Inclusion

Group A 1)What is inclusion? 2)Why should students be included in general education settings? Group B 1) What does inclusion “look like”? 2) Under what circumstances can inclusion be successful? Group C 1)Under what circumstances is inclusion NOT successful? 2)What is the special education teacher’s role in facilitating inclusion?

Misconceptions SOME Teachers Have Regarding Inclusion

Least Restrictive Environment (LRE) “ …the presumption that children with disabilities are most appropriately educated with their nondisabled peers and that special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.”

4 Criteria for Determining LRE  Educational Benefits  Nonacademic Benefits  How the student with special needs affects the gen ed teacher and students  Cost

To Determine if Programming is Appropriate in the LRE, ask…  Are modifications available?  What modifications does the one student being considered on the IEP require?  Will those modifications actually produce benefit?  Would there be any foreseeable detriment to this one child under consideration?  Will the placement of this child have a negative impact on other students in that setting?

Key Elements of Full Inclusion  Full membership in the general education class  Full ownership from both special and general educators  Individua l outcomes-based decision-making  Student-based, individualized services  Site team collaboration & coordination of services

Inclusion Operationalized  Member of the same school community as neighbors and siblings  Chronological age -appropriate grade and class placements  Individualized curricular and instructional design  Support provided in general education school and community environments

Inclusion Does Not Mean:  Every student spends all instructional time in general education classrooms.  The primary or exclusive objective for all students is to learn the core curriculum or content in a given class or period.  Students never receive 1:1 or small group instruction.

Factors contributing to outcomes of inclusion  Rates/disabilities of students in special education  Amount of time in general education classes  Support personnel  Impact of inclusion on students without disabilities  Staff perceptions/attitude s o making instructional & curricular adjustments o student discipline/class management o collaboration, students with special needs, & inclusion  Impact on students with disabilities (classroom/State assessments) Idol, 2006

Models of Inclusion  Push In Special educator enters gen education class with materials to provide instruction to students and/or assist with planning for differentiation  Full Inclusion Special educator in a gen education class partners & collaborates with the gen education teacher What elements in the classroom make up a supportive inclusive environment?

Principles of UDL : instructional goals, materials & assessments to be aligned with multiple means of…  Representation – present content needed to acquire information & knowledge in various ways  Expression – ensure students have a variety of ways to demonstrate what they know  Engagement – a stimulating environment offers various ways to engage, based on a student’s interests/preferences

Differentiation  Strong visual component  Collaborative activities with peers  Peer coaching  Multi-sensory teaching  Assessments based on individual strengths of students

The Special Educator’s Role  Knowledge of characteristics of students with disabilities o Social & Academic implications o Terminology & language  Knowledge of the legal processes of IEP o Procedures, development & implementation  Knowledge of Instructional design and modification o Modifications & accommodations  Knowledge of a variety of instructional and assessment strategies  Serve as a resource to the school & community (Sayeski, 2009)

Collaboration using Fact Sheets  Research-based  Alert the teacher to areas of concern  Dispel myths  Prevent lowered expectations because it highlights student strengths/abilities (Sayeski, 2009)

Fact Sheet: Learning Disabilities Overview/Introduction Definition Characteristics Academic Social-Emotional Instructional Strategies (Sayeski, 2009)

Collaboration using Instructional Planning Guides (i.e., Cheat Sheets)  Complements the IEP & fact sheet  A how-to guide for the general educator – “an IEP at a glance”  Transforms IEP into instructional practices  Created by special educator according to specific needs of teachers (e.g., math vs. language arts teachers)  See Figure 3 (Sayeski, 2009)

Questions to Consider 1. What makes collaboration difficult for special education teachers? 1. What can you do, as the special education teacher, before you collaborate with the general education teacher? Examples of “tricky” situations: A history teacher requires students to fill out lengthy packets for each chapter of the text An English teacher wants all of her students to work in the computer lab for writing assignments

Planning Interventions & Support in Inclusive Classrooms  Assess the classroom environment.  Assess the student as a learner.  Consult with classroom teacher about academic problems.  Consider modifications/accommodations  to the curriculum  of teaching methods  Consider placement options (Kampwirth, 2006) )