Inclusive Practices:

1. Inclusive Practices: Are they working in secondary schools? Sandra Guilbeau, M. Ed. Inclusion Mathematics ELA (8.5) Scotlandville Magnet High School EBR Parish

2. What is Inclusion ? Inclusion • Presence in a group The addition of somebody or something to, or the presence of somebody or something in a group or mixture • Teaching challenged children in regular classes Education the practice of educating students with special needs in regular classes for all or nearly all of the day instead of in special education classes Encarta

3. What is Inclusion? – in reality Goal • Integration – making complete, renewing, wholeness • Develop complete classroom with teachers and student who represent diversity – community • Include those who have been left “outside” “Integration begins only when each child belongs.” (Cohen)

4. Does every child belong in total inclusion?

5. LRE vs. Inclusion Least Restrictive Environment (LRE) • Firmly rooted in the Individuals with Disabilities Act Inclusion is not specifically stated in federal law. • Madeline Will, Assistance Secretary for the U.S. Department of Education advanced the idea of the “Regular Education Initiative.” Education Students with Learning Problems – A Shared Responsibility, 1986.

6. Will wrote: “ The belief has emerged over the past two decades that regular education has little responsibility and expertise to help children with learning problems, particularly those children who can qualify for a special program. In fact, as more children have been served through these special programs, regular education has had fewer and fewer incentives to do so. Therefore, it is not surprising that regular education has not learned how to serve these children in the way that special programs have. Nor has regular education learned the teaching techniques, curricula strategies and other competencies that special programs have developed and used successfully over the years. The challenge is to take what we have learned from the special programs and begin to transfer this knowledge to the regular education classroom. This challenge is not only to transfer knowledge, it is also to form a partnership between regular education and the special programs and the blending of the intrinsic strengths of both systems.

7. Will continued This challenge comes at an opportune time. We see today a new confidence on the part of many regular and special program educators that children with learning problems can be effectively served in the regular education classroom. In addition, there is increasing evidence that it is better academically, socially, and psychologically to educate mildly handicapped children with non-handicapped children, preferably within the regular education classroom.” Education Students with Learning Problems – A Shared Responsibility, 1986. Algebra I – prompting technique

8. Regular vs. Special Full inclusion or not? • Dr. Lou Brown, a pioneer of inclusion education has rejected the all or nothing. • He argues that the goal of inclusion is to create belonging and participation in the class where the student would be if there were no disability. • Use other ways and places to deliver some parts of education as appropriate.

9. Brown wrote: “It is our position that it is unacceptable for students with severe disabilities to spend either 0% or 100% of their time in regular education classrooms, although the latter is the better alternative to the former. . . The preference is that students with severe disabilities be based in the regular education classrooms in which they would be based if they were not disabled, and that individually meaningful amounts of time be spent elsewhere should be arranged as needed.” How Much Time Should Students with Severe Disabilities Spend in Regular Education Classrooms and Elsewhere

10. Experiences • Alvin – ED, ID • Josh – OHI, LD • Mike – Speech • Jaimie – ADHD, LD • Audrey – ID, OHI

11. Barriers to Successful Inclusion High school • feeder schools • small districts vs. large districts • Pull out and testing • Failures and repeats The Process • forms are cumbersome • specific techniques are not addressed • discussion does not start with regular education setting

12. Barriers to Successful Inclusion Personnel • Bullying – teachers, administrators, staff • Apathy • Lack of skills • Resistance by both regular and special educators (Introduction)

13. Osenda Sadler, II

14. Classroom Approaches • Station Teaching • Parallel Teaching • Alternative Teaching • Team Teaching • One teach; One Assist

15. Station Teaching • Teachers divide the responsibility of planning and instruction. • Students rotate on a predetermined schedule through stations. • Teachers repeat instruction to each group that comes through; delivery may vary according to student needs. • Approach can be used even if teachers have very different pedagogical approaches. • Each teacher instructs every student. • Website: http://www.powerof2.org

16. Station Teaching

17. Station Teaching

18. Parallel Teaching • Teachers share responsibility for planning and instruction. • Class is split into heterogeneous groups, and each teacher instructs half on the same material. • Content covered is the same, but methods of delivery may differ. • Both teachers need to be proficient in the content being taught. • http://education.byu.edu/cpse/co_teaching/videos/Sequence3.MPG

19. Parallel Teaching

20. Alternative Teaching • Teachers divide responsibilities for planning and instruction. • The majority of students remain in a large group setting, but some students work in a small group for pre-teaching, enrichment, re-teaching, or other individualized instruction. • Approach allows for highly individualized instruction to be offered. • Teachers should be careful that the same students are not always pulled aside. • Website: http://www.powerof2.org

21. Alternative Teaching

22. Team Teaching • Teachers share responsibilities for planning and instruction. • Teachers work as a team to introduce new content, work on developing skills, clarify information, and facilitate learning and classroom management. • This requires the most mutual trust and respect between teachers and requires that they be able to mesh their teaching styles. • Great Science Example: http://www.teachertube.com/viewVideo.php?title=Michelle_Seigler___Rockets_and_Co_Teaching&video_id=240066

23. Team Teaching

24. One Teach, One Assist • One teacher plans and instructs, and one teacher provides adaptations and other support as needed • Requires very little joint planning • Should be used sparingly Can result in one teacher, most often the general educator, taking the lead role the majority of the time • Can also be distracting to students, especially those • who may become dependent on the drifting teacher • Website: www.powerof2.org

25. One Teach, One Assist

26. Inclusion a Revisit • Inclusion is not something you do but rather something you believe. • Philosophy that: • Drives resources • Drives professional development • Drives schedules • Inclusion is a service delivery “option” • Attend IEP meetings and voice opinion – you are a professional • School needs to encourage an inclusive philosophy Demystifying Secondary Inclusion, Dieker, 2006

27. Inclusive Practices: • Are they working in secondary schools? At times!!

28. Conclusion “Today, education is perhaps the most important function state and local governments. Compulsory school attendance laws and the great expenditures for education both demonstrate our recognition of the importance of education to our democratic society. It is required in the performance of our most basic public responsibilities, even service in the armed forces. It is the very foundation of good citizenship. Today it is the principal instrument in awakening the child to cultural values, in preparing him for later professional training, and in helping him to adjust normally to his environment. In these days, it is doubtful that any child may reasonably expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to all on equal terms.” Brown v. Board of Education

29. Questions? • Collaboration • group