Fundamentals of Inclusive
Practice
Ed Orszulak, Ph. D.
Common Sense
Kids only get what they need!
Scope…
Continuum of Service…
Comprehensive Instruction…
How can I be all things to all children???
How do I cover everything???
“He’s going to take French!?!” (Is that different
from Art, Gym, Tech, ???)
Standards…
Standards are differentiated…not lower.
Jump through a few hoops…
“We need to ease them into the general
education setting! (???).”
Consider this… do we
- Ease them into the Mall???
- Ease them into the Movies???
- Ease them into the Restaurants???
- Ease them into School Programs???
Balance…
Social, Organizational, and Academic
Performance
Needs…
Supplemental Aids and Services…
“…aids, services, and other supports that are
provided in regular education environments or
other/similar education related settings…”
Change is good…
Supplementary aids and services may include
modifications in:
- Instructional techniques and strategies.
- Social or behavioral supports and
planning
- Staff supports
- Alternative assessment processes
- Educational environment
Support…
Environment:
Seating location
Study area, distraction free zone
Design for movement and space
Organized processes for space and material
Modifications…
Instructional…
Sensitivity to individual style
One-to-one instruction
Action oriented activity (hands-on)
Supportive visual and/or verbal cues, prompts
and instructions
Behavior…
Teach Social Skills!
Respect
Connections
Relationships
Supports…
Staff:
Training
Change Seminars
On-going opportunity for collaboration
between regular and special education staff.
Assessments…
Accommodations…
Allow for conversation, explanation, and
dictation
Time modifications and adaptations
Readers
Modify/shorten required responses
Highlight critical directions and instructions
The “Big” Idea…
All students should be exposed to the “Big Idea”
Conversation
Discussion
Application
Anticipation
Prediction
Synthesis
Meaningful Instructional Activity
Collaboration
Parental Involvement
Cooperative Groups
Peer Mentors
Flexible Groups
Multiple Alternative Methods of
Assessment
Opportunities to lead
Inclusive settings…
It’s not a place (where?), it’s a setting/experience
(how?).
Successful challenge
Person-centered
Doable
(Modify Content, Process, and Product based on
meaningful and purposive work.)
Universal Design for Learning…
Curriculum,
Method of Instruction, and
Assessment…
…designed to reach as many different learners as
possible.
(note: Remember that instruction is in the three
domains…social, organizational, and academic.)
Universal Design for Learning…
Multiple, flexible methods of presenting instruction.
Oral,
Visual,
Multi-media,
Hands – on,
Individual, and
Group (and there are many more!)
Universal Design for Learning…
Multiple differentiated methods of expression,
articulation, and illustration of thought and idea.
Construction
Drawing
Multiple choice
Writing (skit, song, poem, story, letter)
Public speaking
Video production
Guest speaker
Universal Design for Learning…
Options for engagement and re-engagement…
Exploration
Wonder
Investigation
Novelty
Familiarity
Repetition/memory
Inclusive settings…critical attributes
Reflection
Innovation
Risk/Challenge
Individualization/Independence
Fairness/Equality/Access to Opportunity
Natural Supports
Recognition, Endorsement of Strength
Attention
Person-centeredness…
Fairness???
Equality???
- Why???-
Equal Access to Opportunity!!!
Supports…
Natural: “…what are the supports that are
“naturally” available to the individual????
- peers
- family
- community
- school
Summary…
No Pity (J. Shapiro)
- Person-centered
- Access to Opportunity
- Multiple/Alternative Assessments
- Challenge
- Success and Achievement
- Thomas Jefferson
“There is nothing as unequal as the equal
treatment of un-equals.”