Mainstreaming and Inclusion By: David Stavros Katie Walker.
-
Upload
diana-wright -
Category
Documents
-
view
214 -
download
0
Transcript of Mainstreaming and Inclusion By: David Stavros Katie Walker.
Mainstreaming and Inclusion
By: David StavrosKatie Walker
Terms, Terms and More Terms
These terms are often viewed as interchangeable.
•Mainstreaming• Inclusion
• IntegrationWho can tell me the difference, ifany, that exists between the three
of them?
Mainstreaming
• Mainstreaming has generally been used to refer to the selective placement of special education students in one or more "regular" education classes ... [Mainstreaming generally assumes] that a student must "earn" his or her opportunity to be mainstreamed through the ability to "keep up with the work assigned by the teacher to the other students in the class.
– Rogers, 1993
• Similar to the discussion we had with Melanie Dobson in our Thursday night class.
Integration• Integration routes from the 1960’s racial
desegregation legislation. Under this legislation schools were to integrate students of all abilities, races, etc. into a general education classroom.
• The belief was “integration, should incorporate the notion that classrooms reflect naturally occurring percentages of those with disabilities (approximately 10 percent) in relation to those without disabilities.”
Inclusion
• Inclusion “refers to the commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend. It involves bringing the support services to the child, rather than the child to the support services. It requires only that the child will benefit from being in the class, rather than having to keep up with the other students.”
• Inclusion suggests a more value oriented definition in contrast to the more legal definitions of mainstream and integration.
Inclusive ModelsPartial InclusionStudents with moderate to severe disabilities are included in a regular education classroom, but are pulled for required services such as
speech or occupational therapy to a more segregated setting.
Full InclusionStudents with moderate
to severe disabilities are
included in the regular education classroom and supports
and aids are given to the regular education teacher to
assist the special education student
in the classroom environment.
The ArgumentsFOR inclusion
• teachers who have only low-ability students have lower expectations;
• segregated programs tend to have "watered-down" programs;
• students in segregated programs tend not to have individualized programs;
• students in segregated programs tend to stay in segregated programs;
• most regular education teachers are willing and able to teach students with disabilities; and
• the law supports inclusive practices.
AGAINST Inclusion• special education teachers
have higher expectations for their students;
• special education curricula are appropriate for their intended students;
• individualization is more likely to occur in smaller classes with specialized teachers than in the regular classroom;
• regular teachers do not want special needs students in their classrooms; and
• students with disabilities have never been well-served in regular education, and there is nothing to indicate that teachers are any more able to deal with them now than they were previously.
Effects On the School• Creating inclusive classrooms is seen a
positive by many school districts due to the financial hardships that are affecting many communities.
• Inclusive classrooms safe school districts money by allowing services to be available within a school for a child as opposed to having a child be sent to a separate program or school.
• What other effects do you think inclusion has on a school or district?
Effects on the StudentsNon-Disabled StudentsResearchers, Staub & Peck, have concluded that “the inclusion of special students created a caring and accepting community of learners as well
as improved student learning for non-disabled peers.”
1) reduced fear of human differences accompanied by increased awareness
2) growth in social cognition3) improvements in self-
concept4) development of personal
principles5) warm and caring
friendships
Disabled StudentsIn a White, Swift and Harman study, 86% of parents felt
their children made more
academic progress in inclusive
classroom, and 62% said their child had
improved behaviorally.
1.) exposed to talented teachers
2.) refine new social relationships with the same-age peer group
3.) experience more quality programs in a regular education classroom
Two Different Perspectives on Inclusion:
• Elementary School • High School
Inclusion at the Elementary School Level
Katie’s Classroom
Inclusion at the Elementary LevelKatie’s Classroom
• 5th Grade Inclusion Classroom in Brockton• 5th grade is departmentalized, but inclusion
classroom is sub-separate and kids stay with same classroom teachers all day. – 3 teachers
• Lead Teacher, MTA, Paraprofessional– 18 students (19 students for math)
• 8 students on IEPs, 1 student on a 504 for mathematics
– 2 of the special education students get pulled form class to receive services.
– Speech therapist comes into the classroom every Monday for a whole class lesson.
• 10 role model students– Students who are role models are selected each year
by teachers. – They must be on grade level, and a non-behavior issue
Inclusion at the Elementary LevelKatie’s Classroom• The daily schedule has all students (disabled
and non-disabled) following the same daily routine. – 9:00 – 9:30: Morning Work– 9:30 – 11:15: ELA– 11:15 – 12:45: Bathroom break, specialist, lunch,
recess– 12:45 – 1:00: D.E.A.R.– 1:00 – 2:30: Math– 2:30 – 3:00: Social Studies/Science– 3:00 – 3:15: Clean-up, Pack-up, Dismissal
• Students in both large group and small groups cover the same content in ELA and Math. – Modified work is given to students in small groups. – Shortened homework assignments are assigned to
small groups.
Inclusion at the Elementary LevelKatie’s Classroom• My students
– 3 lowest students, all males– All read at a 2nd grade or below reading level– One with a severe communication disability
• Also experiences high levels of frustration which results in behavior issues.
• Has strength in mathematics.• Will be in a city resource room next year.
– One with an attention disorder and low academic performance.
• Struggles with all subjects equally• Inability to focus creates behavior problems when
he is constantly being redirected. – One with severely low academic performance
• Has a very negative attitude toward school• 1st grade reading level, 2nd grade math level
Inclusion at the High School Level
DJ’s Classroom
Inclusion at the High School Level
• In a partial inclusion model in the high school setting, students attend co-taught classes.
• In these classes, there are always two teachers in the room: a regular education subject-matter teacher and a special education teacher.
• The two teachers work together to ensure that subject matter is being delivered to special needs students in the ways that they need to best understand the material and complete assignments.
• Discussion questions:– Does anyone in here co-teach?
– What are some foreseeable problems based on the information above?
Difficulties with Co-Teaching (for the teacher)
• Two different teachers = Two different styles• Two different teachers = Two different schedules• Two different teachers = Two different sets of rules• Two different teachers = Two different sets of behavioral
expectations• Two different teachers = Two different opinions on what
should be taught• Two different teachers = Two different opinions of when it
should be taught • Two different teachers = Two different opinions of how it
should be taught• Two different teachers = Two different standards when
grading
Difficulties with Co-Teaching (for the teacher)• Who should talk more during class?• Who should do more work outside of class? How is the work
divided?• When can we meet to discuss the class if our prep periods are
not at the same time?• Is it only the regular educator’s responsibility to develop lesson
plans?• Is it only the special educator’s responsibly to ensure that all
accommodations are being met?• Who mediates when the co-teachers reach an impasse on a
certain topic because they disagree in fundamental philosophies? Is one person technically in charge?
• Who fills out progress reports? Who enters grades?• What happens if I assess a student’s work as a B and my co-
teacher assess it as a C?• What if my co-teacher provides incorrect information to the
class?• Etc…
Inclusion at the High School Level
• Whenever possible, the students receive any additional help or special instruction in the general classroom, and the student is treated like a full member of the class.
• However, most specialized services are provided outside a regular classroom, particularly if these services require special equipment or might be disruptive to the rest of the class (such as speech therapy), and students are pulled out of the regular classroom for these services.
• In this case, the student occasionally leaves the regular classroom to attend smaller, more intensive instructional sessions in a resource room, or to receive other related services, such as speech and language therapy, occupational or physical therapy, and social work.
Positives of Co-Teaching (for the student)
• Two different teachers = Two different styles• Two different teachers = Two different schedules• Two different teachers = Two different sets of rules• Two different teachers = Two different sets of behavioral
expectations• Two different teachers = Two different opinions on what should be
taught• Two different teachers = Two different opinions of when it should
be taught • Two different teachers = Two different opinions of how it should
be taught• Two different teachers = Two different standards when grading
• TWO DIFFERENT TEACHERS = GREAT SYSTEM (at least for the student) OF CHECKS AND BALANCES
Positives of Co-Teaching (for the student)
• All students (not just in special education) benefit from most accommodations
• Accommodations include:– Graphic organizer– Directions broken down into smaller steps– Larger assignments broken down into stages (each with their own due
date)– Visual AND auditory directions– Clarification of directions– Agenda and objective on board everyday
Inclusion at the High School LevelDJ’s Classroom
• 11th Grade Inclusion Classroom in Brockton• In 9th-12th grades, students do not stay with same
classroom teacher all day. Instead, they move from class to class, where each different teacher is responsible for a different subject.– 2 teachers
• Regular Education Teacher, Special Education Teacher– 28 students
• 12 special education students– 0 of the special education students get pulled form class to
receive services during class time, but may meet with specialists at other times during the day
– Disabilities range from mild autism to ADHD• 16 general education students
– Students on the general education side are not selected by the teacher
– They are scheduled for 11th grade English– One is on a 504, and two are flagged as having limited
English proficiency
Inclusion at the High School LevelDJ’s Classroom• My students
– For the most part, students on the special education side perform with equal success as those on the general education side
– In fact, when I offer extra credit assignments, the vast majority of students who complete these assignments are those on the special education side or with limited English proficiency
– Students are fully integrated in terms of seating - You cannot look at my class and say, “That is a special education student,” based on where they are sitting
– Vinny made a great point the other day: Most (if not all) of the behavioral issues in my class stem from the general education students and NOT the special education students
Resources Available
• Inclusion Resources http://www.inclusion.com/resliteracy.html - This website is a collection of resources all about inclusion
• Inclusion Articles and Resources http://www.teachervision.fen.com/special-education/resource/5346.html - These articles describe ways to modify your curriculum to reach every student
• Including Samuel http://www.includingsamuel.com/resources/educators.aspx - This site features downloadable texts, and links to other websites, to assist the inclusion teacher