Overview of Inclusive Education
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This document provides an overview of inclusive education presented by Daniel Close from the University of Oregon. It is organized into three modules that define inclusive education, discuss its principles and values, and describe different types of disabilities. The first module defines inclusive education as including all children in schools regardless of ability and discusses the values of having a welcoming attitude, family involvement, and never giving up on children. The second module outlines principles of using real life experiences, setting realistic goals, and being a good communicator. The third module will describe types of disabilities found in children.
Overview of Inclusive Education
- 1. Overview of Inclusive Education Daniel W. Close, Ph.D. University of Oregon June 2015 1 University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ Overview of Inclusive Education
- 2. How the Presentation is Organized • This Overview of Inclusive Education is organized into three distinct modules • Module 1: Basic definitions, case studies, and values of Inclusive Education • Module 2: Principles of Inclusive Education, including basic teaching strategies • Module 3: Types of disabilities found in children University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 2
- 3. Module 1 Definitions, Introductions, Case Examples and Values of Inclusive Education University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 3
- 4. What is Inclusive Education? • Inclusive Education refers to a set of principles, values and practices which involve social change in schools and communities. • Inclusive Education changes schools by including children who have previously been excluded from school. University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 4
- 5. The Inclusive Education Team from the University of Oregon • Daniel W. Close, Ph.D., Associate Professor in the College of Education • Valerie T. Close, M.A., Co-Director of the Early Childhood CARES Program in the College of Education • Marisa Silver, Ed.D. Curriculum Director, College of Education, Teacher, Springfield School District • Kirsten Haugen, M.A. Special Educator and Technology Consultant, College of Education • MaryAnn Winter-Messier, Ph.D., Assistant Professor in the College of EducationUniversity of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 5
- 6. Daniel W. Close, Ph.D. • Dr. Dan Close, Associate Professor and Director of the Family and Human Services Program in the College of Education at the University of Oregon. • I currently teach undergraduate and graduate courses on Inclusive Education, with an emphasis on developmental disabilities. • My work on Inclusive Education includes projects in Ukraine, India, Laos, and Bangladesh. University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 6
- 7. The University of Oregon • The College of Education Mission: Making educational and social systems work for all—by strengthening the capacity of community and education agencies to design, provide and evaluate individual learning in Oregon and throughout the world. • The College of Education’s Special Education Program has been ranked #3 in the nation for 12 years in a row University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 7
- 8. Small Group Activity • Think about a child with a disability in your school or community. • How has the family been treated by school and community leaders? • How can this child and family be welcomed by the school? • What would the school and community need to do to include the child into the school? University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 8
- 9. Definition of Inclusive Education • Inclusive Education means schools accommodate all children regardless of their abilities or disabilities. • This should include: street and working children, children from remote or nomadic populations, children from linguistic, ethnic or cultural minorities and children from other disadvantaged or marginalized areas or groups. – UNESCO, 2003: p. 4 University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 9
- 10. Values of Inclusive Education • A welcoming attitude • Family involvement • Be patient, never give up on a child University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 10
- 11. A Welcoming Attitude (1) • Make the school environment pleasant. Keep all areas clean and safe. • Be a positive and energetic role model, setting the tone for the school. Smile, be engaging and friendly to everyone. • A welcoming attitude often begins with the leaders of the school. • Offer an open-door policy. Be friendly to all families who come to visit. University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 11
- 12. A Welcoming Attitude (2) • Praise and compliment the family as often as possible. Positive recognition helps people feel good about themselves and encourages positive actions. • Solve problems quickly when they arise. Ask questions so you understand the situation and work out a fair solution that will benefit everyone. • Provide families with food from time to time. Even if you just have a small meal for families every other month, these gestures help families feel important. University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 12
- 13. Family and Parent Involvement • Students learn best when their families and educators work together. • Families are children’s first and best teachers, and bring special knowledge and expertise, which should be encouraged and respected. • Many families need assistance to become successful and effective participants in the process. University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 13
- 14. Obstacles to Family Involvement Discuss with a partner: • What are some obstacles to family involvement in Inclusive Education? • What are some practical obstacles for getting teachers and families more involved in schools? • What can the Inclusive Education project do to help facilitate family involvement? University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 14
- 15. Be Patient, Never Give Up on a Child • Many children will not understand how to do something on the first try • They may need help to perform a task. • They may need practice to maintain the skills they have learned. • Teachers need to remember this and never give up on a child who does not learn quickly. University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 15
- 16. Module 2 Principles of Inclusive Education, including basic strategies for teaching children in inclusive settings University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 16
- 17. Principles of Inclusive Education • Use Real Life Experiences • Set Realistic Goals for Each Child • Be a Good Communicator University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 17
- 18. Use Real Life Experiences • Many children have difficultly solving problems in their heads. • It is often better to learn in a “real” situation. • It is best to use real objects and activities in the actual setting to assist with a task. University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 18
- 19. Small Group Activity • What are some of the “real life” experiences that children deal with in their daily lives? • How can you incorporate these real life experiences into a learning activity in the classroom? University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 19
- 20. Be a Good Communicator • All communication is meaningful. • Communication skills are needed for all people to build relationships, express what they want or need, participate in learning, and become more independent. • When a child’s communication is not understood or “listened to,” they become isolated, ill, and/or have tantrums. University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 20
- 21. Good Communication Skills (1) To communicate more effectively, teachers need to: • Consider the child’s communication strengths (e.g. reading lips) and environmental factors (e.g. loud noises in the room). • Use words the child understands. • Engage the child to communicate during daily activities (e.g. meals, when working or playing with other children, etc…). University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 21
- 22. Good Communication Skills (2) • Do not assume that because a child does not speak using words, they cannot hear or understand. • Speak clearly. • Be a good listener. • Always try to understand the child. University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 22
- 23. Module 3 Types of Disabilities Found in Children University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 23
- 24. Types of Disabilities in Children • Intellectual Disability • Cerebral Palsy • Autism Other typical disabilities include: • Epilepsy • Blindness • Deafness (We will not address these in this workshop.) University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 24
- 25. Intellectual Disability • Intellectual Disability means that the student has limitations in learning, communication, daily living skills and social skills. • Children with Intellectual Disability can learn but need teachers to organize lessons as simply as possible. • This disability used to be called Mental Retardation, but this term is no longer used. University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 25
- 26. Teaching Techniques For Children with Intellectual Disability: • Organize learning activities so that the student is more likely to do well. • Divide tasks into small, manageable steps to increase the likelihood of success. • Give encouragement for any attempt and all progress. The encouragement should be specifically about the task (e.g. “Great job of drinking from your cup.”) University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 26
- 27. Small Group Activity Let’s Practice Breaking Tasks into Smaller Steps: • Pair up with your neighbor • Take three tasks, one from dressing, one from eating, and one from personal hygiene • Break the tasks into teachable steps for a child with intellectual disability University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 27
- 28. Cerebral Palsy (1) • Cerebral Palsy (“CP”) is a condition affecting body movement and muscle coordination. • CP is caused by damage to the brain, before, during, or shortly after birth; or during infancy. • Many children with CP have normal intelligence. University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 28
- 29. Cerebral Palsy (2) • Children with CP often have uncontrolled movements affecting the hands, feet, arms, or legs and, in some cases, the muscles of the face and tongue. • The movements often increase during emotional stress and disappear during sleep. • Children with CP may also have problems coordinating the muscle movements needed for speech. University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 29
- 30. Autism • No known factors in the psychological environment of a child have been shown to cause autism. • Although autism is a lifelong developmental disability, it is treatable. • Early diagnosis and appropriate intervention are extremely important. University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 30
- 31. Characteristics of Autism (1) • Some children with autism do not share information or feelings. • Some children with autism do not know how to engage in simple social interactions. • There is often a delay in or a lack of development of spoken language. • Many children with autism do develop speech. University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 31
- 32. Characteristics of Autism (2) • Children with autism may have difficulty understanding non-verbal communication (e.g. body language, facial expressions, and frequent eye contact). • Some children with autism have a restricted range of interest, or periods of sustained activity (i.e. rocking, picking, flapping, etc…), • Some children resist changes in daily activities, or have unusual attachments to specific objects. University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 32
- 33. Thank you • Are there any questions? • Thank you for your attention to this presentation University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 33