Week Four: Principles of Inclusive Education February 27, 2007 A-117: Implementing Inclusive Education Harvard Graduate School of Education Dr. Thomas Hehir

How is this handled for Melvin? How does this contrast with Peter? Role of Education Minimize Impact of Disability Maximize Opportunity to Participate How is this handled for Melvin? How does this contrast with Peter?

The concept of ableism: The Role of Education Children of a Lesser God video: What is the purpose of this school? Its goals for its students? The concept of ableism: Schools often reflect the attitudes of the broader society in which disability is devalued and persons with disabilities do not enjoy equality of rights and opportunity Should schools: Serve the role of reinforcing the status quo? Be a vehicle for promoting equality and societal progress? Take an active role in eliminating ableism?

Implications School level: Include disability as part of schools’ overall diversity efforts Special education should be specialized Move away from obsession over placement to a greater emphasis on results Promote high standards Employ concepts of universal design Child level: Differential diagnosis is important Consider family capacity and desires Involve students in educational decisions where appropriate Encourage disabled students to develop and use skills and modes of expression that are most effective and efficient for them Integration into general education environments should be a central consideration

Inclusion Defined Inclusion is defined as the membership and full participation of a natural proportion of all students with disabilities in age-appropriate general education classes in the school that they would attend if they did not have a disability, with the provision of supports and service necessary for them to learn. - Jorgensen, 1998

Principles of (Full) Inclusion The 100% Club (Biklen, Jorgensen) School leaders set direction and climate Students attend school they would attend if not disabled Close school/family relations Natural proportions Natural supports Removal from regular class minimized or non-existent Services are brought to children Teachers work collaboratively or in teams De-tracked, heterogeneous grouping, instructional organization follows mission (block scheduling) Deemphasize specialization and intervention Disability as diversity Aligned with general education “reform” All kids benefit Inclusion as a vehicle for social change

“…it advances the bolder, more encompassing thesis: that the only place where students with disabilities can learn to lead a productive adult life is the general education classroom and that inclusion benefits the entire school community.” (Shapiro-Barnard in Jorgensen) “Unfortunately, students who are severely intellectually disabled cannot learn to function acceptably in integrated community environments when instruction is confined to regular education environments.” (Sailor in Brown et al.)

6 Facets of Intellectual Functioning Relevant to Educational Planning (Brown et al.) The number of skills that can be learned Concrete versus abstract Instructional trials and rates of curricular progression Practice-forgetting Generalization Difficulty ranges

9 Factors to Consider - Determining Time Spent in Regular Ed 9 Factors to Consider - Determining Time Spent in Regular Ed. For Students with Mental Retardation (Brown et al.) Chronological age Related services The number of environments in which a student functions Personnel qualities Effects on social relationships Parent/guardian/student priorities Probability of acquisition Functionality Preparation for postschool life

Important Considerations Relevant to Inclusion Decisions for All Students with Disabilities. (Hehir, 2005) General education environments should be the presumed placement for all students with disabilities. Removal should only occur if important learning goals cannot be achieved in the general education environment. Removal should not occur simply because general education refuses to accommodate the needs of children with disabilities. Social integration is important. Inclusion should be purposeful.