Inclusion Can Work

The problem with inclusion….. General education teachers are expected to teach students with

intellectual disabilities (ID) in regular education classroom

Howevergeneral educators, who have vast knowledge regarding

curriculum and subject matter, have not received special education and differentiating instruction training

Andspecial educators, who have training regarding special education students, are not given the opportunity to educate

and support general education teachers in an inclusive setting.

How come the problem is coming to the forefront now?

Haven’t students with disabilities been included in school

programs for

many years?

Not exactly….

History

Prior to the 1970s, the fate of many individuals with disabilities was likely to

include residency in a state institution

for persons with mental

retardation or mental illness

(Broderick, Mehta-Parekh, & Reid). .

History (cont.)

Many of these restrictive settings provided only

minimal food, clothing, and shelter.

Too often, persons with disabilities were merely accommodated rather

than assessed, educated, and rehabilitated (Broderick

et al.).

A step in the right direction…..

=

Public Law 94-142: 1975 (Education of All Handicapped Children Act)

I n 1 9 7 5 , C o n g re s s p a s s e d P u b l i c L aw 9 4 - 1 4 2 * n o w k n o w n a s t h e I n d i v i d u a l s w i t h D i s a b i l i ti e s E d u c a ti o n A c t ( I D E A ) .

In order to receive federal funds for education, states had to develop and implement policies

that assured all children with disabilities

received a free appropriate public education (FAPE)

(Individuals with Disabilities Education Act, 2004)

1) Early intervention programs have supported over 200,000 eligible infants , toddlers, and their families

2) Nearly 6 million children receive special education services to meet their individual educational needs.

3) More children are in their neighborhood schools, rather than in centrally located schools or institutions

4) The majority of children with disabilities are now being educated in regular classrooms with their non-disabled peers.

5) High school graduation rates have increased by 14 % from 1984 to 1997.

6) Today, post-school employment rates for youth served under IDEA are twice those of older adults with similar disabilities who did not have the benefit of IDEA.

7) Post-secondary enrollments among individuals with disabilities receiving IDEA services have tripled since 1978.

IDEA and PROGRESS thus far….(IDEA, 2004)

Let’s make more progressBy…..

….supporting inclusive least restrictive environments with co-teaching classrooms

You should know….Inclusion= is when students with disabilities have the right to be members of classroom communities with nondisabled peers, whether or not they can meet the traditional expectations of those classrooms (Virginia Department of Education, 2010)

Co-teaching= an instructional delivery option where two or more licensed professionals, typically general education and special education teachers, jointly plan and deliver instruction in a shared space with a diverse group of students (VDOE,2010)

These classrooms are very unique and

the next two slides demonstrate options

for teachers..........

What does co-teaching look like?

Co-teaching Styles

1.One teach, one observe

This is when one teacher leads the large-group instruction

while the other gathers academic, behavioral, or

social data

2. Station teaching

This is when instruction is divided over 3 centers. The

students, are also divided into three groups and rotate from

station to station. Two stations are being taught by a teacher

and one station consists of independent work

3. Parallel teaching

This is when two teachers, each with half the class group, present the same material for the primary purpose of fostering instructional

differentiation and increasing student participation

Note. From “Coteaching: An illustration of the complexity of collaboration in special education,” by Friend, Cook, Hurley-Chamberlain, & Shamberger, 2010, Journal of educational and psychological consultation, 20, p. 12.

Co-teaching styles

4. Alternative teaching

This is when in which one teacher works with most students while the other

works with a small group for remediation, enrichment,

assessment, etc.

5. Teaming,

This is when both teachers lead large-group instruction.

6. One teach, one assist:

This is when in which one teacher leads

instruction while theother circulates

among the students offering individual

assistance.Note. From “Coteaching: An illustration of the complexity of collaboration in special education,” by Friend, Cook, Hurley-Chamberlain, & Shamberger, 2010, Journal of educational and psychological consultation, 20, p. 12.

Co-teaching has cultural benefitsWhen children only spend time with other children who are the

same, then they are never exposed to children who are different.

Segregating children is a disservice

By intermixing children of all abilities, children are challenged to develop a sense of acceptance and not prejudice.

(Friend, Cook, Hurley-Chamberlain, & Shamberger et al.,2010).

Co-teaching fulfills political regulationsAccording to the

Individuals Education with Disabilities Act (IDEA)

all

children are entitled to a

free and appropriate education (FAPE).

(IDEA, 2004)

~Therefore ~The solution of co-teaching supports political goals.

All students will benefit from co-teaching and inclusive educational settings, because co-teaching practices encourage collaboration among teachers and create challenging learning environments for all students.

The educational opportunities for children with disabilities have increased. Special education services and teachers have entered the school

buildings. However, the segregation of students with disabilities needs to be amended and public schools need to embrace a more inclusive school

system. The change from a dual educational system, general versus special education, to a

united system where inclusion is the focus, takes time; but, co-teaching is a way teachers can collaborate and make inclusion a success.

Conclusion

References

Broderick, A., Mehta-Parekh, H., & Reid, K. (2005). Differentiating instruction for disabled students in inclusive classrooms. Theory Into Practice, 44(3), 194–202.

Friend, M., Cook, L., Hurley-Chamberlain, D., Shamberger, C. (2010). Coteaching: An illustration of the complexity of collaboration in special education. Journal of educational and psychological consultation, 20, 9–27.

Individuals with Disabilities Education Act (2004). Building the legacy: IDEA 2004. Retrieved from http://idea.ed.gov

Virginia Department of Education (2010). Stepping stones for success: collaboration. Retrieved from http://www.doe.virginia.gov/teaching/career_resources/stepping_stones2