PRO FULL
INCLUSION
Nicole Charlton, April
Colasurdo, Caitlin Etherton
Inclusion Video
http://www.youtube.com/watch?v
=ji3R30PT1PQ
Debate Topics
• Students in full inclusion
classrooms
• School Districts
• Teachers with full inclusion
classrooms
Who are Full Inclusion
Classrooms?
• Regular Education Students
Together with
• Gifted children- high score 3 or
4th deviation on the IQ test
(170)
– (Webb, Meckstroth, & Tolan, 1982), or who are prodigies in a particular
domain. A phenomenological definition is provided by the Columbus Group
:
Who are Full Inclusion
Classrooms?
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AutisticStudents with /without IEP’s
Blind-limited or no vision
Deaf-hard of hearing
Different grade levels- on or below
Question:
What percentage of students with disabilities are
educated in regular classrooms?
• “The Individuals with Disabilities Education Act (IDEA),
enacted in 1975, mandates that children and youth ages
3-21. Serve in regular schools“
• “In 2006, 95 percent of students 6 to 21 years old
served under IDEA were enrolled in regular school, 3
percent were served in a separate school for students
with disabilities, 1 percent were placed in regular
private schools by their parents, and 0.4 percent were
served in each of the following environments: separate
residential facility; homebound or hospital; a
correctional facility.”
“http://nces.ed.gov/fastfacts/display.asp?id=59
Do we value all children?
• We value all children with or without
disabilities.
• Student value their classmates –higher
self esteem- feeling of belonging
• Learn to be none judgmental “ all in it
together”
http://www.helium.com/debates/260221-do-full-inclusionclassrooms-benefit-everyone/side_by_side
What is Full Inclusion?
• There is no legal definition of
Inclusion also called inclusive
education.
• However many different
organizations have established their
own definition.
Our Text Defines:
• Full Inclusion• All students with disabilities are placed in
their neighborhood schools in general
education classrooms for the entire day;
general education teachers have the
primary responsibilities for students with
disabilities.
(Hallahan,kauffman & Pullen pg53)
Who benefits from Full
Inclusion Education?
• Children
• Students
• Teachers
How it benefits
Children/Students
• Student may attend schools in their home town
• May attend school with their siblings
• May be apart of their own community
• Stay in CLASSROOM –NOT PULLED out
• Reduces the social effects of having a
disability Or in a “Resource” room
How it Benefits
Children/Students
• Students develop compassion
for people that may be different
from themselves
Look - Down Syndrome
Think -Autistic
Physically- Handicap
How it Benefits
Children/Students
• Students with disabilities will:
•
be able to model general behavior
and socially appropriate behaviors than
would in a special ed. Class.
– Model behaviors in lunch room, learn
etiquette by watching others
– Speech & language
•
Model
http://www.cpeip.fsu.edu/resourceFiles/resourceFile_18.pdf
For Regular Students
• Can benefit from other students IEP
• Some IEP accommodations can be
applied to
• Students Can understand all the
directions at the same time
Example of how multiple
learners can benefit
• Lets say for a learner with Dis same lesson can help
Reg Ed.
• The accommodation would be to write the
instructions/directions on the board and keep them
there all week if it were a long assignment or
homework and class work assignments are written
on the board and kept there for the entire week.
This approach can also help student's with shortterm memory issues and prevent a lot of questions
from her students regarding an assignment.
» http://www.helium.com/debates/260221-do-full-inclusion-classroomsbenefit-everyone/side_by_side
Full inclusion for the School
District
• Budget cuts & program cuts
• Money can be used instead for
computers or textbooks
• New York experts: save $300 million
with integration
•
http://www.nysun.com/editorials/special-ed-savings/77259/
Full Inclusion in the School
District
$30,000
$25,000
$20,000
Cost per child
$15,000
$10,000
$5,000
$0
Child in Child in
Special
Regular
Education Class
Class
http://www.nysun.com/editorials/special-edsavings/77259/
Full Inclusion for School
Districts
• Wall Street Journal - U.S.
spends 2x more on Special Ed.
Students
• Virginia School District –
productivity evaluation
• http://online.wsj.com/public/article_print/SB11975895077
2128219.html
Benefits for Full Inclusion in
the School District
Cost per child
$25,000
$20,000
$15,000
$10,000
$5,000
$0
Child in Child in
Child at
Special
Regular
Special
Education
Class Education
Class
Center
http://online.wsj.com/public/article_print/SB
119758950772128219.html
Full Inclusion in the School
District
• Steinbeck – current special
education system= inefficient
• The Dual system used spends
time and $, and is not beneficial
•
http://www.sedl.org/change/issues/issues43/support_for_inclusion.html
Full Inclusion for the School
District
• New York Times – industry costs more
than 22% of school budgets
• Special Education Division
• Michael Petrides – “evaluations cost
$400 million
•
http://www.nytimes.com/1994/04/07/us/special-education-absorbs-schoolresources.html?pagewanted=1
Full inclusion in the School
District
• California cost effectiveness study- inclusion
saves money
• Another California study - new method of
inclusion = saved $700,000 in 2 years
• New York study- full inclusion more cost
effective
•
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/50/5d.pdf
•
http://www.encyclopedia.com/doc/1P3-50090400.html
•
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/14/f7/fc.pdf
A teacher’s view of Full
Inclusion
• http://www.youtub
e.com/watch?v=J
NdoMMndr90
Full Inclusion for Teachers
1. Awareness/appreciation of
individual differences in
children
Full Inclusion for
Teachers
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“Having children with special needs in the class has made me a better
teacher. I really have a respect for children, the things they can and can
not do. It made me aware that there are so many children out there who
need someone to work with them.”
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“You have challenges but you have 10 times more rewards. And there
is just something about a child with special needs being accepted for
them; it is the best situation. And seeing them grow and develop
alongside other kids and knowing that those kids are going to grow up
being accepted and understood. That’s why they should do it. Even
though it is challenging at the time, the long term effects are worth it.”
“I Just See All Children as Children”: Teachers’ Perceptions About Inclusion
Full Inclusion for Teachers
2. Access to resources that can
help children
Title
Author
At the end of the Day Marquita GrenotScheyer
Discription
8 case studies with
diverse children with
varying disabilities
Building Inclusive
Schools
Halverson and Neary Legal rational for
inclusion and
techniques
Widening the Circle
Mara Shevin
Needs and benefits
of inclusion
www.floridainclusionnetwork.com
Full Inclusion for Teachers
•
Co-Teaching–Two teachers, one ESE and one general
education
– Share responsibility for planning, delivering, and assessing
learning for all students, with and without disabilities, in a
class.
– Co-teaching means both teachers work together for the
entire period a class is taught.
– Flexible approaches to scheduling, teaching, and learning
– Curriculum, instruction, and assessment adapted to meet
individual student needs
– A variety of instructional practices for different learners
– Lowers teacher-student ratio
Full Inclusion for Teachers
3. Learning new techniques for
teaching that can help all
children
Full Inclusion of Teachers
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Scaffolding
Accommodations and
Modifications
Tiered Lessons
Partial Participation
Positive Behavioral
Supports
Assistive/Instructional
Technology
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Differentiated Instruction
Multiple Intelligences
Multi-sensory Instruction
Interactive Learning
Cooperative Learning
Flexible Grouping
Integrated Curriculum
Peer Supports
www.floridainclusionnetwork.com
Standards for Teachers
•
National Council for Accreditation of Teacher Education (NCATE)
(2002) �
– apply effective methods of teaching students who are at different
developmental stages, have different learning styles, and come
from diverse backgrounds.
– A commitment to technology is also needed to ensure that all
teacher candidates are able to use educational technologies to help
all students learn.”
•
“NCATE expect teacher candidates to �understand language acquisition; cultural
influences on learning; exceptionalities; diversity of student populations, families,
and communities; and inclusion and equity in classrooms and schools.� With
exceptionalities defined as a physical, mental, or emotional condition, including
gifted/talented abilities, that requires individualized instruction and/or other
educational support or services are necessary (NCATE 2002).”
www.unf.edu/~tcavanau
IF All things done right•
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Regular classroom setting
Students stay in class/lunch/not pulled out
No “resource room” builds self esteem
IEP’S can apply both Reg. and Dis. Students
Added Person –Teacher/Teacher’s
Aid/Paraprofessional
• Accommodations for all that need it
• FULL INCLUSION CAN WORK!
Resources
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Schultz Stout, Katie. Wisconsin Education Association Council. 2001. Web. 22
Sept. 2009. <http://www.weac.org>.
Florida Inclusion Network. What is Inclusion? Florida Inclusion Network. What is
Inclusion? Florida Inclusion Network. Web. 22 Sept. 2009.
<http://www.floridainclusionnetwork.com/Uploads/1/docs/centers/CRSRL/F
IN/products/WhatisInclusiongreen.pdf.pdf.
Cavanaugh, Ph.D, Terence W. "Preparing Teachers for the Inclusion Classroom."
University of North Florida. Web. 22 Sept. 2009.
<http://www.unf.edu/~tcavanau/presentations/preparing_teachers_for_the_
inclu.htm>.
Leatherman, Jane M. "“I Just See All Children as Children”: Teachers’
Perceptions." The Qualitative Report 12.4 (2007): 594-611. Nova
University, 4 Dec. 2007. Web. 23 Sept. 2009.
<http://www.nova.edu/ssss/QR/QR12-4/leatherman.pdf>.
Resources
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Hallahan, Daniel P;Kauffman, James M.; Pullen, Paige C: Exceptional
Learners, An Introduction to Special Education; Pearson 2009
http://www.cpeip.fsu.edu/resourceFiles/resourceFile_18.pdf
http://www.helium.com/debates/260221-do-full-inclusion-classroomsbenefit-everyone/side_by_side
http://www.helium.com/debates/260221-do-full-inclusion-classroomsbenefit-everyone/side_by_sid
http://answers.yahoo.com/question/index?qid=20080411125355AAOHP
OK
http://jdsde.oxfordjournals.org/cgi/content/full/11/2/270
http://sharepoint.leon.k12.fl.us/civics/2007%20Florida%20Statutes/The
%202008%20Florida%20Statutes%20Coverage%20Dates.pdf
Resources
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http://www.nysun.com/editorials/special-ed-savings/77259/
http://online.wsj.com/public/article_print/SB1197589507721282
19.html
http://www.sedl.org/change/issues/issues43/support_for_inclusi
on.html
http://www.nytimes.com/1994/04/07/us/special-educationabsorbs-school-resources.html?pagewanted=1
•
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_sto
rage_01/0000019b/80/16/50/5d.pdf
•
http://www.encyclopedia.com/doc/1P3-50090400.html
•
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_sto
rage_01/0000019b/80/14/f7/fc.pdf
Extra Video
• http://www.youtube.com/watch?
v=Qi5_ccs1ULc