1. Is It Really Inclusion? Really? Really? Barbara McKenzie Cheryl M. Jorgensen, Ph.D. TASH Conference December 1, 2011

2. Presenters Barbara McKenzie, Parent, Author, TASH Ohio Cheryl M. Jorgensen, Ph.D., Inclusive Education Consultant & Affiliate Faculty – National Center on Inclusive Education, Institute on Disability, University of New Hampshire Members of the TASH Education Committee

3. Agenda Is It Really Inclusion Quiz Is It Really Inclusion Quiz Definitions of Inclusion Definitions of Inclusion Erin’s Story Erin’s Story Jay’s Story Jay’s Story Q & A Q & A

4. Inclusion Quiz: Yes? No? Maybe? All students with disabilities are fully included in general education classes but because their neighborhood school isn’t accessible, they go to another school in the district. All students with disabilities are fully included in general education classes but because their neighborhood school isn’t accessible, they go to another school in the district. There are 4 teachers in school A’s 2 nd grade. One of them has all of the students with disabilities so that it is more efficient for the sped. staff to provide services. There are 4 teachers in school A’s 2 nd grade. One of them has all of the students with disabilities so that it is more efficient for the sped. staff to provide services.

5. Yes? No? Maybe? Every student with a significant disability who is included in a general education class is provided with a 1:1 aide. Every student with a significant disability who is included in a general education class is provided with a 1:1 aide. Three 1 st grade students with disabilities are taught in small, skill-based reading groups 20 minutes a day. It is led by the special education teacher. Three 1 st grade students with disabilities are taught in small, skill-based reading groups 20 minutes a day. It is led by the special education teacher. A large metropolitan school district holds a prom just for students with disabilities. A large metropolitan school district holds a prom just for students with disabilities.

6. Yes? No? Maybe? High school students with intellectual disabilities are pulled out of the general education classroom for instruction in life skills (with other students who have disabilities). High school students with intellectual disabilities are pulled out of the general education classroom for instruction in life skills (with other students who have disabilities). Students with autism attend a social skills group with other students who have autism. Students with autism attend a social skills group with other students who have autism.

7. Yes? No? Maybe? There are no students with disabilities on the high school football team. There are no students with disabilities on the high school football team. There are no students with disabilities in the band. There are no students with disabilities in the band. There are no students with disabilities in the drama club. There are no students with disabilities in the drama club. There are no students with disabilities on the Student Council. There are no students with disabilities on the Student Council.

8. Yes? No? Maybe? A school has a learning center where students can come (voluntarily) for extra academic support. Most of the time it is students with disabilities who are in there. A school has a learning center where students can come (voluntarily) for extra academic support. Most of the time it is students with disabilities who are in there. Every day at lunch the students from the 3 rd grade general education class go to the special education room to socialize with students with disabilities. Every day at lunch the students from the 3 rd grade general education class go to the special education room to socialize with students with disabilities.

9. Yes? No? Maybe? The school has a “Best Buddies” program that matches students with and without disabilities to partner up in Special Olympics. The school has a “Best Buddies” program that matches students with and without disabilities to partner up in Special Olympics. In the cafeteria all of the students with significant disabilities eat lunch together with their aides who assist with feeding. In the cafeteria all of the students with significant disabilities eat lunch together with their aides who assist with feeding. Placement in the general or special education class is based on parent choice. Placement in the general or special education class is based on parent choice.

10. Definition of Inclusive Education : …school communities based on social justice principles in which all students: Are presumed competent; Are welcomed as valued members of all general education classes and extra-curricular activities in their local schools; Fully participate and learn alongside their same-age peers in general education instruction based on the general curriculum; and, Experience reciprocal social relationships. From TASH Inclusive Education site: http://tash.org/advocacy-issues/inclusive-education/ http://tash.org/advocacy-issues/inclusive-education/

11. Marsha Forest Definition of Inclusion ALL ALL MEANS MEANS ALL ALL

12. Neighborhood School  VISION – opportunity to have an ordinary life  Fully participating MEMBER of general education class – ALL learning together – ALL learning together – Natural Proportions – Natural Proportions  Building on Strengths/Interests  Natural Supports – additional as needed – additional as needed – Aide or Paraprofessional??? – Aide or Paraprofessional???  General Educator OWNERSHIP of ALL  Inclusion Facilitator  Value/Belonging rather than Tolerance/Benevolence (Kunc)  RELATIONSHIPS – Gathering friends for the journey to high school graduation…

13. Friends’ Reflections… “Throughout elementary school we all experienced things together like being ‘letter people’… We all had a blast at the haunted gym and helped Erin master the monkey bars and swings… Everyone knew Erin and she was without a doubt ‘just one of the girls’”

15. Friends’ Reflections… “In middle school, we all went through a change of environment. Even though this was the case, Erin was always there to pick up your spirits…She also joined the drama club with me and Kristin.”

16. What About Shakespeare?

18. Friends’ Reflections… “I had the privilege of meeting Erin my freshman year when we both took choir…Junior year I had History with Erin. I sat next to her and got to know her a lot better…I am thankful for her acceptance and her willingness to include me in the traditions that were already made.”

20. Friends’ Reflections… “At the Evening of Reflection, Erin got up on stage and presented a speech… She was able to tell all about herself and her experiences. Then came graduation. Erin had worked hard and had earned herself something wonderful – a high school diploma. As we all prepared to find a college, Erin was able to find herself an opportunity doing something she loved, being part of the theater at Otterbein College.”

21. Jay’s Story “Included” in grades 1 - 3 “Included” in grades 1 - 3 Experiences autism Experiences autism Initial communication system: Initial communication system: gestures (2 finger pt.), some signs gestures (2 finger pt.), some signs vocalizations Go-Talk (9 messages) Go-Talk (9 messages) Home - 3 sibs, active, interpret needs Home - 3 sibs, active, interpret needs Described by team as “functioning at 2 yr. Level” Described by team as “functioning at 2 yr. Level”

22. Jay’s Communication Device – Pre- Intervention

23. JACK: CASTS Jay with Assistant GeneralEducationTeacher Jay’s Desk Pre-Intervention Membership and Participation

24. Jay in Class - #1 What do you see? What do you see? Does it look like Jay is included in his general education classroom? Does it look like Jay is included in his general education classroom? Why or why not? Why or why not?

26. Jay in Class - #2 What do you see? What do you see? What do you think was in the minds of Jay’s team that led them to conduct this lesson, this way? What do you think was in the minds of Jay’s team that led them to conduct this lesson, this way? Do you think Jay is “included?” Do you think Jay is “included?” How do you know? How do you know? What could be done to improve his participation? What could be done to improve his participation?

28. Jay in Class - #3 What do you see? What do you see? What’s different in this video? What’s different in this video? Does it look like Jay is included in his general education classroom? Does it look like Jay is included in his general education classroom? Why or why not? Why or why not?

30. Jay is with the other students, not just “in” the classroom

31. Gen. Ed. Materials

32. . A means to communicate all the time.

33. Embedding AAC into the Whole Class 5th grade classmates all had and used his main communication board 5th grade classmates all had and used his main communication board Frequently Occurring Words +peers modeled use +teacher used during instruction

34. Classmate Paired Reading During paired reading, literate peers read aloud and silently. Jay used modified text with picture enhance- ment.

35. Follow-Up Please visit the TASH conference website to continue the conversation.

36. A Final Thought…