Elise Frattura, Ph.D University of Wisconsin-Milwaukee United States

Our educational goals and legislation are based on:

A. educational history

B. data

C. best practice

Common Principles of Practice to Lead

Beyond Inclusion for Universities, Ministries, Schools

Inclusion

Inclusion or no inclusion?

Who can be included and who cannot be included?

How much time and for what subjects?

What teachers can teach what children?

How do I remediate?

Beyond Inclusion: How do we meet the needs of

all our learners, including students with disabilities in small and large mixed-ability instructional formats?

How do we begin our instruction with how a each child learns?

How do we keep general education class sizes small?

How do we assist special and general educators in sharing expertise to better collaborate around the needs of all learners as individual learners?

General Education

Defining a normed group of students. …

Assumed a norm group of students Diagnosed those who did not meet the norm criteria Created separate programs

Frattura, 2012

Learning Disabilities

Orthopedically Impaired

Visually

Impaired

Autism

Behavioral

Disabilities

Cognitive Disabilities

Gifted

Deaf and Hard of

Hearing

A. Educational history -

General Education

Programs for Students with ADHD

Frattura, 2012

Over Time We Create More Labeled Students and a Smaller Normed Group

The populations of disabilities increasing are those that are not medically diagnosed. …

but educationally

diagnosed.

Learning Disabilities

Orthopedically Impaired

Visually

Impaired

Autism

Behavioral Disabilities

Cognitive

Disabilities

Gifted

Deaf and Hard of

Hearing

Early Childhood Programs

Tier 1

RtI

Programs for Students with ADHD

Frattura, 2012

Response to Intervention

Response to Intervention is legislation that was intended to provide assistance to students prior to special education services – but it has unintentionally created more labeled groups

We have found that an

increase in removal from general education – and a decrease in achievement

Learning Disabilities

Orthopedically Impaired

Visually

Impaired

Autism

Behavioral Disabilities

Cognitive

Disabilities

Gifted

Deaf and Hard of

Hearing

Early Childhood Programs

Tier 2

Tier 3

Math

Intervention

Reading

Intervention

Remediation

Outcomes of such practices: Students with disabilities are placed in remedial or low

grouping in classrooms or schools away from their nondisabled peers. Often receiving substandard educational access – thus limiting outcomes to be productive members of society.

Students with disabilities or those who are struggling often

receive the most fragmented education and often those children who need the most cohesive education.

Create a model that students typically experience failure

before they experience any success.

Prevent special and general educators from sharing expertise and developing proactive instructional opportunities for all learners.

Support a parallel system with general education

which becomes costly at all levels, universities, state departments, ministries, etc.

1. Varied achievement within student groupings positively impacts student achievement.

2. The students who are isolated the most in ability groupings often are the furthest behind.

1. Our approach and pedagogical

practices may be increasing the identification of disabilities.

Hnushek, E.,Klin, J., Markman, M., Rivkin, S. (2003) Does Peer Ability affect student achievement? Journal of Applied Econometrics Oakes, 1985,Yonezawa, Wells, and Serna, 2002).

RtI

Inclusion

RtI

Inclusion

RtI

Inclusion

RtI

Inclusion

All Pull Out Instructional Format

All Pull Out Instructional Format

All instruction for all learners, including students with disabilities, is premised on a rigorous core curriculum for all students

Students with and without disabilities are placed in regular classrooms using principles of natural proportions – small group spaces are available to all students

The continuum of services allows for large

group, small group, and 1:1 instruction based on “how” each child learns.

Special and general educators are aligned to specific grade levels to share knowledge and expertise with each other and across all abilities and disabilities.

Class sizes for all learners are no larger

than 25 to 30 students. Special and general educators co-plan

and co-serve through proactive instructional practices for each and every learner - based on the principles of universal instruction, curriculum, and assessment.

Using principles of universal access—curriculum is differentiated for needs of students with and without disabilities the first time the concept is taught versus taught to a normed group and then adapted after the fact (which often occurs in an inclusion model).

Personalized learning plans are used

for all learners to assist educators in determining appropriate instructional practices.

All educators and all administrators

support the education of all students – the systems work together.

19 2010-11 - TBD

18.7% 17.6%

15.8%

14.3%

11.8% 10.8%

9.1%

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

16.0%

18.0%

20.0%

2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11

20

Leaders Beyond Inclusion :

Define/clarify Principles of Practice under one system.

Align College, State Department/Ministry, School Goals to the Principles of Practice.

Collect and analyze data by “how” students are served to determine progress of models of service delivery.

Develop a unified infrastructure at all levels under “Teaching and Learning for All Learners” Versus separate special education departments.

Realign funding and legislation to support teaching and learning of all learners.

Human Resource practices aligned to Principles of Practice.

Technology to support teaching and learning for all learners.