Inclusion or Mainstreaming Jenn Combest and Liz Raymer

Our Nation’s Past  In the past, physically and mentally disabled children were often stricken from society and placed in separate institutions.  This ended on Nov. 29, 1975 when President Ford signed the Education for all Handicapped Children Act. This Act required the government to provide ample funding for all handicapped children from age 3 to 21 in order for them to receive a free education.  The signing of this act, otherwise known as P.L marked the beginning of mainstreaming.

IDEA 1997  emphasis on results "wait to fail" model  dual system; general & special education  lack of validity in methods of identification  LD identification based on IQ- achievement discrepancy formula  focus on compliance  encouraged mainstreaming students with disabilities into regular classrooms IDEA 2004  emphasis on process early intervention to prevent failure  unified single system  rigorous, scientifically based identification methods  LD identification based on: student response to scientific, research-based interventions (RTI)  focus on student achievement  requires inclusion of students with disabilities in regular classrooms CHANGES IN THE LAW

No Child Left Behind (NCLB)  Signed into law January 2002  Improve outcomes for ALL children  Close the achievement gap between children with or without disabilities  Emphasis on reading and using approaches that have been proven to be effective  Ensures that teachers are highly qualified

Placement in the Least Restrictive Environment -LRE  “to the maximum extent appropriate children with disabilities …are educated with children who are not disabled”  “Removal of children with disabilities from the regular education environment occurs only when the nature or severity of the disability is such that education in the regular class with the use of supplementary aids and services cannot be achieved satisfactorily”

Inclusion

Definitions  Inclusion is the commitment to educate each child to the maximum extent appropriate in the school and classroom he or she would attend if the child did not have a disability. Inclusion involves bringing support and supplemental services to the student, instead of placing or moving the student for the services.

Inclusion  Inclusion means that the IEP team begins with the regular classroom as placement for the child unless it is shown that the regular classroom setting does not allow the student to be successful. The team must consider a wide range of services and supplemental aides available within the regular classroom before moving a student to a separate learning environment. Services are brought to the student as much as possible.

Advantages for ALL from Inclusion  Allows sp. ed. students to build friendships, self-esteem, and feel like they belong  Gives sp. ed. students role models  Introduces diversity to both sp. ed. and reg. ed. students.  Helps reg. ed. students develop respect for all.  Creates awareness of the importance of direct individualized instruction in teachers, as well as the importance of team work.

Problems with Inclusion  Practical difficulties of managing students with disabilities and all other students together.  Disruptions for pull-out services for special ed. students.  Difficulties in adapting curriculum for some students and not others.

Mainstreaming

Definitions  The aim of mainstreaming is to give special education students the opportunity to gain appropriate socialization skills and access to the same education as regular education students while still allowing them access to resource rooms and special education classrooms.

Mainstreaming  Generally, mainstreaming has been used to refer to the selective placement of special education students in one or more "regular" education classes. Proponents of mainstreaming generally assume that a student must "earn" his or her opportunity to be placed in regular classes by demonstrating an ability to "keep up" with the work assigned by the regular classroom teacher. This concept is closely linked to traditional forms of special education service delivery.

Mainstreaming…  Research shows children with disabilities have the desire and self-motivation to learn.  When placed in classrooms with regular achieving students higher expectations are placed on special needs students increasing their desire to excel.  Teaches all children non-discrimination.  Learning to interact in a normal society as well as learning about the attitudes of people in society.

Mainstreaming has many advantages:  Students are more likely to attend the school they would normally attend.  The educational setting is more authentic.  Regular and special education support provides a more individualized approach.  Greater social opportunities  Curricula is more relevant to the grade  Greater sense of belonging  The IEP is still in place in the regular classroom

Reverse Mainstreaming  Reverse mainstreaming was born from the concept of mainstreaming. In reverse mainstreaming, regular education students are brought into the special education classroom either part-time or for the full school day. This encourages social interaction, allows special education students to glean information from regular education students, and gives regular education students a better understanding of different special needs. Reverse mainstreaming is often done in preschool and kindergarten classrooms to develop acceptance and tolerance while children are young enough to be less aware of social stigma.

Accommodations  An accommodation is a teaching support or service that a student needs in order to meet the expectations or goals of the general education curriculum. An accommodation addresses the questions of how a student will learn.  accommodations do not alter what is being taught  allow students with disabilities to pursue a regular course of study Examples:  sign language interpreters  computer text-to-speech computer  extended time  large-print books and worksheets  Proximity  Preferential seating

Modifications A modification is a change in the general education curriculum. When the goals or expectations of the general education curriculum are beyond the student's level of ability, a modification is needed. A modification addresses what a student will learn: instructional level, content, and performance criteria. assignments might be reduced Different curriculum Expectations may differ NCLB accountability requirements do not allow for the inclusion of modifications in a state accountability system.

Mainstreaming vs. Inclusion generally, a student must "earn" the opportunity to participate in a regular setting by demonstrating the ability to "keep up" with the regular class. students travel to the services. educate each child in the regular classroom setting, to the maximum extent appropriate. services are brought to the student.

Inclusion/ CWC