Inclusion Models
- 1. INCLUSION MODELS BY: DR. DANIYAL MUSHTAQ
- 2. UNITE-4 COURSE OUT LINE 1. INTERVENTIONAL PROGRAMS FOR STUDENTS IN SPECIAL CLASS SETTINGS 2. SPECIAL CLASS APPROACH 3. RESOURCE ROOM MODEL 4. REGULAR EDUCATIONAL INITIATIVES 5. INCLUSION
- 3. OBJECTIVE OF THE STUDY After studying this topic you will be able to: 1. Recognize the difference among various approaches to provide special education needs children (SENC). 2. Discover the unique features of various educational service delivery models for SENC. 3. Adapt instructional and interventional programs appropriate for SENC. 4. Collaborate in decision making for suitable educational program for SENC. 5. Participate in diverse instructional models to teach SENC.
- 4. 1. INTERVENTIONAL PROGRAMS FOR STUDENTS IN SPECIAL CLASS SETTINGS 1.1 IDENTIFYING STUDENT’S SPECIAL NEEDS 1.2 DETERMINING ELIGIBILITY 1.3 IEP DEVELOPMENT 1.4 INTERVENTIONAL PROGRAMMES 1.5ANTECEDENT PROCEDURES 1.6 PRIMING 1.7 PROMPT DELIVERY 1.8 PICTURE SCHEDULES
- 5. CONTINUED… 1.9 SELF-MANAGEMENT STRATEGIES 1.10 PEER-MEDIATED INTERVENTIONS 1.11 UTILIZING PEER SUPPORTS 1.12 COOPERATIVE LEARNING 1.13 MULTI-COMPONENT INTERVENTIONS 1.14 ASSISTIVE TECHNOLOGY 1.15 THE USE OF MANIPULATIVE
- 6. INTERVENTIONAL PROGRAMS FOR STUDENTS IN SPECIAL CLASS SETTINGS 1.1 IDENTIFYING STUDENT’S SPECIAL NEEDS You must know that some children are easily identified as candidates for special needs from their medical history. They may have been diagnosed with a genetic condition that is associated with mental retardation, may have various forms of brain damage, may have a developmental disorder, may have visual or hearing disabilities, or other disabilities. Always identified special students needs firstly.
- 7. 1.2 DETERMINING ELIGIBILITY After a student's evaluation, the IEP team must make a determination of that student's eligibility for special education services. The parents, as a member of the IEP team, participates in making the eligibility determination. In making this determination, the IEP team must find that the student has an identified disability and, by reason of the disability, needs special education services. 1.3 IEP DEVELOPMENT Special education programs need to be individualized so that they address the unique combination of needs in a given student. In the united states, canada, and the uk, educational professionals used the abbreviation iep when referring to a student’s individualized education plan.
- 8. 1.4 INTERVENTIONAL PROGRAMMES Teaching in an inclusive classroom requires modifying, not changing, the basic instructional processes to fit individual characteristics and needs for interventional programme . These basic instructional processes include: • developing behavioral objectives, • curricular-based assessment procedures, • task analysis, • the arrangement of antecedents and consequences • and open education/discovery learning methods
- 9. 1.5 ANTECEDENT PROCEDURES (Preventive strategies to reduce occurrence of problem behaviour) • By modifying discriminative stimuli for both appropriate and inappropriate behavior, procedures can be designed to prevent and reduce challenging behavior. One very positive aspect of antecedent procedures is that they are practical. Since the interventional strategies involve altering routines or environments, they address behavior prior to its occurrence. Antecedent procedures that have been used for students with autism in general education classrooms include priming, delivery, and picture 1.6 PRIMING • Priming, or pre-practice, has been documented as an effective classroom intervention for with special needs. Priming consists of previewing information or activities that child is likely to have difficulties with before the child actually engages in that activity re scheduling.
- 10. • 1.7 PROMPT DELIVERY • Prompting strategies have been successful in facilitating the inclusion of students with SENS supplement the general instructional routine. • Using various prompting strategies is in facilitating the inclusion of students when these students do not respond to instructions delivered in general education classrooms. • A prompts could be like holding finger and guiding etc.
- 11. • 1.8 PICTURE SCHEDULES Picture schedules are often used as a strategy for increasing picture schedules can serve as effective cues alerting students with SENS to upcoming changes in activities. • 1.9 SELF-MANAGEMENT STRATEGY This strategy appears ideal for use in inclusive classroom settings, the student has increased opportunity to interact with classmates without the potential stigma of having a one-on-one aid.
- 12. 1.10 PEER-MEDIATED INTERVENTIONS Due to common deficiencies in the social relationships and learning in children with needs, peer-mediated interventions have been advocated as potentially useful approaches for facilitating the participation of children with SENS in general education classrooms. PEER TUTORING: Peer tutoring consists of pairing two students together to work on any strategy, with one student providing assistance, instruction, and feedback to other.
- 13. 1.11 UTILIZING PEER SUPPORTS Children get influenced by the comments and behavior of their class fellows. They can be encouraged and discouraged by positive and negative remarks of their fellows. 1.12 COOPERATIVE LEARNING • Cooperative learning is a method of instruction that has students working together in groups, usually with the goal of completing a specific task. This method can help students develop leadership skills and the ability to work with others as a team. • Positive growth in student achievement • Improved relations among different student groups • Leadership qualities as team and teammates
- 14. 1.13 MULTI-COMPONENT INTERVENTIONS • Multicomponent interventions approach is a comprehensive behavioral support plan that contains multiple strategies to address problem behaviors in settings where problem behaviors occur. 1.14 ASSISTIVE TECHNOLOGY Assistive technology augments the learning process. Some SENC feel helpless to perform literacy, social and other classroom activities in inclusion, the assistive technology can be used as an aid or alternative.
- 15. • 1.15 THE USE OF MANIPULATIVE The SENC show a great benefit from a carefully Structured, active approach to learning. Students learn more when they perform practically Student understanding and performance results increase when abstract concepts are tied to concrete models, or manipulative.
- 16. SPECIAL CLASS APPROACH 2.1 SPECIAL SCHOOLS 2.2 MAINSTREAMING 2.3 SEGREGATION 2.4 SPECIAL EDUCATION NEEDS AND SCHOOL 2.5 STEP-BY-STEPAPPROACH 2.6 INDIVIDUAL EDUCATION PLAN IN SPECIAL CLASS. 2.7 DECREASED PROGRESS OF THE CHILD 2.8 SPECIAL CLASSES 2.8.1 SPECIAL CLASS SERVICES 2.8.2 CURRICULUM 2.8.3 FUNCTIONAL GROUPING 2.8.4 TO RECOMMEND SPECIAL CLASS SERVICES 2.8.5 SPECIAL CLASS MAXIMUM SIZES AND STAFF RATIOS
- 17. 2. SPECIAL CLASS APPROACH • 2.1 SPECIAL SCHOOLS Special schools provide individualized education, addressing specific needs. Special schools may be specifically designed, staffed and resourced to provide the appropriate special education for children with additional needs. Students attending special schools generally do not attend any classes in mainstream schools. • 2.2 MAINSTREAMING Mainstreaming is the placement of a special class student with a disability in the general education classroom with age appropriate peers for those areas of instruction in which the student's academic and behavioral performance is within the range of his or her non disabled peers and is not impacted by his or her disability
- 18. 2.3 SEGREGATION • A separate classroom or special school exclusively for SENS: • In this model students with special needs spend no time in classes with non-disabled students. • Segregated students may attend the same school where regular classes are provided, but spend all instructional time exclusively in a separate classroom for students with special need.
- 19. • 2.4 SPECIAL EDUCATIONAL NEEDS AND SCHOOLS • In special class approach schools and early education settings place great importance on identifying SENS so they can help the child as early as possible. • 2.5 STEP-BY-STEPAPPROACH • Children learn in different ways, and can have different levels or kinds of SENS. So if the child has SENS, their school will increasingly, step by step, bring in specialist expertise to help with the difficulties they may have. • A different way of teaching certain things • Some extra help from an adult • Using particular equipment like a computer or special desk
- 20. • 2.6 INDIVIDUAL EDUCATION PLAN IN SPECIAL CLASS Your child's teacher is responsible for working with your child on a day-to-day basis. However, they may decide to write down the actions of help for your child in individual education plan in special class • 2.7 DECREASED PROGRESS OF THE CHILD If a child does not make enough progress under school action, their teacher should contact parents. The teacher can advise parents to ask for advice from other people outside the school. These could include a specialist teacher or a speech and language therapist. This kind of extra help is called school action plus.
- 21. 2.8 SPECIAL CLASSES A special class is arranged by grouping of students with disabilities because of same individual requirements so that they can get particularly planned lessons. In special classes, the content, methodology, or techniques of teaching is adapted, as suitable to the student’s individual needs. 2.8.1 TO RECOMMEND SPECIAL CLASS SERVICES The IEP team must document why the general education classroom with supplementary aids and services would not meet the special student's needs 2.8.2 CURRICULUM Modified 2.8.3 FUNCTIONAL GROUPING the grouping is based on students for special classes by similarity of needs, the levels of knowledge and development in subject and skill areas. 2.8.5 SPECIAL CLASS MAXIMUM SIZES AND STAFFING RATIOS Special class maximum sizes may range from six to 15.
- 22. 3. RESOURCE ROOM MODEL • 3.1 A RESOURCE ROOM • 3.2 RESOURCE ROOM STAFF • 3.3 RATIONALE • 3.4 LEARNING ACTIVITIES FOR THE RESOURCE ROOM • 3.5 TEACHER’S ROLE
- 23. 3. RESOURCE ROOM MODEL 3.1 A RESOURCE ROOM • Resource room is a separate special education classroom in a regular school where some students with educational disabilities, such as specific learning disabilities.. • Receive direct, • Specialized instruction • academic remediation • Assistance with homework and • Related assignments as individuals or in small groups.
- 24. 3.2 RESOURCE ROOM STAFF Resource rooms are classrooms where a special education teacher instructs and assists students identified with a disability. These classrooms are staffed by special education teachers and sometimes paraprofessional like teacher assistants . Special education teachers in a resource room focus on particular goals as mandated by an Individualized Education Program and remediate general education curriculum.
- 25. 3.4 LEARNING ACTIVITIES FOR THE RESOURCE ROOM Learning activities for the resource room These activities are for students who "don't have nothing'" or are "going to study.“ On just how much a SENS requires the activities of the resource room are designed and structured. a. Learn to study. b. Practice basic skills. c. Learn something else of interest. d. Learn to keyboard. e. Learn from commercial comprehension materials. f. Learning materials for the resource room student dictionary g. Time allocation to resource room
- 26. 3.5 TEACHER'S ROLE • Teachers in the resource room have a challenging role as they need to design all instruction to meet the specific needs of the students they service to maximize their learning potential. • The resource room teacher’s work closely with the child's regular classroom teacher and the parents to ensure support is indeed helping the student to reach • Their full potential. • The teacher follows the IEP and will take part in the iep review meetings. The teacher will also work very closely with other professionals and para professionals to support the specific student.
- 27. REGULAR EDUCATIONAL INITIATIVES • 4.1 IEP IN REI • 4.2 TEACHER’S ATTITUDE IN MAINSTREAM SCHOOL • 4.3 COLLABORATION MODELS – THE LEAD TEACHERS MODEL
- 28. 4. REGULAR EDUCATION INITIATIVES • 4.1 IEP(INDIVIDUALIZED ED. PLAN) IN REI(REGULAR ED. INITIATIVES) Foremost is the determination of the needs of the child. Who, do you think, will determine what are student’s strengths and weaknesses and what are his needs? Central to the concept of special education is the idea that the individual education planning team(iept) will collaboratively determine the special and general education services a student needs, based on the goals and objectives developed for him or her.
- 29. 4.2 TEACHERS’ ATTITUDE IN MAINSTREAM SCHOOL The attitudes and abilities of the general classroom teachers regarding mainstreaming, inclusion, and the regular education initiative are of utmost importance. To implement and gain success in REI MODEL an attitudinal and methodological change is required. According to many educationists the teacher's attitude toward youngsters with disabilities is a key factor in the success or failure of a REI
- 30. 4.3 COLLABORATION MODELS - You might find some overlapping among the various models of inclusion but they all aim to teach students with special needs in least restrictive environment. In the LEAD TEACHER MODEL SENC are taught in a classroom with two teachers. i. Resource services, or alternative collaborative setting: The SENC is kept in the mainstream class and the teachers, the one from resource room and classroom teachers keep discussing and communicating to ensure that the SENS program includes appropriate instruction ii. Collaboration models - team teaching This involves both teachers simultaneously working jointly to teach a classroom of students. iii. Consultation models of collaboration: Major role and instructional adaptations are taken by the teacher of the classroom as per direction of the special education teacher.
- 31. 5. INCLUSION • Model of intervention in regular education is the inclusion model; students with special needs spend most or all of their time with non-disabled students. INCLUSION HAS THREE SUB-TYPES: • Regular inclusion/partial inclusion • Full inclusion • Reverse inclusion
- 32. 5.1 ALTERNATIVES Students with disabilities who are not included are typically either mainstreamed or segregated. A mainstreamed student attends some general education classes, typically for less than half the day, and often for less academically rigorous classes. 5.2 WHY INCLUSION A question arises in mind that is why do we need to educate a special child in an inclusive environment? How does inclusion affect special child’s development? For children with special needs, an inclusive education program provides belonging, acceptance and developmentally appropriate practices.
- 33. 5.2.1 ATTRIBUTES OF AN INCLUSIVE ENVIRONMENT: Inclusive education caters educational, psychological and social requirement of a SENS, therefore the schools running this program should be careful about the specificities of the inclusive environment. 5.2.2 METHODS TO ENHANCE INCLUSION OF STUDENTS WITH SPECIAL NEEDS Use different methods to enhance inclusion of students with special needs. Inclusion is an attitude and a value system that promotes the basic right of all students to receive appropriate and quality educational programming and services in the company of their peers. Inclusion is not a special education issue. It is about developing a supportive schools and fostering high achievement for all staff and all students.
- 34. 5.2.3 DEVELOP UNDERSTANDING OF INCLUSION While special education teachers are familiar with the concept of inclusion, many general education teachers are less familiar with it. If inclusion is viewed as a special education issue and concern the goal of inclusion cannot be attained. The tendency to view inclusion as a special education issue is not strange. I . CREATING INCLUSIVE CULTURES Everyone is made to feel welcome Students help each other Staff collaborate with each other Staff and students treat one another with respect There is a partnership between staff and parents/caregivers Staff and administrators work well together The local community is involved in the school
- 35. II. DEVELOPING THE SCHOOL FOR ALL • All new staff are helped to settle into the school • The school seeks to admit all students from its locality. • The school makes its buildings physically accessible to all people • All new students are helped to settle into the school • The school arranges teaching groups so that all students are valued
- 36. III. ORGANIZING SUPPORT FOR DIVERSITY • All forms of support are coordinated • Staff development activities help staff respond to student diversity • “Special educational needs” policies are inclusion policies • Support for those learning English as a second language is coordinated with • Learning support • Behavior support policies are linked to curriculum development and learning • Support policies • Pressures for disciplinary exclusion are decreased • Barriers to attendance are reduced • Bullying is minimized
- 37. ORCHESTRATING LEARNING • Teaching is planned with the learning of all students in mind • Lessons encourage the participation of all students • Lessons develop an understanding of difference • Students are actively involved in their own learning • Students learn collaboratively • Assessment contributes to the achievement of all students • Classroom discipline is based on mutual respect • Teachers plan, teach and review in partnership • Teachers are concerned to support the learning and participation of all • Students • Teaching assistants support the learning and participation of all students • Homework contributes to the learning of all • All students take part in activities outside the classroom
- 38. THANK