Supporting Diverse Learners in School
and in the Community:
An Introduction to
Inclusive Education
presented by
PEAC – Pennsylvania’s Education for All Coalition
in collaboration with Temple University
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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.
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Introduction to Inclusive Education
5. How do we do it?
a) It’s All About Change
b) Educational Best Practices
c) Accommodations and Adaptations
6. Summary: What Inclusion Looks Like
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Goals and Expectations for
An Introduction to Inclusive Education
1. What: To help you understand what inclusion means
2. Why: To provide an opportunity to discuss the
values, laws, reform efforts, and outcomes that
support inclusive education
3. How: To show you what inclusive education can look
like and how it can work
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Inclusive Education
What does it mean?
Inclusive education is about embracing all, making a
commitment to do whatever it takes to provide each
student in the community - and each citizen in a
democracy - an inalienable right to belong, not to be
excluded. Inclusion assumes that living and learning
together is a better way that benefits everyone, not just
children who are labeled as having a difference.
(Falvey, Givner & Kimm, What is an Inclusive
School?, 1995, p.8)
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Inclusive Education
What does it mean?
When inclusive education is fully embraced, we abandon
the idea that children have to become ‘normal‘ in order to
contribute to the world. Instead, we search for and nourish
the gifts that are inherent in all people. We begin to look
beyond typical ways of becoming valued members of the
community, and in doing so, begin to realize the
achievable goal of providing children with an authentic
sense of belonging.
(Norman Kunc, ‘The Need to Belong: Rediscovering
Maslow’s Hierarchy of Needs,‘ 1992)
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What is Inclusive Education?
 Children with and without disabilities educated together in
their neighborhood school and community
 All students in general education classes; having instruction in
the core curriculum content and participating in extracurricular
activities
 General and special education teacher consultation and
collaboration to incorporate special supports and services into
age-appropriate school and community environments
 Flexible and individualized decision making about services,
supports, and locations for instruction
(Snell & Janney, 2001)
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What is Inclusive Education?
 Opportunities for building social networks and friendships
and having planned and facilitated social network and
relationship building
 Instruction in schools and in the community
 Students are active participants and learn from each other
 ZERO exclusion
 An ongoing process
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ACADEMIC
SOCIAL
ENVIRONMENTAL
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Why Inclusive Education?
Educational
Practices
And
Outcomes
Values
Laws
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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
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Values
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What Are Our Values?

Belonging and Community
Equity
Strength in Diversity
Normalization
Every Child Can Learn
Integration
Dignity of Risk
Self-Determination
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Philosophy Guides Action
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Laws and Rights
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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
2005: Gaskin Settlement
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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.
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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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A Natural Part
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
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Educational Practices
and Outcomes
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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
(Banerji & Daily, 1995; Mailian & Love, 1998; Shinn, Powell-Smith, Good & Baker, 1997)
 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)
 Provides access to peer models to facilitate learning and
appropriate behaviors
(Bricker, 1978; CRI, 1987)
 Improvement in self-concept
(Peck, Donaldson, & Pezzoli, 1990
)
Development of warm and caring friendship
(Bogdan and Taylor, 1989)
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Research and Outcomes
of Inclusive Practices
Inclusion Benefits
ALL Children
Impact on Students WITHOUT Disabilities
Academic Performance
 Low-achieving students benefit from the review, practice,
clarity, and feedback provided to students with disabilities
(Power-deFur & Orelove, 1996)
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).
 A reduced fear, increased comfort and understanding of the
worth of human differences
(Biklen, Corrigan, & Quick, 1989)
 Enhanced self-esteem, a genuine capacity for friendship,
and the acquisition of new skills
(Power-deFur & Orelove, 1996)
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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)
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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
(Salend, 2001)
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HOW?
Federal/State System
Level
-Creating federal/state policies
that support inclusion
-Providing funds for needed
supports and services
Classroom Level
-Implementing today’s best
teaching practices
District/School
Level
-Support for
teachers, staff, and
administration in
learning researchbased best practices
-Adequate budgeting
-Supporting IEP
teams’ needs
-Team work, collaboration,
reflection
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The How of Inclusive Education:
Federal/ State System
How do Federal and State Systems
support Inclusive Education?
A few examples of Federal and State support:
Supporting Parent Involvement at all levels
Partnerships with Universities
Environmental Accommodations
Response and Testing Adaptations /Alternate
Assessment
Staff Development
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The How of Inclusive Education:
Local Districts and Schools
How do Districts and Schools support
Inclusive Education?
A few examples of District and School support:
A Clear Vision for the School for ALL students
Time for Collaborative Planning and Problem-Solving
Clear Roles and Responsibilities
Curriculum & Instructional Adaptations & Modifications
Environmental Accommodations
Response and Testing Adaptations
Professional Staff Development focused on Researchbased Best Practices
A Welcoming Environment for Parent Involvement
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The How of Inclusive Education: The Classroom
How do Teachers Support Inclusive Education?
Best Practices in the Classroom (a few examples):
Collaboration with Parents, Teachers and other Specialists
Cooperative Learning and Peer Support
Differentiated Instruction
Specially Designed Instruction for Multiple Intelligences
Friendship Facilitation and Positive Behavioral Supports
Multi-age Groupings
Project-based Learning
Advanced Planning and Creative Problem-Solving
A Welcoming Environment for Parent Involvement
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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
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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
Instructional or
curricular
modifications
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Types of Adaptations
ADAPTATIONS
CURRICULAR
Adapt what is
taught
INSTRUCTIONAL
Adapt how it is
taught and how
learning is
demonstrated
ECOLOGICAL
Adapt the
setting- where,
when and with
whom
(Janney & Snell, 2000 p. 17)
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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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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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In Summary: 4 Principles of Effective Inclusion
(Salend, 2001, p.6-7)
Diversity – “Effective Inclusion improves the educational system for all
students by placing them together in general education classroomregardless of their learning ability, race, linguistic ability, economic
status, gender, learning style, ethnicity, cultural background, religion,
family structure and sexual orientation.”
Individual Needs – “Effective Inclusion involves sensitivity to and
acceptance of individual needs and differences.”
Reflective Practice – “Effective Inclusion requires reflective
educators to modify their attitudes, teaching and classroom management
practices, and curricula to accommodate individual needs.”
Collaboration – “Effective Inclusion is a group effort; it involves
collaboration among educators, other professionals, students, families,
and community agencies.”
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What Inclusion Looks Like
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Inclusion Is
Students working on goals that are meaningful to their
lives.
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“We can all learn from each other.”
5th grade student
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Inclusion Is
Embracing our Differences
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“People don’t have to be the same to do things together”
2nd grade student
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Inclusion Is
Working Together
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“We couldn’t do this alone…together with our local
university, a parent coalition, and community agencies
we are changing the way we teach all of our children”
Principal, Elementary School
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Inclusion Is
Having Friends
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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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Inclusion Is
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• Inclusion related resources
•
Pennsylvania Education for All Coalition – www.paedforall.org
– Kids Together Inc.
www.kidstogether.org
– David Pitonyak
www.dimagine.com
– Circle of Inclusion
www.circleofinclusion.org
– Inclusion Network
www.inclusion.com
– Wrightslaw
www.wrightslaw.com
– Dr. Patrick Schwarz
www.patrickschwarz.com
– Dr. Paula Kluth (autism and inclusion)
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• Thank You
• For more information contact:
•
•
•
•
•
Diane Perry, President of PEAC
267-232-0570 or dperry@paedforall.org
OR
Penny Starr Ashton
starrashton@yahoo.com
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