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Reverse Inclusion

Reverse Inclusion. By: Whitney Sharp, Leah Barcusky , & Jenna Filipone West Chester Univeristy KIN 582. What is Inclusion? .

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Reverse Inclusion

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  1. Reverse Inclusion By: Whitney Sharp, Leah Barcusky, & Jenna Filipone West Chester UniveristyKIN 582

  2. What is Inclusion? • Students with disabilities participates in a typical educational classroom setting in order to interact with others and be included in the least restrictive environment • Environment includes… • Specials • Lunch • Recess • Academic Settings • Time included in mainstream setting depends on the individual child’s needs • Amount of time student is in the inclusive environment varies from child to child

  3. Benefits of Inclusion Challenges of Inclusion Lack of quality staff Logistics Scheduling Funding Difficulties trying to meet the students’ unique needs in the general education setting. • Children with disabilities • Development of friendships • Enhanced self-respect • Sense of belonging • Peer models. • Children W/O disabilities • Increase awareness and responsiveness • Increase skill acquisition • Gains in communication skills • Development of friendships • Sense of belonging • ALL Students • Develop respect for all • Increase understanding of other children’s needs

  4. Ways to “Include” Children with Disabilities • Full Inclusion • Children are full participants in a general education program • Cluster • A small group of children with disabilities is embedded within a program for children who are typically developing • Reverse Inclusion • A small group of children who are typically developing is added to a specialized program for children with disabilities • Social Inclusion • Children with disabilities are in separate classes but social interactions opportunities are planned for children with and without disabilities

  5. Reverse Inclusion • Is the process of including developing children in a special education classroom. • Providing peer interaction opportunities while providing the support services by bringing the classroom setting for a short period of time to interact socially

  6. Challenges of Reverse Inclusion • Finding student without disabilities to enroll in program • Funding for supplies for students who are not disabled • Transporting students who are not disabled on fieldtrips • Having to work with a large number of students • Time to planning for all • Training staff to properly facilitate inclusion interactions

  7. Advantages of Reverse Inclusion • No extra classroom/therapy room needed • No collaboration is needed with GE teacher • SE Teacher has control of schedule, activities and classroom • ALL students have better social development, more empathy, and higher academic achievement • ALL students develop friendships and enhances self-respect • Allows for peer modeling for students with disabilities which increase skill achievement and communication skills • Fosters friends for ALL students

  8. Elements of Reserve Inclusion • Administrator Support • Inclusion and Collaboration • Physical Environment • Teaching Strategies • Student Selection

  9. Resources Needed • Parents of children W/O disabilities willing to participate • Support from administration • Flexible Staff • Staff who is willing to implement differentiated instruction

  10. Benefits of Reverse Inclusion Disabled Non-Disabled Build friendships that will last outside of the classroom Learn how to get along with students who are different from them Help to combat stereotypes and embrace diversity and respect • Helps make lasting friendships • Motivate them to improve their communication skills • Help increase success rate on meeting IEP social/emotional skills • Improve their chances of eventually joining an inclusion setting

  11. Disability Sports- History • Following WWII the demand for rehabilitation programs increased • Sir Ludwig Guttman, believed that sports should be an integral pat of rehabilitation programs • Rehabilitation sport programs grew into recreational sports and eventually competitive sports • 1948- The Stoke Mandeville Games were held at The Stoke Mandeville Hospital in England • 1960- First Paralympics held in Rome • 1960’s- Special Olympics • Paralympics 2012

  12. Disabled Sport Organizations • International Wheelchair Rugby Federation- IWRF • Cerebral Palsy International Sport and Recreation Association- CPISRA • International Blind Sports Federation- IBSA • International Wheelchair Basketball Federation- IWBF • International Wheelchair Amputee Sports Federation- IWAS • United States Association for Blind Athletes- USABA • International Committee of Sports for the Deaf - ICSD • Special Olympics

  13. Disability Sports vs. Adapted Sports • Adapted sports – traditional sports altered to meet the needs of an individual with a disability • Disability sports- sports created specifically for individuals with disabilities • Disability sports: Sitting volleyball, Beep Baseball, Goalball, wheelchair sports

  14. Sit Volleyball • Started in the Netherlands- Paralympic Sport • Those eligible to play: neurological, neuromuscular, muscular, bone, joint, and amputation disabilities • Differentiated rules: - A portion of the pelvis must be in contact with the floor at all times - Net heights

  15. Sit Volleyball in Action • Sit Volleyball in Rwanda Incorporating in general PE: • All students are seated • Lower a badminton net • Minimal equipment needed- Rope, Ball, Tape

  16. Goalball • USA vs. China • Hans Lorenzen- 1946 • Blind sport- played by athletes with visual impairments • Paralympic sport • Teams of 3 attempt to roll the ball past the opposing team’s defense • Equipment: • Goaball • Tactile Court • Blind folds

  17. Goalball • Goalball Germany vs Japan 2011 • Remember Me Drill: Spread in a square pass the ball in the same sequence every time, call for ball by tapping • Block It: Students stand in a circle around a blindfolded student, trying to pass the ball past the blindfolded student with the underhand Goalball roll Incorporating in General PE: • All students are blindfolded • Students serve as line judges/ score keepers • Nets are not necessarily needed

  18. Beep Baseball • Blind Sport- athletes with visual impairments • Many tournaments held around the country each year • Equipment Needed: • Beep baseball • Bases • Bat • Tee • Blindfolds • Similar rules used in baseball • 6 positions • Batter must reach the base before the ball is fielded by an outfielder

  19. Beep Baseball • Beep Baseball Incorporating into General PE: • All students wear blindfolds • Allow each team to bat an entire cycle • Use students as pitchers/ spotters • Students in the field wear helmets as well

  20. Wheelchair Sports • Wheelchair soccer: - Played by individuals with physical disabilities • Played on a basketball court • Manual/ electric wheelchairs • Wheelchair rugby: • Murderball • USA- Quad Rugby • Handball, basketball, and hockey • Use manual sports chairs made specifically for gameplay • Wheelchair basketball: • Paralympic sport • Similar rules to basketball • Only touch wheels twice after dribbling or receiving a pass “travelling”

  21. Wheelchair Sports cont… • Wheelchair Basketball • Call It Out Drill: Passes as you move down the floor Incorporating into General PE: • Borrow wheelchairs for use • If no chairs are available use office chairs • Adapt rules as needed

  22. Resources • Building Bridges. (2012) Inclusion-Reverse Inclusion. Retrieved on February 10, 2013 from http://buildingbridgesre.weekly.com/inclusionreverse-inclusion.html • Davis, Ronald W. (2011). Teaching Disability Sport. Champaign, IL: Human Kinetics. • Inclusion Collaborative. (2008). Reverse Inclusion. Retrieved on February 10, 2013 from www.sccoe .org/programs/inclusion • Rafferty, Yvonne & Kenneth W. Griffin. (2005). Benefits and Risks of Reverse Inclusion for Preschoolers with and without Disabilities: Perspectives of Parents and Provider. Journal of Early Intervention, 2005, Vol. 27, No. 3, 177-192 • Schoger, Kimberly D. (2006). Reserve Inclusion: Providing Peer Social Interaction Opportunities to Students Placed in Self-Contained Special Education Classrooms. TEACHING Exceptional Children Plus, 2(6) Article 3. Retrieved February 10, 2013 from http://escholarship.bc.edu/education/tecplus/vol2/iss6art3

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