Jr. High InclusionJr. High Inclusion

InclusionInclusion

• What does it Look Like?What does it Look Like?

• Is It Beneficial?Is It Beneficial?

These questions and many more will be answered by parents These questions and many more will be answered by parents and administrators.and administrators.

Parents – students with disabilities vs, students with out Parents – students with disabilities vs, students with out disabilities.disabilities.

Schools – differences within Schools – differences within

Teacher ViewsTeacher Views• Can InhibitCan Inhibit• Must be sold on – beneficial for “All”Must be sold on – beneficial for “All”• LRELRE• Legal mandatesLegal mandates• Needs to be a service not a placementNeeds to be a service not a placement• Attitudes & Actions – 2005 Journal of Early Childhood Attitudes & Actions – 2005 Journal of Early Childhood

Teacher EducationTeacher Education Previous experiencePrevious experience Support from AdministratorsSupport from Administrators Support from Resource personnel and TA’sSupport from Resource personnel and TA’s

• BenefitsBenefits Increased Social SkillsIncreased Social Skills AcceptanceAcceptance AwarenessAwareness Comfort ZoneComfort Zone

AttitudesAttitudes

• Are thoughts or ideas that reflect feelings and Are thoughts or ideas that reflect feelings and influence behaviors related to a particular object.influence behaviors related to a particular object.

• ComponentsComponents– Cognitive – Knowledge and thoughtsCognitive – Knowledge and thoughts– Affective – Cognitive understanding of a disability Affective – Cognitive understanding of a disability

– can motivate or exclude– can motivate or exclude– Behavioral – To behave or respond in a particular Behavioral – To behave or respond in a particular

way when around students with disabilities.way when around students with disabilities.

Essential for a successful programEssential for a successful program

Social Civil RightsSocial Civil Rights

• ““More Than a Least Restrictive Environment”More Than a Least Restrictive Environment”

• Refocus from individual needs of one --- Social Civil Refocus from individual needs of one --- Social Civil Rights of “All”Rights of “All”

• ““The Legal mandates that govern special education The Legal mandates that govern special education services have significantly more Teeth than those that services have significantly more Teeth than those that have shaped educational programs for English have shaped educational programs for English Language Learners” (Sylvester & Poe)Language Learners” (Sylvester & Poe)

• Civil rights involve social rights that guarantee citizens Civil rights involve social rights that guarantee citizens the capacity to participate fully inthe capacity to participate fully in society. society.

DiscussionsDiscussions

• What is possibleWhat is possible

• What is desirableWhat is desirable

• How do we addressHow do we address

• We need to remember that all students We need to remember that all students are part of a school – both academically are part of a school – both academically and socially. We want students to feel and socially. We want students to feel a sense of belonging, to acquire a a sense of belonging, to acquire a sense of ownership in the school.sense of ownership in the school.

FullFull ParticipationParticipation

• Not just one but the entire classNot just one but the entire class

• Shift from labels to meeting needs of groupShift from labels to meeting needs of group

• Not so different – behavior, desire to learnNot so different – behavior, desire to learn

• Create OpportunitiesCreate OpportunitiesFocus on needs of communityFocus on needs of communityMove for changing students with disabilities to Move for changing students with disabilities to structures of structures of classrooms and schools need to classrooms and schools need to changechangeShift from focusing on deficits of students with Shift from focusing on deficits of students with disabilities to their disabilities to their value as a community membervalue as a community member

• New teachers are receiving training in school put are we New teachers are receiving training in school put are we providing enough in-service opportunities for others.providing enough in-service opportunities for others.

• Benefits of inclusion –Benefits of inclusion –1. Gains in academic achievement for all1. Gains in academic achievement for all2. Increased peer acceptance and friendships2. Increased peer acceptance and friendships3. Higher self-esteem3. Higher self-esteem

• ““What goes on in a place, not the location itself, is what What goes on in a place, not the location itself, is what makes a difference” (Zigmond)makes a difference” (Zigmond)

• Attributes of classroom culture underlying successful Attributes of classroom culture underlying successful inclusive classrooms.inclusive classrooms.1. Valuing of student voices and authority sharing1. Valuing of student voices and authority sharing2. Accountability of students to each other2. Accountability of students to each other3. Attention to individual differences3. Attention to individual differences4. School wide community spirit4. School wide community spirit5. High expectations for all5. High expectations for all

SocioculturalSociocultural• A sociocultural perspective holds that A sociocultural perspective holds that

learning is social even to the extent that learning is social even to the extent that “all higher mental functions are internalized “all higher mental functions are internalized social relationships” (Vygotsky)social relationships” (Vygotsky)

• MainstreamMainstream• Social contexts and interactions must figure Social contexts and interactions must figure

into theories of causation and intervention into theories of causation and intervention regarding students with disabilities.regarding students with disabilities.

• Shared activities and teacher’s actions – can Shared activities and teacher’s actions – can have a significant effect on students’ have a significant effect on students’ learning itdentities.learning itdentities.

• Failure to learn may involve complex Failure to learn may involve complex dynamics such as:dynamics such as:1. Exclusion from aspects of community life1. Exclusion from aspects of community life2. Teacher evaluations of learning potential2. Teacher evaluations of learning potential3. Deliberate social positioning3. Deliberate social positioning4. Power Relationships.4. Power Relationships.

ClassroomClassroom• Students actively engaged – with peers and Students actively engaged – with peers and

teacherteacher• Reinforce social skillsReinforce social skills

1. Seeking help1. Seeking help2. Giving help2. Giving help3. Taking turns talking3. Taking turns talking4. Working independently4. Working independently

• TeacherTeacher1.Provides cognitive tools for comprehension & 1.Provides cognitive tools for comprehension & engagement of engagement of activityactivity2. Link current & prior knowledge2. Link current & prior knowledge3. Prompt students3. Prompt students4 .Manage direction of discussion4 .Manage direction of discussion5. Use cooperative learning – promotes individual learning, 5. Use cooperative learning – promotes individual learning,

interdependence, interpersonal skills and peer interdependence, interpersonal skills and peer tutoringtutoring

Meet In The MiddleMeet In The Middle

• Grant from Grant from Department of Department of Education to Education to Special OlympicsSpecial Olympics

• University of University of MinnesotaMinnesota

• BenefitsBenefits• Boys PE ClassBoys PE Class• Avid StudentsAvid Students• Top School in the Top School in the

StateState

GoalGoal• Continuation of inclusion programContinuation of inclusion program

• Higher expectations not only from Higher expectations not only from principal but staffprincipal but staff

• Individualize plan for each student Individualize plan for each student student to attend at least one student to attend at least one General Ed class besides Music or General Ed class besides Music or PE.PE.

Reference:Reference:

• Berry, R. (2006) Inclusion, Power, and Community: Teachers and Students Interpret the Berry, R. (2006) Inclusion, Power, and Community: Teachers and Students Interpret the Language of Community in an Inclusion Classroom. Language of Community in an Inclusion Classroom. American Educational American Educational

Research Research Journal. Journal. Vol. 43:3, pp. 489-529.Vol. 43:3, pp. 489-529.• Benjamin, S. (2002) Valuing Diversity: A Cliché’ for the 21st Century?, Benjamin, S. (2002) Valuing Diversity: A Cliché’ for the 21st Century?, International International

Journal of Journal of Inclusive EducationInclusive Education 6(4): 309-23. 6(4): 309-23.• Bloom B.S. (1956) Taxonomy of Educational Objectives, Handbook 1: The Cognitive Bloom B.S. (1956) Taxonomy of Educational Objectives, Handbook 1: The Cognitive

Domain. Domain. New York: Davi McKay Co. Inc.New York: Davi McKay Co. Inc.• Fuller, C. and Jones, L (1997) Fuller, C. and Jones, L (1997) Extraordinary KidsExtraordinary Kids, Family Publishing, Colorado Springs, Co , Family Publishing, Colorado Springs, Co

Leo, E and Barton, Len (2006) Inclusion, Diversity and Leadership: Perspectives, Leo, E and Barton, Len (2006) Inclusion, Diversity and Leadership: Perspectives, Possibilities Possibilities and Contradictions. and Contradictions. Educational Management Administration Educational Management Administration LeadershipLeadership 2006; 34; 167 2006; 34; 167

• Leatherman, J and Niemeyer, J, Teachers’ Attidudes Toward Inclusion: Factors Leatherman, J and Niemeyer, J, Teachers’ Attidudes Toward Inclusion: Factors Influencing Influencing Classroom Practice. Classroom Practice. Journal of Early Childhood Teacher EducationJournal of Early Childhood Teacher Education . . Vol.26: 1-05;23-36Vol.26: 1-05;23-36

• Niemeyer, J. A. and Proctor, R. (2002) The influence of experience on student teachers’ Niemeyer, J. A. and Proctor, R. (2002) The influence of experience on student teachers’ beliefs beliefs about inclusion. about inclusion. Journal of Early Childhood Teacher EducationJournal of Early Childhood Teacher Education 23:1, pp. 49-57 23:1, pp. 49-57

• Richmon, M. and Allison, D. (2003) ‘Towards a Conceptual Framework for Leadership Richmon, M. and Allison, D. (2003) ‘Towards a Conceptual Framework for Leadership Inquiry’, Inquiry’, Educational Management & AdministrationEducational Management & Administration 31 (1); 31-50 31 (1); 31-50

• Skilton-Sylvester, E and Slesaranski-Poe, G. More than a Least Restrictive Environment: Skilton-Sylvester, E and Slesaranski-Poe, G. More than a Least Restrictive Environment: Living Living Up to the Civil Covenant in Building Inclusive Schools. Up to the Civil Covenant in Building Inclusive Schools. Perspectives on Urban Perspectives on Urban

Education,Education, Spring 2009; 32-37. Spring 2009; 32-37.• Special Olympics, “Meet In The Middle”.Special Olympics, “Meet In The Middle”.• Stafford, S. and Green, V. (1996) Preschool integration: Strategies for teachers. Stafford, S. and Green, V. (1996) Preschool integration: Strategies for teachers.

ChildhoodChildhood• Education Education 79.pp.214-218.79.pp.214-218.