RIWC From Inclusive Education to Inclusive Employment. Dr Scott Thompson Oct5

From Inclusive Education to Inclusive Employment?

23rd Rehabilitation International World Congress | 25 – 27 October 2016

Dr. Scott A [email protected] of Regina, Faculty of Education

The data from the Voices of Inclusion project shared at the end of this presentation is sponsored by

The President's Research Fund,

The University of Regina

and

The Government of SaskatchewanSSHRC-CURA: Canadian Disability Policy Alliance

Introduction

The ongoing journey of Inclusive Education• mainstreaming/integration inclusion

authentic inclusion

The ongoing journey of Inclusive Employment• sheltered workshops supported employment

customized employment

The paths cross?• How might authentic inclusive education and

supported & customized employment learn from one another?

The ongoing journey of Inclusive Education

Mainstreaming Inclusion Authentic /IntegrationInclusion

Mainstreaming InclusionAuthentic /Integration Inclusion

• 1980’s-1990’s• Principle of Partial Participation

Baumgart, D., Brown, L., Pumpian, I., Nisbet, J., Ford, A., Sweet, M., ... & Schroeder, J. (1982). Principle of partial participation and individualized adaptations in educational programs for severely handicapped students. Journal of the Association for the Severely Handicapped, 7(2), 17-27.


• 1980’s-1990’s• Principle of Partial Participation (revisited)

Ferguson, D. L., & Baumgart, D. (1991). Partial participation revisited. Research and Practice for Persons with Severe Disabilities, 16(4), 218-227.

Issues withMainstreaming/Integration

Partial participation revisited

“Passive Participation… participation defined as presence” (p. 219)

“Myopic Participation …teachers select…learning activities using only one, or just a few, of the relevant perspectives” (p. 220)

“Missed Participation …the point of partial participation is missed altogether.”(p. 220-1)

from Ferguson, D. L., & Baumgart, D. (1991). Partial participation revisited. Research and Practice for Persons with Severe Disabilities, 16(4), 218-227.


• 1990’s- 2000’s-• Giangreco: Overreliance on Paraprofessionals

“The New Exclusion”

Issues with Inclusion: Overreliance on Paraprofessionals “The New Exclusion”

• “The least qualified personnel are assigned to provide the bulk of instruction and support to students with the most challenging learning characteristics.” (p.10)

• “The scope and nature of paraprofessional work often is compromised by inadequate role clarification, orientation, training, and supervision.” (p. 10).

• “Excessive one-to-one paraprofessional support has been associated with inadvertent detrimental effects (e.g., unnecessary dependence, stigmatization, interference with peer interactions, interference with teacher involvement, less competent instruction). (p. 10)”

From Giangreco, M. F., & Broer, S. M. (2005). Questionable utilization of paraprofessionals in inclusive schools: Are we addressing symptoms or causes?. Focus on autism and other developmental disabilities, 20(1), 10-26. (p. 10).

Mainstreaming InclusionAuthentic /Integration Inclusion• 2000’s-

Authentic Inclusion

Authentic Inclusive Education• 2000’s-current• Co-teaching, differentiated instruction, teacher

preparation

“a unified system of public education that incorporates all children and youths as active, fully participating members of the school community; that views diversity as the norm; and that ensures a high-quality education for each student by providing meaningful curriculum, effective teaching, and necessary supports for each student (p. 286, italics added).” Ferguson (1995, p. 286, italics added)

from Ferguson, D.L. (1995). The real challenge of inclusion: Confessions of a ‘rabid inclusionist’. Phi Delta Kappan, 77 (1), 281–7.

Issues withAuthentic Inclusive Education

“Through the 1990s … children and youth with disabilities, including those with the most significant disabilities, could participate and learn in general education classrooms”

“…General and special educators could blend their professional knowledge and skills, work together to adjust their roles and reorganise their practice to provide groups of quite diverse students with the ongoing supports for learning”

“…We also learned, that some of these gains erode over time, students move on the new schools, teachers and administrators change” (p. 110)

from Ferguson, D. L. (2008). International trends in inclusive education: The continuing challenge to teach each one and everyone. European Journal of special needs education, 23(2), 109-120.

“the picture of access and presence changes… quickly when you examine… general education classrooms by disability. Students with learning disabilities in general education classrooms have grown near the national average... Yet, only 6.8% of students with intellectual disabilities were present in general education classroom in 1989, and in 2004 it was still only 13.1%. Students with emotional disabilities fare slightly better: 14.9% to 32.3%,” (p. 111)

“Clearly, progress has been much more meager for students with intellectual disabilities. (p. 111)”

from Ferguson, D. L. (2008). International trends in inclusive education: The continuing challenge to teach each one and everyone. European Journal of special needs education, 23(2), 109-120.

Issues withAuthentic Inclusive Education

Lyons, W., Thompson, S.A., & Timmons, V. (2016). “We are inclusive. We are a team. Let’s just do it.” Commitment, collective efficacy, and agency in four inclusive schools. International Journal of Inclusive Education, 13, 1-19.

Thompson, S.A., Lyons, W., & Timmons, V. (under review). Authentic Inclusion in Two Secondary Schools: “It’s the full meal deal. It’s not just in the class. It’s everywhere.” Education Exceptionality International

Where we are at…

Authentic Inclusive Education

• Call was for systemic change, re-organization of schooling, diversity as the norm; providing meaningful curriculum, effective teaching, and necessary supports for each student

• Outcome: some areas of success

from

Authentic Inclusive Education

to

Inclusive Employment?

Sheltered Supported Customized Workshops Employment Employment

The ongoing journey of Inclusive Employment

Sheltered WorkshopsSheltered Supported Customized Workshops Employment Employment

• 1970’s-• Usually non-inclusive settings

Supported EmploymentSheltered Supported Customized Workshops Employment Employment

• 1980’s-• Usually integrated settings• “Gold standard in VR for persons with

intellectual disabilities for past 25 years” (p. 1340).

from Lysaght, R., Cobigo, V., and Hamilton, K. (2012). Inclusion as a focus of employment-related research in intellectual disability from 2000 to 2010: A scoping review, Disability and Rehabilitation, 34 (16), pp. 1339-1350.

Supported Employment“SE include[s] competitive work in an integrated setting with ongoing support services ...and to embody the principles of consumer empowerment and individualized, community-based support ...

Since its inception, SE has assisted people with significant IDD achieve positive employment outcomes” (p. 297)

“SE has advanced from enclave and mobile work crew models (i.e., small group placements) to one that provides an individualized approach” (p. 298)

from Wehman, P., Chan, F., Ditchman, N., & Kang, H. (2014). Effect of supported employment on vocational rehabilitation outcomes of transition-age youth with intellectual and developmental disabilities: A case control study. Intellectual and Developmental Disabilities, 52(4), 296-310.

Issues withSupported Employment

“provides large scale support for the effectiveness of SE interventions…SE is particularly effective for individuals who are Social Security beneficiaries, special education students, and individuals with intellectual disabilities or autism who are high school graduates.” (p. 307)

“This effect is strongest for... special education graduates (21% difference in employment outcomes) [non-inclusive education programs?] and persons with intellectual disabilities or autism who graduated from regular high school (20% difference in employment outcomes) [inclusive programs?] (p. 303)”


Issues withSupported Employment

In terms of authentic inclusive employment, (to coin a parallel phrase from education) it may be unclear as to the nature of inclusion in SE work settings,

It is possible that inclusion as presence or integration as presence occurs, much like the same struggle we face in education (p. 1340)

from Lysaght, R., Cobigo, V., and Hamilton, K. (2012). Inclusion as a focus of employment-related research in intellectual disability from 2000 to 2010: A scoping review, Disability and Rehabilitation, 34 (16), pp. 1339-1350.

Inclusive Employment: Customized Employment

Sheltered Supported Customized Workshops Employment Employment

Customized Employment

Inge, K. J. (2006). Customized employment: A growing strategy for facilitating inclusive employment. Journal of Vocational Rehabilitation, 24(3), 191-193.

• 2000’s-• Inclusive settings, ideally

Customized employment means individualizing the employment relationship between employees and employers in ways that meet the needs of both. (Federal Register [June 2002] as quoted in Inge, 2006, p. 191)


“…CE was ‘based on individual determination of the strengths, needs, and interests of the person with a disabilities, and is designed to meet the specific needs of the employer’…

…Workforce Innovation and Opportunity Act of 2014 (WIOA) contained amendments designed to improve employment outcomes for people with disabilities…Specifically, define[d] competitive integrated employment as full or part-time work at minimum wage or higher where workers with disabilities were fully integrated with workers without disabilities...” (p. 184)

From Riesen, T., Morgan, R. L., & Griffin, C. (2015). Customized employment: A review of the literature. Journal of Vocational Rehabilitation, 43(3), 183-193.

Issues with


From Riesen, T., Morgan, R. L., & Griffin, C. (2015). Customized employment: A review of the literature. Journal of Vocational Rehabilitation, 43(3), 183-193.

• Much smaller evidence-base as to its effectiveness compared to supported employment (see Riesen et.al, 2015, p. 183)

• Much the same as Supported Employment re: integration and inclusion

Where we are at…

SE & CE

• Much smaller evidence-base for Customized Employment (CE) effectiveness compared to Supported Employment (SE) as just noted (see Riesen et.al, 2015, p. 183)

• Much the same as Supported Employment re: integration and inclusion

The paths cross?

How might

Authentic Inclusive Education and

Supported & Customized Employmentlearn from one another?

Implications…1.How inclusion is practiced in school/community may impact transition planning.2. Consider too, SE and Wehman’s et. al. data (2014).3. In reverse, Inclusive (SE or CE) employment may impact inclusive schools/communities4.In rural settings, perhaps transitions post-school may be best structured with Customized Employment

Implications…• In preparing students with disabilities for

transitions to employment, schools must account for how inclusion was practiced in their own educational institution

• Students with disabilities from authentically inclusive schools may have different expectations than those in special schools/programs

• In fact, varied post-school vocational interests for students with disabilities may be a marker of an authentically inclusive school

from Thompson, S.A., Lyons, W., & Timmons, V. (under review). Authentic Inclusion in Two Secondary Schools: “It’s the full meal deal. It’s not just in the class. It’s everywhere.” Education Exceptionality International

Authentic, Inclusive Possibilities & Transition Planning

When asked about life after high school, • Kelly said “what I really want to do when I finish

school is get my music career in line.” • Cindy said “I would love to learn courses of how

to work with kids and elderly people because I've been involved in daycares and I really enjoy working with little kids. But I also love working with elderly people.”

• Tabatha responded, “I take college... Yes…. “I like fashion... I take fashion show stuff.”


Authentic, Inclusive Possibilities & Transition Planning

When asked about life after high school…• Lynn stated “I really want to be a graphic designer.

I’m really interested in computer design or even like being like a photographer or something like that. I really enjoy being hands on I guess you could say.”

• Steven stated “I want to make TV shows. Drawings... [animation pictures]

• Fred appreciated that “when I took welding last year the teacher said after, I had one parent/teacher interview, which I was a very good welder and I should take – like he would help me out and get in [a local trade school] because I was so good of a welder.”


SE & CE (inclusive) may impact schools…• Having said that, schools must account for how

inclusion was practiced in their own educational institution…

• At the same time, remember Wehman’s et.al (2014) data: Competitive employment was the primary outcome measure … [defined as] ‘‘employment in an integrated setting…[etc.], and that SE was highly effective for students with IDD in special education and regular education (see p. 301).


SE & CE (inclusive) may impact schools…• We may think that authentically inclusive

schools may impact inclusive employment

• We must also keep in mind that inclusive (SE or CE) employment may impact inclusive schools

• E.g.: Brooke at.al (2009) clearly identify employment in an integrated setting as a core indicator of quality of employment service . (p. 60).

from Brooke, V. A., Revell, G., & Wehman, P. (2009). Quality indicators for competitive employment outcomes: What special education teachers need to know in transition planning. Teaching Exceptional Children, 41(4), 58-66.

SE & CE (inclusive) may impact schools…

“I really – I mean, you’ve seen the file bays, and how much we have here .... He keeps all that organized, and I know for a fact that I could not file the paper he files. I couldn’t keep focused on it long enough…Yet he looks at it as doing his job, and he doesn’t think of it as boring, or monotonous, or repetitive. It would probably take three other people to do what he does sometimes.” (Peter’s Direct Supervisor)

Peter, an employee with Autism Spectrum Disorder has been working for an insurance agency for “16 years – this October will be 16 years.” Given that time frame and the local education environment, it is likely that he experienced some segregated educational programming. Despite his education, he has worked in an inclusive office setting

from Timmons, V., & Thompson, S.A.(2016, August). Voices of Inclusion: In Secondary Schools and Employment Settings. Presented at the International Association for the Scientific Study of Intellectual and Developmental Disability (International Congress ): Melbourne, Australia.

CE & Rural Settings• For students with disabilities in rural settings,

the community is often very important

• If student has highly-valued social role in the school and/or authentically inclusive school, then

• perhaps transitions post-secondary school may be structured with Customized Employment, as this tends to address both the employer/employee needs

from Molina, L., & Demchak, M. (2016). The right to a better life: Using an after-school work camp to create customized employment opportunities for rural high school students with severe disabilities. Rural Special Education Quarterly, 35(2), 24-32.

CE & Rural Settings

“It’s a good job, and I know everybody in town. And when they need me to do different jobs, I would just go and do them, without being told; I just go do them... and this is a job I like to do – probably, like, forever. [Laughter] Yeah.”

“He’s a real social person. He loves being around people. And he likes the indoor work, and then – it just all works out for him. And the people are awesome to him, in the community. But then, he’s awesome right back to everybody he meets” (Brock’s mother)

A young man, Brock, worked at the community rink in small town Saskatchewan

CE & Rural Settings

from Timmons, V., & Thompson, S.A.(2016, August). Voices of Inclusion: In Secondary Schools and Employment Settings. Presented at the International Association for the Scientific Study of Intellectual and Developmental Disability (International Congress ): Melbourne, Australia.

“It’s actually – it’s all volunteer help, our rink. It’s 100-percent volunteer; we only have Brock as an employee.”

Gina, Community member at the Rink

The community created this job with/for Brock:

Conclusions

1.How inclusion is practiced in school/community may impact transition planning.2. Consider too, SE and Wehman’s et. al. data (2014). (SE is integrated employment & ‘works’ for students in special education)3. In reverse, Inclusive employment may impact schools/communities4.In rural settings, perhaps transitions post-school may be best structured with Customized Employment

Final Words...

“I like music. And I like to dance because I like to dance because I take hip hop stuff …And I like to

sing in rock band a lot. And then enjoying singing in rock band. And I'm amazing voice and

I'm an amazing person.”

-A student with an IDD interviewed at an Authentic Inclusive School

Final Words...

“A high point was, like, of course,…meeting the staff here because…the staff and how they act is, like, of course key, … because if they aren’t that good, then I just am like, ‘Well, I don’t really want to be here.’

…but like of course they are, like, very good and I met Premier and he is a very, very nice guy.”

-An employee with IDD interviewed at an Inclusive Employment site

Thank you

Please contact me for further information

Email: [email protected]

The Shaw Trust Limited is a company limited by guarantee, registered in England (no 1744121), whose registered address is Shaw Trust, 4th Floor, Jessica House, Red Lion Square, Wandsworth High Street, Wandsworth, SW18 4LS. Registered charity no. England and Wales: 287785, Scotland: SCO39856.

References

ReferencesAuthentic Inclusive Education -1Baumgart, D., Brown, L., Pumpian, I., Nisbet, J., Ford, A., Sweet, M., ... & Schroeder, J. (1982). Principle of

partial participation and individualized adaptations in educational programs for severely handicapped students. Journal of the Association for the Severely Handicapped, 7(2), 17-27.

Ferguson, D. L., & Baumgart, D. (1991). Partial participation revisited. Research and Practice for Persons with Severe Disabilities, 16(4), 218-227.

Ferguson, D.L. (1995). The real challenge of inclusion: Confessions of a ‘rabid inclusionist’. Phi Delta Kappan, 77 (1), 281–7.

Ferguson, D.L. (2008). International trends in inclusive education: The continuing challenge to teach each one and everyone, European Journal of Special Needs Education, 23(2), 109-120.

Giangreco, M.F., Edelman, S.W., Luiselli, T.E., & MacFarland, S.Z.C. (1997). Helping or hovering? Effects of instructional assistant proximity on students with disabilities. Exceptional Children, 64, (1), pp. 7-18.

Giangreco, M. F., Suter, J., C., & Doyle, M. B. (2010). Paraprofessionals in inclusive schools: A review of recent research. Journal of Educational and Psychological Consultation, 20, 41-57.

Irvine, A., Lupart, J., Loreman, T., & McGhie-Richmond, D. (2010) Educational leadership to create authentic inclusive schools: The experiences of principals in a Canadian rural school district. Exceptionality Education International, 20, 70-88.

ReferencesAuthentic Inclusive Education -2Lyons, W., Thompson, S.A., & Timmons, V. (2016). “We are inclusive. We are a team. Let’s just do it.”

Commitment, collective efficacy, and agency in four inclusive schools. International Journal of Inclusive Education, 13, 1-19.

Lynch, S., & Irvine, A., (2009) Inclusive education and best practice for children with autism spectrum disorder: an integrated approach, International Journal of Inclusive Education, 13 8, 845-859.

Nusbaum, E. (2013). Vulnerable to exclusion: the place for segregated education within conceptions of inclusion. International Journal of Inclusive Education, 17(12), 1295-1311.

Swedeen, B. L. (2009). Signs of an inclusive school: A parent’s perspective on the meaning and value of authentic inclusion. TEACHING Exceptional Children Plus, 5(3) Article 1. Retrieved [February 13, 2015] from http://escholarship.bc.edu/education/tecplus/vol5/iss3/art1

Thompson, S.A. (2015). The Bumpy Road to Genuinely Inclusive Schools: Still Learning from Ferguson’s ‘Rabid’ Confessions of an Authentic Inclusionist [in] Phyllis Jones & Scot Danforth [Eds.] Foundations of Inclusive Education Research (International Perspectives on Inclusive Education Vol. 6). Bingley, United Kingdom: Emerald Group Publishing, pp. 87-100.

Thompson, S.A., Lyons, W., & Timmons, V. (under review). Authentic Inclusion in Two Secondary Schools: “It’s the full meal deal. It’s not just in the class. It’s everywhere.” Education Exceptionality International

http://escholarship.bc.edu/education/tecplus/vol5/iss3/art1

ReferencesAuthentic Inclusive Education -3Timmons, V., & Thompson, S.A.(2016, August). Voices of Inclusion: In Secondary Schools and Employment

Settings. Presented at the International Association for the Scientific Study of Intellectual and Developmental Disability (International Congress ): Melbourne, Australia.

Underwood, K., & Killoran, I. (2012). Parent and family perception of engagement: Lessons from early years programs and supports. Canadian Journal of Education, 35(4), 376-414.

UNESCO (2009). Policy Guidelines on Inclusion in Education. Paris.

ReferencesInclusive Employment-1

Banks P, Lawrence M (2006). The Disability Discrimination Act, a necessary, but not sufficient safeguard for people with progressive conditions in the workplace? The experiences of younger people with Parkinson's disease. Disability and Rehabilitation 28(1): 13-24.

Brooke, V. A., Revell, G., & Wehman, P. (2009). Quality indicators for competitive employment outcomes: What special education teachers need to know in transition planning. Teaching Exceptional Children, 41(4), 58-66.

Bruyere SM, Erickson WA, and Ferrentino JT (2002) Identity and disability in the workplace. William and Mary Law Review 44(3): 1173-1196.

Citron, T., Brooks-Lane, N., Crandell, D., Brady, K., Cooper, M., & Revell, G. (2008). A revolution in the employment process of individuals with disabilities: Customized employment as the catalyst for system change. Journal of Vocational Rehabilitation, 28(3), 169-179.

Cunnah, W. (2015). Disabled students: identity, inclusion and work-based placements, Disability & Society, 30 (2), 213-226.

Dempsey, I., & Ford, J. (2009). Employment for people with intellectual disability in Australia and the United Kingdom. Journal of Disability Policy Studies, 19(4), 233-243.


Goh, A. E., & Bambara, L. M. (2013). Video self-modeling: A job skills intervention with individuals with intellectual disability in employment settings. Education and Training in Autism and Developmental Disabilities, 48(1), 103-119.

Gosling,V., and Cotterill, L. (2000). An employment project as a route to social inclusion for people with learning difficulties? Disability & Society, 15 (7), 1001-1018.

Griffin, C., Hammis, D., Geary, T., & Sullivan, M. (2008). Customized employment: Where we are; where we're headed. Journal of Vocational Rehabilitation, 28(3), 135-139.

Hendricks, D. R., & Wehman, P. (2009). Transition from school to adulthood for youth with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 24(2), 77-88.

Houtenville, A., & Kalargyrou, V. (2012). People with disabilities employers’ perspectives on recruitment practices, strategies, and challenges in leisure and hospitality. Cornell Hospitality Quarterly, 53(1), 40-52.


Inge, K. J. (2006). Customized employment: A growing strategy for facilitating inclusive employment. Journal of Vocational Rehabilitation, 24(3), 191-193.

Levy J, Hernandez B (2009). Employment and people with disabilities. Journal of Social Work in Disability and Rehabilitation 8(3-4): 99-101.

Lindsay, S. (2011). Employment status and work characteristics among adolescents with disabilities, Disability and Rehabilitation, 33 (10), 843-854.

Lindsay, S. (2011). Discrimination and other barriers to employment for teens and young adults with disabilities. Disability and Rehabilitation, 33 (15-16), 1340-1350.

Lysaght, R., Cobigo, V., and Hamilton, K. (2012) Inclusion as a focus of employment-related research in intellectual disability from 2000 to 2010: A scoping review, Disability and Rehabilitation, 34 (16), pp. 1339-1350.

Molina, L., & Demchak, M. (2016). The right to a better life: Using an after-school work camp to create customized employment opportunities for rural high school students with severe disabilities. Rural Special Education Quarterly, 35(2), 24-32.


Nittrouer, C. L., Shogren, K. A., & Pickens, J. L. (2016). Using a collaborative process to develop goals and self-management interventions to support young adults with disabilities at work. Rehabilitation Research, Policy and Education, 30, 110-128.

Riesen, T., Morgan, R. L., & Griffin, C. (2015). Customized employment: A review of the literature. Journal of Vocational Rehabilitation, 43(3), 183-193.

Rogers, C., Lavin, D., Tran, T., Gantenbein, T., & Sharpe, M. (2008). Customized employment: Changing what it means to be qualified in the workforce for transition-aged youth and young adults. Journal of Vocational Rehabilitation, 28(3), 191-207.

Samant,D., Soffer, M., Hernandez, B., Adya, M., Akinpelu, O., Levy, J.M., Repoli, E., Kramer, M., and Blanck, P. (2009). Corporate culture and employment of people with disabilities: Role of social workers and service provider organizations. Journal of Social Work in Disability & Rehabilitation, 8 (3-4), 171-188.

Shier, M., Graham, J.R., & Jones, M.E. (2009). Barriers to employment as experienced by disabled people: a qualitative analysis in Calgary and Regina, Canada, Disability & Society, 24 (1), 63-75.

ReferencesInclusive Employment-5Stensrud, R., Sover-Wright, E., & Gilbride, D. (2009). Six Degrees of Separation and Employment:

Disability Services Reconsidered. Rehabilitation Education, 23(2), 97-106.

Wehman, P., Chan, F., Ditchman, N., & Kang, H. (2014). Effect of supported employment on vocational rehabilitation outcomes of transition-age youth with intellectual and developmental disabilities: A case control study. Intellectual and Developmental Disabilities, 52(4), 296-310.

Presentations & Public Speaking

RIWC From Inclusive Education to Inclusive Employment. Dr Scott Thompson Oct5