introduction to inclusion julie pecina john lowdermilk
TRANSCRIPT
Introduction to Inclusion
Julie Pecina
John Lowdermilk
According to a radio report, a middle school in Oregon was faced
with a unique problem. A number of girls were beginning to use
lipstick and would put it on in the bathroom. That was fine, but after
they put on their lipstick they would press their lips to the mirror
leaving dozens of little lip prints.
Finally the principal decided that something had to be done.
She called all the girls into the bathroom and met them there with the
maintenance man. She explained that all these lip prints were
causing a major problem for the custodian who had to clean the
mirrors every night. To demonstrate how difficult it was to clean the
mirrors, she asked the maintenance man to clean one of the mirrors.
He took out a long-handled squeegee, dipped it into the toilet and
then cleaned the mirror.
Since then there have been no lip prints on the mirror. There
are teachers and then there are TEACHERS.
6
You Make a Difference!
How is your mind like a parachute?
It functions much better when it’s open!!
2 Pronged Criteria forSpecial Education Eligibility
– Disability – as defined by IDEA and State Law– AU, OHI, LD, MR, NCEC, ED, AI, VI, DB,
MD, OI, TBI, SI
– Educational Need – not just limited to pass/fail– Examples of one without the other….
The IEP Pyramid
PLACEMENT
GOALS AND OBJECTIVES
EVALUATION
Number 1 Rule:Keep Your Expectations
High
• All students have a right to be educated in their home school
• Children should be with same-age peers
• Everyone shares the responsibility to support a child
• Parents know their children best
• All members from a community learn from one another
• Potential is unlimited
• Curriculum must be meaningful and differentiated for all students
• Fostering independence dignifies the individual
• Social skills can only be learned with social opportunities
• All students are contributing members of the community
• All behavior expectations should be age appropriate
• Diversity is valued and celebrated
• Fears can be overcome
Inclusion Core Beliefs and Guiding Principles
Take a moment to recall an event during your childhood
or teenage years when you belonged to a group and felt
part of the community. Perhaps it was the band or a
club, a sports team, or a family event in which you
participated. Now reflect about the feelings associated
with the event. Think about how you felt when you
participated in the group.
Take a few moments and write down your feelings.
Now think about the word exclusion. At this time, call to
mind an event from your childhood or teenage years when
you were excluded from the group. Perhaps it was a bus
ride when you sat alone, an activity or party to which you
were not invited, or a family event when all of the attention
was directed towards one of your siblings.
Take a few moments and write down your feelings.
Pretend you’re an adult student enrolled in a course at a
university. You arrive late to class and the professor has
just finished a lecture. You slide into your seat and hope
you haven’t been noticed. On your desk is an assignment
which you must compete. The professor asks all students to
complete the assignment individually. Since you were not in
class for the lecture, you haven’t he slightest idea what to
do. What would you do. Jot down 3 different ideas.
Now, imagine one of your students in a similar situation.
“John” has just returned to class from the nurses office.
Most of the class has finished their lesson early and the
students are working on their homework assignment
when John comes in. As he sits down, he glances at the
assignment. What are the options available to him?
I just want to belong…
Segregation Always Produces a Subclass
19
Decreasing the # of Students in Special Education
Increasing the # of Students with Disabilities in Less Restrictive Environments
National Initiative
Why? - Many Years of Research
Higher GradesHigher Achievement
Better BehaviorBetter Attendance
20
Response to Intervention Model
17
Improve General Education: Teacher Training General education teachers who can
teach an increasingly diverse student population English language learners Children from diverse cultural backgrounds Children living in poverty
18
Improve General Education: Strategies
Teacher teams to improve instruction in general education Data driven Collaborative School-wide interventions Appropriate language supports
Parent and community involvement How can schools understand their students if they
don’t understand where they come from?
19
Prereferral Strategies*
Child study teams Informal problem solving Observations Parent interviews
*Some students should be referred for an evaluation immediately, depending on suspected disability
08/12/20072055
We are READING teachers!
The Access CenterImproving Outcomes for All Students K-8
An Overview
61
Hang in there – We’re getting to the good stuff!!