Reverse Inclusion

By: Whitney Sharp, Leah Barcusky, & Jenna Filipone

West Chester Univeristy KIN 582

What is Inclusion? • Students with disabilities participates in a typical

educational classroom setting in order to interact with others and be included in the least restrictive environment• Environment includes…• Specials • Lunch • Recess• Academic Settings

• Time included in mainstream setting depends on the individual child’s needs

• Amount of time student is in the inclusive environment varies from child to child

Benefits of Inclusion

• Children with disabilities• Development of friendships• Enhanced self-respect• Sense of belonging • Peer models.

• Children W/O disabilities • Increase awareness and

responsiveness• Increase skill acquisition• Gains in communication skills• Development of friendships• Sense of belonging

• ALL Students • Develop respect for all• Increase understanding of other

children’s needs

Challenges of Inclusion

• Lack of quality staff• Logistics• Scheduling • Funding • Difficulties trying to

meet the students’ unique needs in the general education setting.

Ways to “Include” Children with Disabilities

• Full Inclusion• Children are full participants in a general education program

• Cluster• A small group of children with disabilities is embedded

within a program for children who are typically developing• Reverse Inclusion

• A small group of children who are typically developing is added to a specialized program for children with disabilities

• Social Inclusion• Children with disabilities are in separate classes but social

interactions opportunities are planned for children with and without disabilities

Reverse Inclusion• Is the process of including developing children in

a special education classroom. • Providing peer interaction opportunities while

providing the support services by bringing the classroom setting for a short period of time to interact socially

Challenges of Reverse Inclusion

• Finding student without disabilities to enroll in program• Funding for supplies for students who are not disabled• Transporting students who are not disabled on fieldtrips• Having to work with a large number of students• Time to planning for all • Training staff to properly facilitate inclusion interactions

Advantages of Reverse Inclusion

• No extra classroom/therapy room needed • No collaboration is needed with GE teacher • SE Teacher has control of schedule, activities and

classroom• ALL students have better social development, more

empathy, and higher academic achievement • ALL students develop friendships and enhances self-

respect• Allows for peer modeling for students with disabilities

which increase skill achievement and communication skills • Fosters friends for ALL students

Elements of Reserve Inclusion

• Administrator Support• Inclusion and Collaboration• Physical Environment• Teaching Strategies • Student Selection

Resources Needed• Parents of children W/O disabilities willing to

participate• Support from administration• Flexible Staff• Staff who is willing to implement differentiated

instruction

Benefits of Reverse Inclusion Disabled

• Helps make lasting friendships • Motivate them to

improve their communication skills• Help increase success

rate on meeting IEP social/emotional skills• Improve their chances of

eventually joining an inclusion setting

Non-Disabled • Build friendships that

will last outside of the classroom • Learn how to get along

with students who are different from them• Help to combat

stereotypes and embrace diversity and respect

http://www.google.com/url?sa=i&rct=j&q=inclusion+in+schools&source=images&cd=&cad=rja&docid=YmPkyhtVVR_J4M&tbnid=pAT6dM1aHrKMmM:&ved=0CAUQjRw&url=http://mommylife.net/archives/2007/12/inclusive_schoo.html&ei=4u4aUaeEMsvZyQH0rIGQAw&bvm=bv.42261806,d.eWU&psig=AFQjCNE5zvcFrrdoxWmcAJEY2oFGXfw9dA&ust=1360805968973137

Disability Sports- History• Following WWII the demand for rehabilitation programs

increased • Sir Ludwig Guttman, believed that sports should be an

integral pat of rehabilitation programs • Rehabilitation sport programs grew into recreational sports

and eventually competitive sports• 1948- The Stoke Mandeville Games were held at The Stoke

Mandeville Hospital in England • 1960- First Paralympics held in Rome • 1960’s- Special Olympics • Paralympics 2012

Disabled Sport Organizations• International Wheelchair Rugby Federation- IWRF• Cerebral Palsy International Sport and Recreation Association-

CPISRA• International Blind Sports Federation- IBSA• International Wheelchair Basketball Federation- IWBF• International Wheelchair Amputee Sports Federation- IWAS• United States Association for Blind Athletes- USABA• • International Committee of Sports for the Deaf - ICSD• Special Olympics

Disability Sports vs. Adapted Sports• Adapted sports – traditional sports altered to meet the needs

of an individual with a disability • Disability sports- sports created specifically for individuals with

disabilities• Disability sports: Sitting volleyball, Beep Baseball, Goalball,

wheelchair sports

Sit Volleyball• Started in the Netherlands-

Paralympic Sport• Those eligible to play:

neurological, neuromuscular, muscular,

bone, joint, and amputation disabilities • Differentiated rules:

- A portion of the pelvis must be in contact with the floor

at all times- Net heights

Sit Volleyball in Action• Sit Volleyball in Rwanda

Incorporating in general PE:• All students are seated• Lower a badminton net

• Minimal equipment needed- Rope, Ball, Tape

Goalball• USA vs. China

• Hans Lorenzen- 1946• Blind sport- played by athletes

with visual impairments• Paralympic sport

• Teams of 3 attempt to roll the ball past the opposing team’s

defense • Equipment: - Goaball

- Tactile Court - Blind folds

Goalball• Goalball Germany vs Japan 2011• Remember Me Drill: Spread in a square pass the ball in the

same sequence every time, call for ball by tapping• Block It: Students stand in a circle around a blindfolded

student, trying to pass the ball past the blindfolded student with the underhand Goalball roll

Incorporating in General PE:• All students are blindfolded

• Students serve as line judges/ score keepers• Nets are not necessarily needed

Beep Baseball• Blind Sport- athletes with visual

impairments• Many tournaments held around

the country each year• Equipment Needed:- Beep baseball- Bases- Bat - Tee

- Blindfolds• Similar rules used in baseball

• 6 positions • Batter must reach the base before

the ball is fielded by an outfielder

Beep Baseball• Beep Baseball•

Incorporating into General PE:• All students wear blindfolds

• Allow each team to bat an entire cycle• Use students as pitchers/ spotters

• Students in the field wear helmets as well

Wheelchair Sports• Wheelchair soccer:

- Played by individuals with physical disabilities

- Played on a basketball court- Manual/ electric wheelchairs• Wheelchair rugby:- Murderball- USA- Quad Rugby

- Handball, basketball, and hockey- Use manual sports chairs made

specifically for gameplay• Wheelchair basketball: - Paralympic sport

- Similar rules to basketball- Only touch wheels twice after dribbling

or receiving a pass “travelling”

Wheelchair Sports cont…• Wheelchair Basketball• Call It Out Drill: Passes as you move down the floor

Incorporating into General PE:• Borrow wheelchairs for use

• If no chairs are available use office chairs• Adapt rules as needed

Resources • Building Bridges. (2012) Inclusion-Reverse Inclusion. Retrieved on February 10, 2013 from http://

buildingbridgesre.weekly.com/inclusionreverse-inclusion.html

• Davis, Ronald W. (2011). Teaching Disability Sport. Champaign, IL: Human Kinetics.

• Inclusion Collaborative. (2008). Reverse Inclusion. Retrieved on February 10, 2013 from www.sccoe .org/programs/inclusion

• Rafferty, Yvonne & Kenneth W. Griffin. (2005). Benefits and Risks of Reverse Inclusion for Preschoolers with and without Disabilities: Perspectives of Parents and Provider. Journal of Early Intervention, 2005, Vol. 27, No. 3, 177-192

• Schoger, Kimberly D. (2006). Reserve Inclusion: Providing Peer Social Interaction Opportunities to Students Placed in Self-Contained Special Education Classrooms. TEACHING Exceptional Children Plus, 2(6) Article 3. Retrieved February 10, 2013 from http://escholarship.bc.edu/education/tecplus/vol2/iss6art3