Chapter 1 Celebrate Difference

1. Chapter 1 Celebrate Difference Promoting an Inclusive and Caring Society through Education

2. Pictures in time. . . LORENZO . . . Was not allowed to go to school Because of his disability! His mother was told he should be In an Institution.

3. Pictures in time. . . Jeffrey Regan, a student with a cognitive disability, was included and graduated from high school. Everyone clapped loud for him!!

4. DEALING WITH DIFFERENCEMoving Towards Humanity • Extermination • Segregation • To protect society • For their own good. • Benevolence • Being nice but not a friend. • Protecting but distance. • Community • Friendships and mutual worth. • Support and care. http://www.normemma.com/ We have many biases and we’ve worked very hard to get them. Norm Kunc.

5. Sights to See Inclusive O’s Inclusive O’s: The Advertizement http://www.youtube.com/watch?v=ho3ioTigoD8

6. HOW HAVE STUDENTS WITH DIFFERENCES FARED? • Students from Diverse Races and Cultures • Students Who Are Poor • Dominant Language Learners • Students Considered Gifted and Talented • Students Who Are Homosexual • Students with Disabilities

7. Anti-slavery movement • Racial segregation and discrimination • Civil Rights movement - desegregating schools • RE-segregating schools by race and income in the last 20 years • Children of color identified for special education at a higher rate (and often segregated) Students from Diverse Races and Cultures

8. Students Who Are Poor • Poverty reduced for a while but growing again in recent years • Negative stereotypes of people who are poor - lazy, not smart • Poorhouses in 19th century • War on poverty in the 1960’s • Housing for poor lower quality and typically segregated • Schools are segregated by socio-economic status • Movement towards economic integration - mixing children of different socio-economic status in schools

9. Dominant Language Learners Growing language diversity in all countries Two key approaches: Dominant language learning - focus on teaching the dominant language of the country Bilingual education - learn and use native language first and gradually learn dominant language

10. Dominant Language Learners Dominant language learning(English as a Second Language ESL): • Early efforts by some to prohibit use of native language • Programs to teach dominant language traditionally separate, pull-out • Teachers do not necessarily speak the native language

11. Dominant Language Learners Bilingual education 5 approaches: Developmental bilingual education - using the student’s native language to develop academic skills while slowly transitioning to all-English classes Transitional bilingual education - academic instruction in the student’s native language but greater emphasis on transition to all-English classes in 2-3 years Two-way bilingual education - language majority and minority students learn together and act as peer teachers Sheltered instruction - students simultaneously learn the dominant language and content; teaching is in the dominant and native language Integrated bilingual education - language learners are included in dominant language classes for one or more academic subjects

12. Dominant Language Learners And Inclusive Teaching • Inclusive • Two-way bilingual education • Sheltered instruction • Integrated bilingual education • Segregated • Traditional ESL classes • Developmental and Transitional Bilingual Education

13. Students Considered Gifted and Talented • Traditional Strategies • Special, separate classes • Acceleration (skipping grades) • Mixed ability classes • Home schooling • Ability grouping in classes

14. Students Considered Gifted and Talented • Inclusive Approaches • Heterogeneous, mixed-ability classes using multilevel, differentiated instruction • Individual learning contracts • Community-based experiences • Complex instruction • Schoolwide enrichment for all

16. Students Who Are Gay Often ridiculed; much prejudice; attacks and threats common Results: • Frequent cutting of classes • Low self-esteerm • Substance abuse • Isolation • Dropping out of school

17. Students Who Are Gay • Inclusive Supports • Support groups and individual counseling • Student organizations for gay students • School policies that prohibit harrassment • Discussion of homosexuality and damage of prejudice in sex education • Staff development • Information and discussion of issues related to gay people in the curriculum

18. People with Disabilities Place in Society - Trends Over Time • Disability - a social construct (societies define what disability is and what it means) • Killed in early societies • Institutions intended to be training schools • Institutions as custodial warehouses to protect society from ‘menaces’ • Institutional reform - out of the institution

19. People with Disabilities Place in Society - Trends Over Time 2 • Lawsuits regarding institutions - key legal principles • Right to treatment • Right to services in the least restrictive environment • Right to due process • These formed the basis for later special education law

20. People with Disabilities Place in Society - Trends Over Time 3 • Out of institutions and into the community • Normalization - concept and philosophy • Community Mental Health Facilities and Construction Act • Independent living movement • Supported community living • Supported employment • Americans with Disabilities Act (ADA)

21. Bumps in the Road When Segregation, Expulsion, and Punishment Are Imbedded in the Culture of the School • Separate classes for dominant language learners and students with special needs • No integration - no asssemblies, nothing • Students treated disrespectfully - yelling, threatening What to do? • Don’t lose your commitment • Look for others who are concerned and want to do something • Make your class an inclusive model • Look for ways to get students out of segregated placements

22. Towards Inclusive Schools • Changing Approaches to Education • “Separate but equal” • Exclusion from public school 1800’s - 1940’s • Segregated classes in public schools (1940’s to 1973 & to present) • Mainstreaming (1973 to present) • Integrated education & the regular education initiative • Inclusive education (1986 - present) • Inclusive teaching and schooling (1990-present)

23. ORGANIZATIONAL APPROACHESProviding Help for Special Students • SPECIAL PLACES FOR SPECIAL PEOPLE • Residential institutions • Separate day schools • Special, separate classes in regular education schools • Resource room • SUPPORTS IN REGULAR PLACES • Co-teaching • Inclusive education: supports in the regular classroom • Inclusive schooling: school-based supports for diversity

24. The Growing Movement Towards Inclusive Schools • Strategies for Change • U.S. Department of Education - “systems change” grants • Numerous studies recommending move towards inclusive schooling • No Child Left Behind - higher standards for all • Inclusive education throughout the world • Inclusive education in colleges and universities - race, culture, disability including those with more significant disabilities

25. IDEA: 6 Key Principles • Free appropriate public education • Appropriate, culturally sensitive evaluation • Individualized education program • Least restrictive environment • Parent and student participation in decision making • Procedural due process

26. Free Appropriate Public Education - FAPE Special educationmeans . . . specially designed instruction . . . to meet the unique needs of a child with a disability • Free, no cost to parents. • Appropriate -- based on needs of child (not disability label) • Education • Emphasis on access to general education curriculum • Participation in state and district assessments Supplementary aids and services means, aids, services, and other supports provided . . . to enable children with disabilities to be educated with non-disabled children to the maximum extent

27. That to the maximum extent appropriate, children with disabilities . . . are educated with children who are non-disabled; and • That special classes, separate schooling or other removal . . .occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. CFR 300.550 LRELeast Restrictive Environment

28. Key Court Cases & Concepts related to Inclusive Teaching • Schools must in good faith consider inclusive placements for all students. • Students and teachers must be provided necessary supports and supplementary services. • Although costs, the amount of teacher time, and impact on other students may be considered, the standard is so high for these factors that denial of inclusive placement based on these issues is rarely supported. • Roncker v. Walter, 83 • Danil RR v. Board of Education, 89 • Oberti v.Board of Education, 93 • Sacramento City Schl Dist v. Rachel H. 94 • McLaughlin v.Board of Education,2001

29. ACCESSTo the General Education Curriculum • Focus of the IEP • Presumption is that curriculum is in the general education class • Goal to help meet expectations of the district. • Accommodations for state standardized test Connects with best practices For all students.

30. Teacher Leadership for Inclusive Schooling How can teachers be leaders in moving towards inclusive teaching? How can we start? What do we do if we’re in segregated school?

31. Journey into the Classroom A Teacher Works to Provide Leadership • Malik wanted to be an inclusive teacher but quickly became concerned • He talked to the principal • “Where do the students who should go to this school go?” • A working group of staff is formed • A mother wants her child to be included • They visited an inclusive high school • Recommendations • Restructure the honors program • Eliminate all tracked classes • Get assistance for inclusive teaching • Professional development in sheltered instruction • Incorporate ‘functional skills’ into the curriculum • Include Jady, a student with a severe disability

32. The Lessons of School ChangeNot Easy but Worth the Trip • Change cannot be mandated • Change is not linear • Problems are our friends • Action and visioning must occur together • Balance individual and collaborative efforts • Both bottom-up and top-down strategies • Connect to issues in our community and society • Every person must be a change agent

34. Change Strategies for Moving Toward Inclusive Schooling • Parent requests- one student at a time • Legislative and class action suits –forced change • Teacher-initiated inclusion • Building-based systemic change • District-wide systemic change

35. Teachers Can Make a Difference! From The Courage to Teach “I am a teacher at heart, and I am not naturally drawn to the rough-and-tumble of social change…Yet if I care about teaching, I must care not only for my students and my subject, but also for the conditions…that bear on the work teachers do.” Parker Palmer

36. Building a Movement for Inclusive Teaching Stage 1 - Isolated people make a decision take responsibility for change Stage 2 – Communities of congruence form - we get together with others Stage 3 – We convert our private concerns into public issues Stage 4 – We create alternative reward systems and mechanisms for pressuring schools forward

37. Teacher Leadership and Action • Seek to Be an Inclusive Teacher • Know and Communicate a Philosophy of Inclusive Teaching  • Welcome Special Students  • Model for and Support Other Teachers  • Question Problematic School Practices  • Form Alliances  • Support Change in Our School • Be Involved in District Initiatives • Organize to influence local, state, and federal policy

38. Key Areas of Focus for Schoolwide Movement towards Inclusive Teaching • Welcoming all together • Instruction for all • Finding “lost” students • Structuring in-class support • Building-based support teams • Community and positive behavioral supports

39. Organize to Influence Policy • Testify at public policy forums held by legislatures • Make presentations at conferences regarding policy issues • Write letters to legislators or state bureaucrats concerning policies • Work to organize legislative efforts to pass new laws or regulations or to defeat particular policies.

40. Back Pack Inclusive Teaching Network for Inclusive Schooling www.inclusiveschools.org/ Inclusion Solutions www.inclusive-solutions.com/research.asp