inclusion can work
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Inclusion Can Work
The problem with inclusion….. General education teachers are expected to teach students with
intellectual disabilities (ID) in regular education classroom
Howevergeneral educators, who have vast knowledge regarding
curriculum and subject matter, have not received special education and differentiating instruction training
Andspecial educators, who have training regarding special education students, are not given the opportunity to educate
and support general education teachers in an inclusive setting.
How come the problem is coming to the forefront now?
Haven’t students with disabilities been included in school
programs for
many years?
Not exactly….
History
Prior to the 1970s, the fate of many individuals with disabilities was likely to
include residency in a state institution
for persons with mental
retardation or mental illness
(Broderick, Mehta-Parekh, & Reid). .
History (cont.)
Many of these restrictive settings provided only
minimal food, clothing, and shelter.
Too often, persons with disabilities were merely accommodated rather
than assessed, educated, and rehabilitated (Broderick
et al.).
A step in the right direction…..
=
Public Law 94-142: 1975 (Education of All Handicapped Children Act)
I n 1 9 7 5 , C o n g re s s p a s s e d P u b l i c L aw 9 4 - 1 4 2 * n o w k n o w n a s t h e I n d i v i d u a l s w i t h D i s a b i l i ti e s E d u c a ti o n A c t ( I D E A ) .
In order to receive federal funds for education, states had to develop and implement policies
that assured all children with disabilities
received a free appropriate public education (FAPE)
(Individuals with Disabilities Education Act, 2004)
1) Early intervention programs have supported over 200,000 eligible infants , toddlers, and their families
2) Nearly 6 million children receive special education services to meet their individual educational needs.
3) More children are in their neighborhood schools, rather than in centrally located schools or institutions
4) The majority of children with disabilities are now being educated in regular classrooms with their non-disabled peers.
5) High school graduation rates have increased by 14 % from 1984 to 1997.
6) Today, post-school employment rates for youth served under IDEA are twice those of older adults with similar disabilities who did not have the benefit of IDEA.
7) Post-secondary enrollments among individuals with disabilities receiving IDEA services have tripled since 1978.
IDEA and PROGRESS thus far….(IDEA, 2004)
Let’s make more progressBy…..
….supporting inclusive least restrictive environments with co-teaching classrooms
You should know….Inclusion= is when students with disabilities have the right to be members of classroom communities with nondisabled peers, whether or not they can meet the traditional expectations of those classrooms (Virginia Department of Education, 2010)
Co-teaching= an instructional delivery option where two or more licensed professionals, typically general education and special education teachers, jointly plan and deliver instruction in a shared space with a diverse group of students (VDOE,2010)
These classrooms are very unique and
the next two slides demonstrate options
for teachers..........
What does co-teaching look like?
Co-teaching Styles
1.One teach, one observe
This is when one teacher leads the large-group instruction
while the other gathers academic, behavioral, or
social data
2. Station teaching
This is when instruction is divided over 3 centers. The
students, are also divided into three groups and rotate from
station to station. Two stations are being taught by a teacher
and one station consists of independent work
3. Parallel teaching
This is when two teachers, each with half the class group, present the same material for the primary purpose of fostering instructional
differentiation and increasing student participation
Note. From “Coteaching: An illustration of the complexity of collaboration in special education,” by Friend, Cook, Hurley-Chamberlain, & Shamberger, 2010, Journal of educational and psychological consultation, 20, p. 12.
Co-teaching styles
4. Alternative teaching
This is when in which one teacher works with most students while the other
works with a small group for remediation, enrichment,
assessment, etc.
5. Teaming,
This is when both teachers lead large-group instruction.
6. One teach, one assist:
This is when in which one teacher leads
instruction while theother circulates
among the students offering individual
assistance.Note. From “Coteaching: An illustration of the complexity of collaboration in special education,” by Friend, Cook, Hurley-Chamberlain, & Shamberger, 2010, Journal of educational and psychological consultation, 20, p. 12.
Co-teaching has cultural benefitsWhen children only spend time with other children who are the
same, then they are never exposed to children who are different.
Segregating children is a disservice
By intermixing children of all abilities, children are challenged to develop a sense of acceptance and not prejudice.
(Friend, Cook, Hurley-Chamberlain, & Shamberger et al.,2010).
Co-teaching fulfills political regulationsAccording to the
Individuals Education with Disabilities Act (IDEA)
all
children are entitled to a
free and appropriate education (FAPE).
(IDEA, 2004)
~Therefore ~The solution of co-teaching supports political goals.
All students will benefit from co-teaching and inclusive educational settings, because co-teaching practices encourage collaboration among teachers and create challenging learning environments for all students.
The educational opportunities for children with disabilities have increased. Special education services and teachers have entered the school
buildings. However, the segregation of students with disabilities needs to be amended and public schools need to embrace a more inclusive school
system. The change from a dual educational system, general versus special education, to a
united system where inclusion is the focus, takes time; but, co-teaching is a way teachers can collaborate and make inclusion a success.
Conclusion
References
Broderick, A., Mehta-Parekh, H., & Reid, K. (2005). Differentiating instruction for disabled students in inclusive classrooms. Theory Into Practice, 44(3), 194–202.
Friend, M., Cook, L., Hurley-Chamberlain, D., Shamberger, C. (2010). Coteaching: An illustration of the complexity of collaboration in special education. Journal of educational and psychological consultation, 20, 9–27.
Individuals with Disabilities Education Act (2004). Building the legacy: IDEA 2004. Retrieved from http://idea.ed.gov
Virginia Department of Education (2010). Stepping stones for success: collaboration. Retrieved from http://www.doe.virginia.gov/teaching/career_resources/stepping_stones2
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