Lecturette 1: Shifts in Thinking and Practice that Support Inclusive Schooling

In a school with MAINSTREAMING In an INTEGRATED School Evolution of Inclusion (Definitions) * Adapted from Gee, K. (2002) Looking closely at instructional practices: honoring and challenging all children and youth in inclusive schools. In Whole school success and inclusive education. Sailor, W. (ed)

Inclusion The practice of providing a child with disabilities with his or her education within the general education classroom, with the supports and accommodations needed by that student. The inclusion typically takes place at the student’s neighborhood school. – (NICHY, 1995)

An Inclusive Environment Is:

The Focus of Inclusive Environments: Development of regular school and classroom communities that nurture and support the educational and social needs of every student in attendance Stainback & Stainback

TIME LINECOMPARISON OF INCLUSION DEVELOPMENTS TIME LINE COMPARISON OF INCLUSION DEVELOPMENTS 72% of students ages 6-21 were being educated in separate settings (28% in separate schools) National Inclusion Trends Delaware Inclusion Trends Public Law Delaware still substantially below national integration average; Delaware Inclusion Project started IDEA Brown v. the Board of Education XX% of students with disabilities educated in regular ed. settings Courts begin to support right of LRE Delaware Autism Project started

FEDERAL LEGISLATION (IDEA) THE LEAST RESTRICTIVE ENVIRONMENT (LRE) Individuals with Disabilities Education Act : ( IDEA ) does not use the term ‘inclusion.’ It does require that learners be educated in the Least Restrictive Environment (LRE)

Continuum of Placements in Delaware Regular Setting Services Provided Both In Separate Special Education Classes and Regular Setting Separate Special Education In An Integrated Setting Separate Setting

*Adapted from Sate Improvement Grant Educational Placement in General Education ( Class 80% or more of the Day)

Key Elements of an Inclusive School Division and building-level consensus Ongoing collaboration Individualized goals weaved into general activities Provision of time Strong administrative support Parental involvement Strong peer networks Use of natural supports

Now that you have a background on Inclusive practices, it is time to put your IDEAS into PRACTICE!

4 Action Arenas 5 Key Shifts in Practice Student Effort District Effort Professional Effort Organizational Effort STUDENT LEARNIN G

interdisciplinary, integrated curriculum activity-based teaching emphasis on uses of skills attention to student interests & preferences performance assessments consideration of multiple intelligences learning styles “brain-based” learning exhibitions & projects TEACHING LEARNING

Classroom Curriculum PRIV A TE EYE Story Line Multiple Intelligences Literature Based Reading READ RIGHT Mind Mapping Reading Recovery Writing lab

SERVICE SUPPORT comprehensive information systems for school planning reformed funding systems innovative use of family resources revised resource allocation systems personalized learning supports continuous improvement systems groupwork teamwork collaborative work outcome-oriented accountability systems

To hold in position; prevent from falling, sinking, or slipping To bear the weight of, especially from below To keep from failing during stress; lend strength to Dianne L. Ferguson, 2002

“DEMAND” education G 2 G 3 G 4 G 5 G K G 1 and so on primary ages middle years intermediat e ages “SUPPORT” education and so on

Reformed teacher education Mixed-ability groups of teachers time for adults to work together new roles for family & community Teacher-directed CPD Innovative school structures & schedules groupwork teamwork collaborative work Continuing professional development INDIVIDUAL PRACTICE GROUP PRACTICE

Individual Practice Group Practice Shared Practice Dianne L. Ferguson, 2002

Practice-based inquiry Whole school change models & approaches Family linkages Site-based decision- making & management Quality-driven continuous improvement models Community partnerships Performance-based accountability systems REFORM CONTINUOUS IMPROVEMENT & RENEWAL

Family work groups Family coffees Site-based decision-making & management participation in building leadership teams Shadowing as part of school improvement Community partnerships Business volunteers Business partners Community resource banks FAMILY & COMMUNITY LINKAGES PARENT INVOLVEMENT

A Parent Says I want my children to succeed in school, to know they succeeded, and to feel good about that. I want the school to like my children… Quoted in Sizer, 1985

Dewey (1902) Says What the best and wisest parent wants for his child, that must the community want for all its children. Any other ideal for our schools is narrow and unlovely; acted upon, it destroys our democracy.