Inclusion: Supporting ALL Abilities of
Students Learning Together
October 16, 2013
presented by
Pennsylvania's Education for All Coalition in collaboration with
Institute on Disabilities
Pennsylvania’s University Center for Excellence in
Developmental Disabilities
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
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Sophie with her girl scout troop
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
Families
Self
Advocates
Successful
Students &
Teachers
Schools
Universities
What we believe…
ALL children should be
successfully educated
together in their
neighborhood schools
within the
general education
curriculum.
What we do…
Individualized
Support
Training
Parents and
Families
Educators
Universities
Technical
Assistance
Self
Advocates
Parent Consultant Network
Parent Consultant = Experts
Recruit
Recruit
Train
Train
•parents of children who receive
special education services.
•committed to inclusive education
for ALL children.
Utilize
Utilize
Support
Support
•strengthened by the collective
wisdom of parents who have “been
there.”
•supported by experts who are
committed to uplifting the voice of
parents.
•compensated for their time and
expertise.
David going to senior prom
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
Introduction to Inclusive Education
1. Welcome
2. Setting the Stage
3. What is Inclusive Education?
4. Why Inclusive Education?
a) Values
b) Laws
c) Educational Practices and
Outcomes
Cartoon reprinted with permission. All rights remain Colleen F. Tomko
http://www.kidstogether.org May be reproduced in entirety for non-profit
educational purposes only. All other use is prohibited without prior
arrangements.
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
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Introduction to Inclusive Education
5. How do we do it?
a) Educational Best Practices
b) Accommodations and Adaptations
6. Summary: What Inclusion Looks Like
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
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Goals and Expectations for
An Introduction to Inclusive Education
•
What: To help you understand what inclusion means
•
Why: To provide an opportunity to discuss the
•
How: To show you what inclusive education can look
values, laws, reform efforts, and outcomes that
support inclusive education
like and how it can work
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
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Natalie's Family
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
What it Looks and Feels Like…
Inclusion Press International, Centre for Integrated Education and Community, Toronto Canada
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
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What it Looks and Feels Like…
Inclusion Press International, Centre for Integrated Education and Community, Toronto Canada
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
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2002 Institute on Disabilities,
Temple University, Philadelphia, PA
ACADEMIC
SOCIAL
ENVIRONMENTAL
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Temple University, Philadelphia, PA
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2002 Institute on Disabilities,
Temple University, Philadelphia, PA
Play & Recreation
Ability
School
Work
The INCLUSION QUILT
Citizenship
Rights
Respect &
Dignity
Religion &
Spirituality
Cultural Diversity
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
Friends
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Simply said…Why Inclusive
Education?
Because…
• It is the right thing to do
• We know how to do it
• Laws support it
• Research supports it
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
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Values
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
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What Are Our Values?
Belonging and Community
Equity
Strength in Diversity
Normalization
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
What Are Our Values?
Every Child Can Learn
Integration
Dignity of Risk
Self-Determination
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
Philosophy Guides Action
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Temple University, Philadelphia, PA
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First Day of School
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
Laws and Rights
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Temple University, Philadelphia, PA
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Separateness in education…
"Separateness in education can
generate a feeling of inferiority as to
[children's] status in the community
that may affect their hearts and minds
in a way unlikely ever to be undone. This
sense of inferiority ... affects the
motivation of a child to learn...and has a
tendency to retard ... educational and
mental development"
Chief Justice Earl Warren
Brown v. The Board of Education
(1954), p. 493.
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
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Karen’s family
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
The Evolution of Education Law
to Support Inclusion
Early 1900’s: Compulsory Education Act
1954: Brown v. Board of Education
1971: Pennsylvania Association for Retarded Children
(PARC) v. Pennsylvania (PARC Consent)
1973: Section 504 of the Rehabilitation Act
1975: Education of All Handicapped Children Act (now
IDEA)
1990: Americans with Disabilities Act (ADA)
1993: Oberti Settlement
1997,2004: The Individuals with Disabilities Education
Act
2001: No Child Left Behind Act
2002 Institute on Disabilities,
2005: Temple
Gaskin
Settlement
University,
Philadelphia, PA
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Today’s Law:
IDEA Supports Diverse Learners
1990, 1997, 2004: Individuals with
Disabilities Education Act (IDEA) (IDEIA)
The words “Inclusive Education” are not
included in IDEA, but IDEA emphasizes the
following:
• Least Restrictive Environment (LRE)
• Free and Appropriate Education (FAPE)
• Supplemental Aids and Services
• Access to General Education curriculum
• Individual Education Plan (IEP)
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Temple University, Philadelphia, PA
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Disability is a natural part of the human
experience and in no way diminishes the right of
individuals to participate in or contribute to
society. Improving educational results for
children with disabilities is an essential element
of our national policy of ensuring equality of
opportunity, full participation, independent living,
and economic self-sufficiency for individuals with
disabilities.
The Individuals with Disabilities Education Act of 1990
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
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Adam skateboarding
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
Educational Practices
and Outcomes
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Temple University, Philadelphia, PA
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Research and Outcomes
of Inclusive Practices
Inclusion Benefits
ALL Children
Impact on Students with Disabilities
Academic Performance
 Improved performance on standardized tests and increased
reading skills; increased motivation to learn; improved skill
development; academic survival skills
(Cole, Waldron, & Madj, 2004; Salend& Garrick Duhanney, 2007;;
Spooner, Dymond, Smith & Kennedy, 2006)
 Improved post-school outcomes including high school graduation,
employment, earning a higher salary, and living independently
(Malian & Love, 1998; SRI International, 1993; U.S. Dept. of
Education, 1995)
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Temple University, Philadelphia, PA
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Research and Outcomes
of Inclusive Practices
Inclusion Benefits
ALL Children
Students with Disabilities
Impact on Social Performance
 Improved Social competence (Boutot & Bryant,
2005; Salend & Garrick Duhanney, 2007)
 Improvement in self-concept
(Peck, Donaldson, & Pezzoli, 1990)
Increased social interactions with peers
(Causton-Theoharis & Malmgren, 2005)
Social skills development (Bellini, Peters, Benner,
& Hopf, 2007)
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Temple University, Philadelphia, PA
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Research and Outcomes
of Inclusive Practices
Inclusion Benefits
ALL Children
Impact on Students WITHOUT Disabilities
Academic Performance
 Students at risk in general education classrooms benefit from
curricular adaptations and other supports provided in the classroom
(Huber, Rosenfeld, & Fiorello, 2001)
Students with disabilities in the general education classroom
stimulate activities, opportunities and experiences that might not
otherwise be part of the curriculum
(McGregor & Vogelsberg, 1998).
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Temple University, Philadelphia, PA
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Research and Outcomes
of Inclusive Practices
Inclusion Benefits
ALL Children
Impact on Students WITHOUT Disabilities
Social Performance
 A reduced fear, increased comfort and
understanding of the worth of human differences
(Boutot & Bryant, 2005; Carter & Hughes, 2006; Gun
Han & Chadsey, 2004; )
 Enhanced self-esteem, a genuine capacity for
friendship, and the acquisition of new skills
(Power-deFur & Orelove, 1996)
Enhanced development of academic skills (Gilbert,
2002 Institute on Disabilities,
Agran, Hughes, and Wehmeyer,
2001)
Temple University,
Philadelphia, PA
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Research and Outcomes
of Inclusive Practices
Inclusion Benefits
ALL Children
Impact on TEACHERS
Work Performance and Satisfaction
 Increased skills and improved confidence in teaching abilities
 Special educators report a greater sense of being part of the
school community and increased knowledge of the general education
system
 New acquaintances with colleagues
 Greater enjoyment and satisfaction with teaching.(Salend, 2001)
Teachers learned strategies to motivate students and increase
student achievement (OSPI Inclusion Grant Progress Report,
2001)
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Temple University, Philadelphia, PA
Inclusion Is
Working Together
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
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Sophie
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
Research and Outcomes
of Inclusive Practices
Inclusion Benefits
ALL Children
Inclusion Benefits ALL FAMILIES
Community Connections
 Families have more enriched connections to their community, its
resources, their neighbors and other families – when the child is
included, so is the family
Renewed Hope and Belief in Abilities
 Increased belief in their child’s strengths and ability to contribute
to the good of the community
School – Family Partnerships
Inclusive schools support good communication and opportunities for
collaboration between families and the school community
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
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(Salend, 2001)
Inclusive Education is…
Best Practices in Education for ALL Learners
Remember…
Special
Education is
not a place.
It IS …
Supports and
services brought to
students through an
Individual Education
Program (IEP)
clipart © DiscoverySchool.com
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
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Anyone can be successful, in any environment,
if he or she has the right supports!
All students can “swim” with "...education in regular classes with the use of
supplementary aids and services…” IDEA, 20 U.S.C. § 1412(5)(B)
Sink…..
or
Swim!
Assistive
technology
Personal
assistance
Examples of Accommodations
and Supports
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
Instructional or
curricular
modifications
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Accommodations and Adaptations:
Questions the IEP Team
Should Consider when Planning
• Can the student do the SAME activity as peers?
• Can the student do the same activity as peers WITH
support or reinforcement?
• Can the student do the same activity as peers WITH
modifications or changes?
• Can the student have the SAME basic goals as
classmates?
• Can the student benefit from some part of the lesson?
• Should the student perform an alternate activity in the
general classroom?
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Temple University, Philadelphia, PA
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Accommodations and Adaptations:
More Questions the IEP
Team Should Consider
 Is it time efficient for the teacher? If not,
what supports does the teacher need?
 Does the student like the idea? If not, why not?
 Will the accommodations likely enhance the image
of the student among his or her peers?
 Will the accommodations promote independence
and responsibility rather than dependence and
helplessness?
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Temple University, Philadelphia, PA
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What Inclusion Looks Like
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
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David graduating
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
2002 Institute on Disabilities,
Temple University, Philadelphia, PA
Inclusion Is
Students working on goals that are meaningful to their
lives.
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Temple University, Philadelphia, PA
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Inclusion Is
Embracing our Differences
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Temple University, Philadelphia, PA
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Inclusion Is
Having Friends
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Temple University, Philadelphia, PA
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“No skill could make his life as rewarding, or fill the void
as much as having friendships. Without friendships or
relationships there would be little happiness or
motivation for my son to learn or achieve his potential.
Parent
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Temple University, Philadelphia, PA
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Inclusion Is
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Temple University, Philadelphia, PA
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