing autism, deaf-blindness, deafness, hearing impairment, mental retardation, multiple impairment, mental retardation, multiple disabilities, orthopedic impairment, other health disabilities, orthopedic impairment, other health impairment, serious emotional disturbance, impairment, serious emotional disturbance, special learning disability, speech or language special learning disability, speech or language impairment, traumatic brain injury, and visual impairment, traumatic brain injury, and visual impairment. impairment.

What I found…What I found…

YearYear PercentagPercentagee

80 or 80 or moremore

of day inof day in

79-4079-40

reg. reg. classroomclassroom

Less than Less than 4040

Not in a Not in a reg. reg. schoolschool

1994-1994-9595

44.544.5 28.728.7 22.422.4 4.34.3

1999-1999-20002000

46.046.0 29.729.7 20.320.3 4.14.1

2003-2003-0404

49.949.9 27.727.7 18.518.5 3.93.9Percentage distribution of students with disabilities ages 6-21 served by Individuals with Disabilities Education Act, by placement in educational environment: Selected years, 1994-95 to 2003-04

What I found…What I found…

Special Education teachers at Special Education teachers at Williamston High School think:Williamston High School think:

When students with special needs are pulled When students with special needs are pulled from general ed. classes, they miss essential from general ed. classes, they miss essential information that special education teachers do information that special education teachers do not necessarily know.not necessarily know.

For the most part, students’ behavior is For the most part, students’ behavior is tremendously better in general ed. classes than tremendously better in general ed. classes than in resource rooms.in resource rooms.

The special education program should be bigger The special education program should be bigger but due to the small population, some high-risk but due to the small population, some high-risk students have to go to Okemos or other nearby students have to go to Okemos or other nearby districts.districts.

What I found…What I found…

Special Ed. Students:Special Ed. Students: Like being in general ed. classes for most of the Like being in general ed. classes for most of the

day. They feel more challenged and “normal.”day. They feel more challenged and “normal.” Also like being in special ed. classes for the Also like being in special ed. classes for the

subjects they struggle in. It makes them feel subjects they struggle in. It makes them feel more successful all around.more successful all around.

Would not like to have an aide with them in a Would not like to have an aide with them in a full inclusive classroom. It would draw too much full inclusive classroom. It would draw too much attention and would embarrass them.attention and would embarrass them.

What I think…What I think…

From what I have observed, I feel that partial From what I have observed, I feel that partial inclusion is the most beneficial for special inclusion is the most beneficial for special education students.education students.

An aide in a classroom is too embarrassing An aide in a classroom is too embarrassing and labels a child as “special”and labels a child as “special”

Students can be in general ed. classes for Students can be in general ed. classes for most of the day and then be in special ed. for most of the day and then be in special ed. for certain classes. In general they feel more certain classes. In general they feel more successful and comfortable knowing they successful and comfortable knowing they have people behind them helping them have people behind them helping them succeed.succeed.

What I learned…What I learned…

How special education works at my schoolHow special education works at my school Mostly partial inclusion takes place. Students will Mostly partial inclusion takes place. Students will

partake in general ed. classes for most of the day and partake in general ed. classes for most of the day and then go to a resource room (no more than 3 hours a then go to a resource room (no more than 3 hours a day) for help on the material.day) for help on the material.

Special Education varies greatly in different Special Education varies greatly in different schools.schools.

I should have been paying attention long ago I should have been paying attention long ago to how special education works in my school to how special education works in my school in order to understand better where students in order to understand better where students are coming from.are coming from.

What I learnedWhat I learned

Implications for the foreign language Implications for the foreign language classroom:classroom:

Find out students’ histories at beginning of yearFind out students’ histories at beginning of year Know what needs to be done in order to Know what needs to be done in order to

accommodate themaccommodate them Communicate with special education teachers Communicate with special education teachers

frequently to aide to success of studentsfrequently to aide to success of students Find out what types of learners the special education Find out what types of learners the special education

students are (through a survey or test given to the students are (through a survey or test given to the entire class) and plan lessons accordinglyentire class) and plan lessons accordingly

Keep in mind that not every student is going to Keep in mind that not every student is going to understand material right away—so cover material in understand material right away—so cover material in a slower, more thorough fashion.a slower, more thorough fashion.

SourcesSources

www.wikipedia.orgwww.wikipedia.org http://nces.ed.gov/fastfactshttp://nces.ed.gov/fastfacts

(source: U.S. Department of Education, (source: U.S. Department of Education, National Center for Education Statistics National Center for Education Statistics 2005)2005)

Wisconsin Education Association CouncilWisconsin Education Association Council http://www.weac.org/resource/june96/spehttp://www.weac.org/resource/june96/spe

ced.htmced.htm

Ingham Intermediate School District Ingham Intermediate School District Guide to Special Education, 2004Guide to Special Education, 2004