Week Nine:Inclusive Education in Elementary SchoolsApril 10, 2007

A-117: Implementing Inclusive Education

Harvard Graduate School of Education

Dr. Thomas Hehir

A117 Hermeneutic SCHOOL

CLASSROOM

CHILD

From Nolet & McLauglin – 1st Edition

Executive Processes- Regulation of thinking processes,

behavior, and performance- How and when to use strategies

Stimuli fromExternal Environment

Senses

Attention/Recognition

Sensory Memory

Very limitedcapacity,

Visual .5 seconds, Auditory 3 seconds

WorkingMemory

Temporary holdings 7 units,

10-20 seconds

Long Term

Memory

Encoding and retrieval

Storage

Retrieval

Strategies - Multiple means of

presentations- Focus queues

- Repetition- Sub-vocalization- Chunking

- Distributive Practice

- Scaffolding- Multiple means

of presentation

- Rehearsal- Elaboration- Graphic Organizers- Comprehension Monitoring

Executive Processes

Stimuli fromExternal Environment

SensesSensory Memory

Working Memory

LongTermMemory

Storage

Retrieval

Affective Network

Recognition Networks

Strategic Networks

From Nolet & McLauglin – 1st Edition

(Lack of fluency interferes)

Activity Using figure 3.1 in Nolet and McLaughlin, consider the relevance of this

model and the concept of access to the curriculum for the following children for in-class discussion:

A third grader with significant emotional disturbance with grade level skills.

A tenth grader who is blind, a Braille reader with grade level skills. A sixth grader with dyslexia who reads independently at the third grade

level An eleventh grade student with mild mental retardation and forth grade

level skills An eighth grader who is deaf, fluent in ASL, reading English with

comprehension at the fourth grade level.

From Nolet & McLauglin – Chapter 3

Organize the information you want your students to learn before you teach it.

Provide direct assistance to help students activate prior knowledge already stored in long-term memory.

Help students make links between old and new information.

Incorporate elaboration tactics into your instruction.

From Nolet & McLauglin – Chapter 3Classroom Strategies to Improve Transfer

Provide opportunities for students to practice skills and apply knowledge in a variety of contexts.

Systematically vary types of examples from near to far transfer.

Model strategies that show how previously learned information can be used in a new situation.

Provide cues in situations where students are required to transfer previously learned information.

Accommodations & Modifications“A dyslexic needs extra time the same way a diabetic needs insulin” (Shaywitz 2003)

Accommodations: Alternative acquisition modes Alternative response modes Content enhancements

Modifications:

Universal Design (Classroom Level) Multiple means of representation

Multiple means of expression

Flexible means of engagement

The School Level

Towards Ending Ableism in EducationThe Promise of Universal Design

Universal Design and reading Universally designed preschool and kindergarten

options Universally designed early reading programs and

disability identification Universal Design and learning Universally designed support for positive behavior Universal Design and school organization

Students with Disabilities and Standards-Based Reform

Start early

Curriculum modification should be a last resort

Accommodations on tests should mirror instructional accommodations

Time devoted to learning may need to be lengthened

Restructure high school options through effective transition planning

The Importance of Beliefs Unconditional acceptance should be every

child’s right People support one another through

community Participation is an essential part of acceptance People should not have to pass a test or prove

themselves in order to be included in everyday life

(Biklen, p. 118)

Principles of (Full) InclusionThe 100% Club (Biklen, Jorgensen) School leaders set direction and climate Students attend school they would attend if not disabled Close school/family relations Natural proportions Natural supports Removal from regular class minimized or non-existent Services are brought to children Teachers work collaboratively or in teams De-tracked, heterogeneous grouping, instructional organization

follows mission (block scheduling) Deemphasize specialization and intervention Disability as diversity Aligned with general education “reform” All kids benefit Inclusion as a vehicle for social change

River Bend School Naturally occurring population Balancing needs for intervention with accommodation Addressing the harmful effects of pull-outs Universal Design, de-stigmatization RRT open to all who need support SBT problem solving mechanism available to all needing

support Efficiency Curriculum coordination Increased opportunities for inclusion

Teacher Working Conditions Contact teacher 4-5 classrooms Regular teacher 1 contact SBT availability RRT availability for any student

Importance of Structural Change Immersion blocks SBT Sped 50% instructional

O’Hearn School In class support (2 teachers) Non-naturally occurring population (large number of

students with significant disabilities allows for greater financial support)

Standards oriented (U.S. context) Very strong family involvement and support (parents

as co-producers) Strong emphasis on accommodations

Continuing Issues and Dilemmas Is special ed. support deluded?

ELL model?

Teacher collaboration time?