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INCLUSIVESCHOOLSANDCOMMUNITIES
"For me, inclusion is about a community whereeveryone is recognized for their differences and
everyone is recognized as belonging not only in our
schools, but in our communities."
Dr. Joseph Petner, Educator
By Alaina Storck
http://www.wickedlocal.com/belmont/news/education/x545175457/Where-everyone-belongs-A-conversation-with-Dr-Joseph-Petner-about-inclusionhttp://www.wickedlocal.com/belmont/news/education/x545175457/Where-everyone-belongs-A-conversation-with-Dr-Joseph-Petner-about-inclusionhttp://www.wickedlocal.com/belmont/news/education/x545175457/Where-everyone-belongs-A-conversation-with-Dr-Joseph-Petner-about-inclusionhttp://www.wickedlocal.com/belmont/news/education/x545175457/Where-everyone-belongs-A-conversation-with-Dr-Joseph-Petner-about-inclusion8/3/2019 Inclusive Schools and Communities Presentation
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INCLUSIVE PRACTICES
Inclusion means students with disabilities are full members of
their learning communities. Whenever possible, students with disabilities should be with
their peers without disabilities (LRE).
Education should be based on students abilities, not theirdisabilities
If they do not meet expectations the expectations shouldchange.
Inclusion should encompass:
Physical integration
Social integration Instructional integration
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LEAST RESTRICTIVEENVIRONMENT
One of the guiding beliefsof inclusive practices.
Established by IDEA,LRE means that every
student has the right tobe educated in thesetting most like that oftheir peers as long as thestudent can learnsuccessfully.
Determining a studentsLRE is essential tosuccessful inclusion.
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LRE ISA BALANCE BETWEEN:
Desire for studentto be educated
with peers
Desire for studentto be in a setting
that allows forsuccessful learning
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HIGH-INCIDENCE DISABILITIES
Students with high-incidence disabilities are the mostcommon forms of disabilities and most likely to be in aclassroom.
They include learning disabilities, speech and languageimpairments, mild intellectual disabilities, and emotional
disturbancemaking up 80% of students with disabilities. Though the needs and different accommodations for students
with different high-incidence disabilities may vary, often thereis an overlap, and therefore students with different disabilitiescan benefit from the same instructional techniques: mainly ahighly-structured and methodic learning environment.
In addition, often the strategies for accomodating studentswith disabilities also benefit the students without disabilities inthe classroom: i.e teaching effective listening.
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LOW INCIDENCE DISABILITIES
Low-incidence disabilities consist of the remaining 20%of students with disabilities.
They include autism, moderate and severe intellectualdisabilities, multiple disabilities, sensory impairments,and physical, medical, and health disabilities.
Students with low incidence disabilities have variedneeds, but they all need the same kind of attention andrespect as other students.
Despite popular conception, students with low-incidencedisabilities can succeed in the general educationclassroom as long as they are provided with theappropriate supports: The text mentions a review of 36 studies that found students
with intellectual disabilities did better both academically andsocially in the general education classroom than those in aself-contained classroom.
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OTHERNEEDS
Students with ADHD
ADHD severelyaffects learning
because itcauses chronicinattentiveness
and hyperactivity.
Students withADHD can
benefit frommanagement
rules,
differentiatedinstruction, briefinstructions and
strong behavioralmanagement
structure.
Teachers shouldassign short
readingsegments,
emphasizeessentialinformation and
give extra time forproblem solving
Like students with specific disabilities, students withADHD and students with other special needs can benefit
from teachers identifying the needs of the student andstrategies to meet these needs.
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PEOPLE FIRST
Disability is a blanket termused to describe different people
with different experiences andlevels of ability.
Words carry meaning and canperpetual negative attitudes and
stereotypes.
Educators should focus on astudents learning needs NOT
their label.
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PROFESSIONALS INVOLVEDINEDUCATIONING
STUDENTSWITHDISABILTIES
General Educationteacher
Special Education
teacher
School Psychologists
Counselors
Speech/LanguageTherapists
Social Workers
Physical Therapists
OccupationalTherapists
Adaptive PhysicalEducators
Nurses
Administrators
Paraprofessionals
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COLLABORATION
Because of the vastnumber of professionals
involved in the educationof students withdisabilities, collaboration isessential
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ELEMENTSOFCOLLABORATION
Shared Goal
In order to workwith oneanother,
professionalsmust be on the
same pageabout the
desired outcome
SharedResponsibility
They must shareresponsibility
for decisionsand the outcome
of thosedecisions
SharedAccountability
And have anshared sense ofaccountability
so that eachindividual is
equallycommitted.
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DIFFERENT METHODSOF COLLABORATION
Sharedproblem
solving
Co-teaching Consultation
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Teaching is often viewed as a solo profession, but inorder to provide a positive inclusive environment
teachers and professionals must work together anduse each other as resources.
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ASSESSING STUDENT NEEDS
Traditionalassessments do nobenefit students withspecial needs.
Instead, assessmentsshould use technologyto create multiple waysof assessing student
learning; thereforeensuring assessmentsare universallydesigned.
Curriculum-basedassessments benefit
students because theymeasure what is taughtin class, whereas oftentraditional assessments
measure test-takingskills.
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Identify classroomdemands
Note studentlearning strengthsand needs
Check forpotential areas ofstudent success
Look for potentialproblem areas
Use information tobrainstorm waysto differentiate
instruction
Differentiateinstruction
Evaluate studentprogress
INCLUDE STRATEGY
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The INCLUDE strategy is a result of thebelief that a teacher should be expectedto reasonably accommodate most
students with special needsan
essential concept in the philosophy ofinclusion.
The two elements that can helpteachers accommodate students withspecial needs are Universal Design andDifferentiated Instruction.
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Means materials,methods, andassessments should becreated with built-insupports from the
beginning so that theyare compatible withlearners with specialneeds.
It is essential that
students makeaccommodations overmodifications ininstruction wheneverpossible.
The best way to meet thediverse needs of aninclusive classroom is todifferentiate the content,process, and ways students
can demonstrate learning. To differentiate instruction
teachers must providematerials and tasks withdifferent levels of difficultyand support, so that
students are acquiring thesame skills and learning inthe best way possible fortheir individual needs.
Universal Design Differentiated Instruction
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It is the responsiblyof the teacher to
teach students withdisabilities to
becomeindependent
learners.
Self Awareness:
Being on time
Keeping track ofassignments
Setting goals
Self-advocacy:
Students look out for their
own interests and are notdependent on others
Self-determination:
Being able to directlystate their needs and
goals.
Students should be activeparticipants in theireducation decisions
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TO ACHIEVETHIS
Incorporate the teaching oflearning strategies:
Learning strategies aretechniques to help solveproblems independently.
Demonstratethe strategy in
use
Encourage thememorization
of steps
To teach themteachers need
to:
Allow forguided andindependent
practice
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TEACHERSALSONEEDTOTEACHSTUDENTSTOBUILDSOCIALRELATIONSHIPS
Inclusion is essential for the development of socialskills, but mere physical inclusion does not simply leadto the development of these skills.
Instead, teachers need to actively ensurethat peerrelationships grow.
They can do so by:
Creating opportunities for social interaction
Nurturing and supporting friendship in theclassroom
Providing positive role models
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PERSONALPHILOSOPHY
My goal as an educator is to prepare my students to succeed no matter what thefuture holds for them. I aim to foster a love of learning if possible, but even morethan that to use the study of literature and writing to allow students to learn aboutothers and build a better understanding of the different perspectives out there.
I believe that special education is a service not a placement, which coincideswith the philosophy of inclusion. When education is inclusive few students aresecluded to a strictly "special education" environment, and therefore it is not aplacement--it is not somewhere the students are put and kept from their peers.
Instead, special education consists of the tools, accommodations and resourcesstudents with special needs receive as is their right, and is a service they receive inconjunction with their education in their LRE.
I also believe that Inclusion is a right, not a reward.Inclusion is a right becauseevery student, no matter what level of ability or presence of any disability, shouldbe treated equallythis means being included with their peers and not beingsegregated because of their disability. Inclusion is not a reward because a studentshould not be included because they are good. Instead, a student should only be
taken out a general education classroom for their OWN benefitif the genclassroom detrimentally affects their performance and learningthus thephilosophy of LRE. Being included is not something that should be taken away orgiven based on a reward system.
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