Full inclusion - Special Education
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This document discusses the evolution of educational placements for students with disabilities. It begins by defining terms like mainstreaming, least restrictive environment, and inclusion. Mainstreaming involves part-time placement in general classes, while inclusion aims for students to be served primarily in general education. The least restrictive environment concept requires students be educated as close to general classrooms as possible. More recently, there has been a shift toward full inclusion models where students are educated exclusively in age-appropriate general classrooms with appropriate supports. The document also outlines components and best practices for inclusion, such as preparation, implementation, evaluation, collaboration, individualization and a focus on diversity.
![Least Restrictive Environment
To the maximum extent appropriate, children with disabilities,
including children in public or private institutions or other care
facilities, [will be] educated with children who are not disabled,
and that special classes, separate schooling or other removal
of children with disabilities from the regular educational
environment [may occur] only when the nature or severity of
the disability is such that education in regular classes with the
use of supplementary aids and services cannot be achieved
satisfactorily.
(20 U.S.C., Sec. 1412 [a] [5])](https://image.slidesharecdn.com/fullinclusion-160205142302/85/Full-inclusion-Special-Education-4-320.jpg)
Full inclusion - Special Education
- 1. By: Elen B. Sim
- 2. Mainstreaming Social and instructional integration of students with disabilities into educational programs whose primary purpose is to serve typically developing individuals (Gargiulo & Metcalf, 2010).
- 3. Mainstreaming Placement of students with disabilities – often part-time – into general class settings (Mastropieri & Scruggs, 2000).
- 4. Least Restrictive Environment To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, [will be] educated with children who are not disabled, and that special classes, separate schooling or other removal of children with disabilities from the regular educational environment [may occur] only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. (20 U.S.C., Sec. 1412 [a] [5])
- 5. Least Restrictive Environment IDEA requires that every student with disabilities be educated in environments as close as possible to the general education classroom setting. It is not a place but a concept.
- 6. Segregated Least Restrictive Environment Full Inclusion Evolution of Placement Options for Children with Disabilities
- 7. Inclusion - A philosophy in education that includes students with disabilities as valued members of the school community (McLeskey, Rosenberg & Westling, 2010).
- 8. Inclusion - Educating students with disabilities in regular classrooms (Heward, 2006).
- 9. Inclusion Students with disabilities are served primarily in the general education classroom, under the responsibility of the general classroom teacher (Mastropieri & Scruggs, 2000).
- 10. Full Inclusion All children with disabilities should be taught exclusively (with appropriate support) in general education classrooms at neighborhood schools – that is, in the same school and age/grade appropriate classrooms they would attend if they were not disabled (Gargiulo & Metcalf, 2010).
- 12. Key Elements of Full Inclusion Models “Homeschool” attendance. Defined as the local school the child would attend if not disabled.
- 13. Key Elements of Full Inclusion Models Natural proportion at the school site. The percentage of children with special needs is in proportion to the percentage of pupil with exceptionalities.
- 14. Key Elements of Full Inclusion Models Zero rejection. All students are accepted at the local school, including those with severe impairments; pupils are not screened out or grouped separately because of their disability.
- 15. Key Elements of Full Inclusion Models Age/grade-appropriate placement. A full-inclusion model calls for serving children with special needs in general education classrooms according to their chronological age rather than basing services on the child’s academic ability or mental age.
- 16. Site-based management or coordination. Recent trends in school organizational reform suggest a movement away from central office administration for sped programs to one where the building principal (or other administrator) plays a large role in planning and administering programs for all children in the school. Key Elements of Full Inclusion Models
- 17. Use of cooperative learning and peer instructional models. Instructional practices that involve children learning in a cooperative manner rather than in a competitive fashion and using students to Key Elements of Full Inclusion Models
- 18. assist in the instruction of classmates with disabilities can be effective strategies integrating exceptional learners in the general education classroom. Key Elements of Full Inclusion Models
- 19. Conceptualization of Integration, Mainstreaming and Inclusion NORMALIZATION Integration Mainstreaming Inclusion Placement in the regular class in one or more subjects/activities Provisions of interaction with regular children, with the SPED class remaining as the child’s station May include: Tutorial and other learning- assistance programs May involve ancillary and/or auxiliary services Placement in the regular class after fulfilling specific admission requirements Provisions of interaction with regular children, with the regular class as the child’s station May include: • Shadow teaching in the regular class • pull-out provision for one-on-one • individualization in the special class May involve ancillary and/or auxiliary services Placement in the regular class on the basis of age regardless of background, disability and its degree of severity No pull-out No shadow teaching May involve auxiliary services outside school and/or ancillary services after class sessions Individualization within the class without pullout Individualization within or outside the class
- 20. Components of Inclusion A. PREPARATION PHASE • Policies • Eligibility Guidelines • Physical Structure: Equipment, Facilities, Lighting, Ventilation, Seating Arrangement • Staff Preparation • Parent Preparation • Regular Children Preparation • Curricular and Instructional Preparation
- 21. Components of Inclusion B. IMPLEMENTATION PHASE • Instructional Individualization • Collaboration with Parents • Networking with Support-Service Givers • Materials Production/Technology Utilization • Child Program Management
- 22. Components of Inclusion C. EVALUATION AND SUSTENANCE PHASE • Continuous – Progression Scheme • Evaluation in Relation to Criterion-Referenced Teaching • Multidisciplinary Team Evaluation • Collaboration with the Community: NGOs and GOs • Family Commitment • Transition
- 23. Teaching Strategies in Inclusive Settings P rioritize objectives.
- 24. Teaching Strategies in Inclusive Settings A dapt instruction, materials, or the environment.
- 25. Teaching Strategies in Inclusive Settings S ystematic instruction variables duringUse instruction.
- 26. Teaching Strategies in Inclusive Settings S ystematic evaluation procedures.Implement
- 27. Continuum of educational services for Students with disabilities
- 30. Best Practices for Staff in Inclusive and Community Settings Focus on discerning the differences between students with severe disabilities and their able-bodied peers Instruction across environments with a variety of “teachers” Structured, sustained interactions Participation in a variety of age-appropriate activities A functional life skills curriculum Teaching in natural contexts
- 31. An integrated teaching model, in which teachers, parents and therapists work together to determine basic school needs A commitment to work and independent living in the future Additional best practices are: Collaboration among teachers Diversity of all students Celebration of diversity Standards success for all students bring together the goals of general and special education