Intro to Inclusive Education Supporting Diverse Learners in School and in the Community: An Introduction to Inclusive Education presented by PEAC – Pennsylvania’s Education for All Coalition in collaboration with Temple University 4/20/2017 Institute on Disabilities, Temple University

Introduction to Inclusive Education 1. Welcome 2. Setting the Stage 3. What is Inclusive Education? 4. Why Inclusive Education? a) Values b) Laws c) Educational Practices and Outcomes Cartoon reprinted with permission. All rights remain Colleen F. Tomko http://www.kidstogether.org May be reproduced in entirety for non-profit educational purposes only. All other use is prohibited without prior arrangements.

Introduction to Inclusive Education 5. How do we do it? a) It’s All About Change b) Educational Best Practices c) Accommodations and Adaptations 6. Summary: What Inclusion Looks Like

Goals and Expectations for An Introduction to Inclusive Education Intro to Inclusive Education 4/20/2017 Goals and Expectations for An Introduction to Inclusive Education What: To help you understand what inclusion means Why: To provide an opportunity to discuss the values, laws, reform efforts, and outcomes that support inclusive education How: To show you what inclusive education can look like and how it can work Have audience members introduce themselves, say why they are there, and what they hope to get from the course (expectations). Write down their expectations on chart paper and leave it up for the duration of the session. Institute on Disabilities, Temple University

Inclusive Education What does it mean? Inclusive education is about embracing all, making a commitment to do whatever it takes to provide each student in the community - and each citizen in a democracy - an inalienable right to belong, not to be excluded. Inclusion assumes that living and learning together is a better way that benefits everyone, not just children who are labeled as having a difference. (Falvey, Givner & Kimm, What is an Inclusive School?, 1995, p.8)

Inclusive Education What does it mean? When inclusive education is fully embraced, we abandon the idea that children have to become ‘normal‘ in order to contribute to the world. Instead, we search for and nourish the gifts that are inherent in all people. We begin to look beyond typical ways of becoming valued members of the community, and in doing so, begin to realize the achievable goal of providing children with an authentic sense of belonging. (Norman Kunc, ‘The Need to Belong: Rediscovering Maslow’s Hierarchy of Needs,‘ 1992)

What is Inclusive Education? Children with and without disabilities educated together in their neighborhood school and community All students in general education classes; having instruction in the core curriculum content and participating in extracurricular activities General and special education teacher consultation and collaboration to incorporate special supports and services into age-appropriate school and community environments Flexible and individualized decision making about services, supports, and locations for instruction (Snell & Janney, 2001)

What is Inclusive Education? Opportunities for building social networks and friendships and having planned and facilitated social network and relationship building Instruction in schools and in the community Students are active participants and learn from each other ZERO exclusion An ongoing process

Intro to Inclusive Education 4/20/2017 ACADEMIC SOCIAL INCLUSION ENVIRONMENTAL Institute on Disabilities, Temple University

Why Inclusive Education? Intro to Inclusive Education 4/20/2017 Why Inclusive Education? Values Educational Practices And Outcomes Laws See Trainer Background Page # ___ for more information on each of these topics. Institute on Disabilities, Temple University

Simply said…Why Inclusive Education? Because… It is the right thing to do We know how to do it Laws support it

Values

Intro to Inclusive Education 4/20/2017 What Are Our Values? Belonging and Community Equity Strength in Diversity Normalization Every Child Can Learn Integration Dignity of Risk Self-Determination A group brainstorm activity will precede this slide answering the question “What do we/you believe?” and/or “What are our values about education?” Institute on Disabilities, Temple University

Philosophy Guides Action

Laws and Rights

The Evolution of Education Law to Support Inclusion Early 1900’s: Compulsory Education Act 1954: Brown v. Board of Education 1971: Pennsylvania Association for Retarded Children (PARC) v. Pennsylvania (PARC Consent)‏ 1973: Section 504 of the Rehabilitation Act 1975: Education of All Handicapped Children Act (now IDEA)‏ 1990: Americans with Disabilities Act (ADA)‏ 1993: Oberti Settlement‏ 1997,2004: The Individuals with Disabilities Education Act 2001: No Child Left Behind Act 2005: Gaskin Settlement

Separateness in education… "Separateness in education can generate a feeling of inferiority as to [children's] status in the community that may affect their hearts and minds in a way unlikely ever to be undone. This sense of inferiority ... affects the motivation of a child to learn...and has a tendency to retard ... educational and mental development" Chief Justice Earl Warren Brown v. The Board of Education (1954), p. 493.

Today’s Law: IDEA Supports Diverse Learners 1990, 1997, 2004: Individuals with Disabilities Education Act (IDEA)‏ (IDEIA) The words “Inclusive Education” are not included in IDEA, but IDEA emphasizes the following: Least Restrictive Environment (LRE) Free and Appropriate Education (FAPE)‏ Supplemental Aids and Services Access to General Education curriculum Individual Education Plan (IEP)‏

A Natural Part Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities. The Individuals with Disabilities Education Act of 1990

Educational Practices and Outcomes

Research and Outcomes of Inclusive Practices Inclusion Benefits ALL Children Impact on Students with Disabilities Academic Performance Improved performance on standardized tests and increased reading skills; increased motivation to learn (Banerji & Daily, 1995; Mailian & Love, 1998; Shinn, Powell-Smith, Good & Baker, 1997) Improved post-school outcomes including high school graduation, employment, earning a higher salary, and living independently (Malian & Love, 1998; SRI International, 1993; U.S. Dept. of Education, 1995) Provides access to peer models to facilitate learning and appropriate behaviors (Bricker, 1978; CRI, 1987) Improvement in self-concept (Peck, Donaldson, & Pezzoli, 1990) Development of warm and caring friendship (Bogdan and Taylor, 1989)

Research and Outcomes of Inclusive Practices Inclusion Benefits ALL Children Impact on Students WITHOUT Disabilities Academic Performance Low-achieving students benefit from the review, practice, clarity, and feedback provided to students with disabilities (Power-deFur & Orelove, 1996) Students with disabilities in the general education classroom stimulate activities, opportunities and experiences that might not otherwise be part of the curriculum (McGregor & Vogelsberg, 1998). A reduced fear, increased comfort and understanding of the worth of human differences (Biklen, Corrigan, & Quick, 1989) Enhanced self-esteem, a genuine capacity for friendship, and the acquisition of new skills

Research and Outcomes of Inclusive Practices Inclusion Benefits ALL Children Impact on TEACHERS Work Performance and Satisfaction Increased skills and improved confidence in teaching abilities Special educators report a greater sense of being part of the school community and increased knowledge of the general education system New acquaintances with colleagues Greater enjoyment and satisfaction with teaching. (Salend, 2001)

Research and Outcomes of Inclusive Practices Inclusion Benefits ALL Children Research and Outcomes of Inclusive Practices Inclusion Benefits ALL FAMILIES Community Connections Families have more enriched connections to their community, its resources, their neighbors and other families – when the child is included, so is the family Renewed Hope and Belief in Abilities Increased belief in their child’s strengths and ability to contribute to the good of the community School – Family Partnerships Inclusive schools support good communication and opportunities for collaboration between families and the school community (Salend, 2001)

Intro to Inclusive Education 4/20/2017 HOW? Federal/State System Level -Creating federal/state policies that support inclusion -Providing funds for needed supports and services District/School Level -Support for teachers, staff, and administration in learning research-based best practices -Adequate budgeting -Supporting IEP teams’ needs Classroom Level -Implementing today’s best teaching practices -Team work, collaboration, reflection See Trainer Background Page # ___ for more information on each of these topics. Institute on Disabilities, Temple University

The How of Inclusive Education: Federal/ State System How do Federal and State Systems support Inclusive Education? A few examples of Federal and State support: Supporting Parent Involvement at all levels Partnerships with Universities Environmental Accommodations Response and Testing Adaptations /Alternate Assessment Staff Development

The How of Inclusive Education: Local Districts and Schools How do Districts and Schools support Inclusive Education? A few examples of District and School support: A Clear Vision for the School for ALL students Time for Collaborative Planning and Problem-Solving Clear Roles and Responsibilities Curriculum & Instructional Adaptations & Modifications Environmental Accommodations Response and Testing Adaptations Professional Staff Development focused on Research-based Best Practices A Welcoming Environment for Parent Involvement

The How of Inclusive Education: The Classroom How do Teachers Support Inclusive Education? Best Practices in the Classroom (a few examples): Collaboration with Parents, Teachers and other Specialists Cooperative Learning and Peer Support Differentiated Instruction Specially Designed Instruction for Multiple Intelligences Friendship Facilitation and Positive Behavioral Supports Multi-age Groupings Project-based Learning Advanced Planning and Creative Problem-Solving A Welcoming Environment for Parent Involvement

Inclusive Education is… Best Practices in Education for ALL Learners Remember… Special Education is not a place. It IS … Supports and services brought to students through an Individual Education Program (IEP) clipart © DiscoverySchool.com

Anyone can be successful, in any environment, if he or she has the right supports! All students can “swim” with "...education in regular classes with the use of supplementary aids and services…” IDEA, 20 U.S.C. § 1412(5)(B) Sink….. or Swim! Assistive technology Personal assistance Instructional or curricular modifications Examples of Accommodations and Supports

Types of Adaptations Adapt how it is taught and how learning is demonstrated Adapt the setting- where, when and with whom Adapt what is taught (Janney & Snell, 2000 p. 17)

Accommodations and Adaptations: Questions the IEP Team Should Consider when Planning Can the student do the SAME activity as peers? Can the student do the same activity as peers WITH support or reinforcement? Can the student do the same activity as peers WITH modifications or changes? Can the student have the SAME basic goals as classmates? Can the student benefit from some part of the lesson? Should the student perform an alternate activity in the general classroom?

Accommodations and Adaptations: More Questions the IEP Team Should Consider Is it time efficient for the teacher? If not, what supports does the teacher need? Does the student like the idea? If not, why not? Will the accommodations likely enhance the image of the student among his or her peers? Will the accommodations promote independence and responsibility rather than dependence and helplessness?

In Summary: 4 Principles of Effective Inclusion (Salend, 2001, p.6-7) Diversity – “Effective Inclusion improves the educational system for all students by placing them together in general education classroom- regardless of their learning ability, race, linguistic ability, economic status, gender, learning style, ethnicity, cultural background, religion, family structure and sexual orientation.” Individual Needs – “Effective Inclusion involves sensitivity to and acceptance of individual needs and differences.” Reflective Practice – “Effective Inclusion requires reflective educators to modify their attitudes, teaching and classroom management practices, and curricula to accommodate individual needs.” Collaboration – “Effective Inclusion is a group effort; it involves collaboration among educators, other professionals, students, families, and community agencies.”

What Inclusion Looks Like

Students working on goals that are meaningful to their lives. Inclusion Is Students working on goals that are meaningful to their lives.

“We can all learn from each other.” 5th grade student

Inclusion Is Embracing our Differences

“People don’t have to be the same to do things together” 2nd grade student

Inclusion Is Working Together

“We couldn’t do this alone…together with our local university, a parent coalition, and community agencies we are changing the way we teach all of our children” Principal, Elementary School

Inclusion Is Having Friends

“No skill could make his life as rewarding, or fill the void as much as having friendships. Without friendships or relationships there would be little happiness or motivation for my son to learn or achieve his potential. Parent

Inclusion Is

Inclusion related resources Pennsylvania Education for All Coalition – www.paedforall.org Kids Together Inc. www.kidstogether.org   David Pitonyak www.dimagine.com Circle of Inclusion www.circleofinclusion.org Inclusion Network www.inclusion.com Wrightslaw www.wrightslaw.com Dr. Patrick Schwarz www.patrickschwarz.com Dr. Paula Kluth (autism and inclusion)

For more information contact: Thank You For more information contact: Diane Perry, President of PEAC 267-232-0570 or dperry@paedforall.org OR Penny Starr Ashton starrashton@yahoo.com