I have cited sources as I have quoted them in each post, but here are some resources that influenced my thinking, although I didn't quote them directly.
Darling-Hammond, Linda. The Flat World and Education, How America's Commitment to Equity Will Determine Our Future. 2010.
Education Week Staff. Lesson of a Century, A Nation’s Schools Come of Age. 2000.
Skrtic, T. M. (1991, May). The special education paradox: Equity as the way to excellence. Harvard Educational Review, 61(2), 148-206.
Inclusion, The Pros and Cons. Retrieved June 1, 2011 from Welcome to SEDL: Advancing Research, Improving Education: www.SEDL.org.
Monday, June 27, 2011
Friday, June 24, 2011
Driving it Home
I'm sure by now, if you've read all my posts, that you are thinking "We need full inclusion in all classrooms!" If you aren't thinking that, then re-read my posts. Just kidding! =)
There are more studies and more expert opinions that all support inclusion and can probably better explain to you why it's so important that we give ALL kids an equal chance at education. I'm trying to state it clearly in my posts, but am the first to admit I'm not always eloquent. =)
This is a serious topic that I think we'll continue to debate, but I do hope that I have at least given you a different perspective or made you realize something that you didn't before.
There are more studies and more expert opinions that all support inclusion and can probably better explain to you why it's so important that we give ALL kids an equal chance at education. I'm trying to state it clearly in my posts, but am the first to admit I'm not always eloquent. =)
This is a serious topic that I think we'll continue to debate, but I do hope that I have at least given you a different perspective or made you realize something that you didn't before.
Thursday, June 23, 2011
Research Based Evidence
A study called "Does Inclusion Help Students: Perspectives from Regular Education and Students with Disabilities" was published in the Journal of the American Academy of Special Education Professionals (JAASEP).
The study found, and I quote:
This research focused on verifying the impacts of Inclusion on both students with disabilities (SWDs) and their Regular Ed classmates. High school students (n=364) within inclusive classes completed surveys reflecting their perceptions of the effectiveness of the learning environment and the attitudinal impacts of Inclusion. Results documented significant positive attitudinal and self-reported learning impacts of Inclusion for both SWDs and Regular Ed peers. SWDs reported higher self-concept, liking of school and teachers, and greater motivation to work and learn. Unexpectedly, Regular Ed student responses followed the same patterns, reflecting significantly higher attitudes across the board and perceived academic achievement, as well as higher tolerance for SWDs. The importance of anonymity for SWDs is discussed in light of significantly higher attitudinal ratings among Regular Ed students most aware of the presence of SWDs. Implications for the future of Inclusion are discussed.
Within the study, the authors quote, "Much research has focused on establishing the validity of the argument that Inclusion is beneficial to Students with Disabilities. Studies have shown that Students with Disabilities benefit socially with fewer negative labels, reduced stigma, and increased interaction with Regular Ed peers (Brady & Taylor, 1989; Huefner, 1988; Snyder, 1999; Wang & Birch, 1984)."
The study goes on to show that not only do student who receive special education services benefit greatly from inclusion, but students who don't receive services do as well. It creates an environment of acceptance and understanding where members of a diverse population work together. Sounds a lot like the real world doesn't it?
Works Cited
National Association of Special Education Teachers: Does inclusion Help Students: Perspectives from regular education and students with disabilities. Retrieved 23 June 2011 from Journal of the American Academy of Special Education Professionals (JAASEP). www.naset.org/777.0.html
The study found, and I quote:
This research focused on verifying the impacts of Inclusion on both students with disabilities (SWDs) and their Regular Ed classmates. High school students (n=364) within inclusive classes completed surveys reflecting their perceptions of the effectiveness of the learning environment and the attitudinal impacts of Inclusion. Results documented significant positive attitudinal and self-reported learning impacts of Inclusion for both SWDs and Regular Ed peers. SWDs reported higher self-concept, liking of school and teachers, and greater motivation to work and learn. Unexpectedly, Regular Ed student responses followed the same patterns, reflecting significantly higher attitudes across the board and perceived academic achievement, as well as higher tolerance for SWDs. The importance of anonymity for SWDs is discussed in light of significantly higher attitudinal ratings among Regular Ed students most aware of the presence of SWDs. Implications for the future of Inclusion are discussed.
Within the study, the authors quote, "Much research has focused on establishing the validity of the argument that Inclusion is beneficial to Students with Disabilities. Studies have shown that Students with Disabilities benefit socially with fewer negative labels, reduced stigma, and increased interaction with Regular Ed peers (Brady & Taylor, 1989; Huefner, 1988; Snyder, 1999; Wang & Birch, 1984)."
The study goes on to show that not only do student who receive special education services benefit greatly from inclusion, but students who don't receive services do as well. It creates an environment of acceptance and understanding where members of a diverse population work together. Sounds a lot like the real world doesn't it?
Works Cited
National Association of Special Education Teachers: Does inclusion Help Students: Perspectives from regular education and students with disabilities. Retrieved 23 June 2011 from Journal of the American Academy of Special Education Professionals (JAASEP). www.naset.org/777.0.html
What is inclusion?
I realized that I haven't defined this term yet. What am I even talking about? =)
There are many definitions of inclusion. Here is a definition from Wikipedia:
"Inclusion in education is an approach to educating students with special educational needs. Under the inclusion model, students with special needs spend most or all of their time with non-disabled students."
Merriam-Webster has four different definitions, two of which I think are relevant:
1) the act of including : the state of being included
and
2)the act or practice of including students with disabilities in regular school classes.
There are many synonyms for inclusion (mainstreaming, integration, normalization, least restrictive environment, deinstitutionalization, and regular education initiative). Some use these words interchangeably and some would argue that they all mean very different things.
The above definitions can be construed many different ways and we still argue today about what inclusion really means. What do you think inclusion means? How do you see it being used (or not) in your school?
Works Cited
Dictionary and Thesaurus - Meriam-Webster Online. Accessed 23 June 2011. www.meriam-webster.com
Wikipedia. Accessed 23 June 2011. www.wikipedia.org
There are many definitions of inclusion. Here is a definition from Wikipedia:
"Inclusion in education is an approach to educating students with special educational needs. Under the inclusion model, students with special needs spend most or all of their time with non-disabled students."
Merriam-Webster has four different definitions, two of which I think are relevant:
1) the act of including : the state of being included
and
2)the act or practice of including students with disabilities in regular school classes.
There are many synonyms for inclusion (mainstreaming, integration, normalization, least restrictive environment, deinstitutionalization, and regular education initiative). Some use these words interchangeably and some would argue that they all mean very different things.
The above definitions can be construed many different ways and we still argue today about what inclusion really means. What do you think inclusion means? How do you see it being used (or not) in your school?
Works Cited
Dictionary and Thesaurus - Meriam-Webster Online. Accessed 23 June 2011. www.meriam-webster.com
Wikipedia. Accessed 23 June 2011. www.wikipedia.org
Special Ed Services
I am worried from my last post, that some people think I may not support Special Education and that could not be further from the truth. I will be the first to tell you that I cannot support every single student in my class the way they need to be supported without help. It takes a village to raise a child and it takes more than one classroom teacher to guide a student toward becoming an involved, knowledgeable citizen.
Inclusion will only work if there are supports in the classroom. In my school, we have wonderful ed techs who come into the classroom and support students during our writing class. We are a small school with limited special ed support staff so I am fortunate to also have an amazing principal, who supports several students during our math class. It cannot be done alone, but it can be done together.
Inclusion will only work if there are supports in the classroom. In my school, we have wonderful ed techs who come into the classroom and support students during our writing class. We are a small school with limited special ed support staff so I am fortunate to also have an amazing principal, who supports several students during our math class. It cannot be done alone, but it can be done together.
Supporting Inclusion
There are so many reasons to include all children in the classroom and I'd like to point out a few:
* teachers who have only low-ability students have lower expectations
* segregated programs tend to have "watered-down" programs
* students in segregated programs tend not to have individualized programs
* students in segregated programs tend to stay in segregated programs
* most regular education teachers are willing and able to teach students with
disabilities
* the law supports inclusive practices
* Students will be able to develop the skills needed to communicate and work with
people with disabilities in their adulthood
When I started researching inclusion, I was shocked to find how many opponents there were. I assumed that everyone thought that children should be included with all other children. It seems so simple, right?
Well, here is what some opponents think:
* special education teachers have higher expectations for their students
* special education curricula are appropriate for their intended students
* individualization is more likely to occur in smaller classes with specialized
teachers than in the regular classroom
* regular teachers do not want special needs students in their classrooms
* students with disabilities have never been well-served in regular education, and there is nothing to indicate that teachers are any more able to deal with them now than they were previously
Because I do currently hold a teaching position, that I would very much like to keep, I will only make a few comments on the above list. I do want students with special needs in my classroom and with appropriate support I feel very confident I can meet their needs. With continued education classes that directly targets how to effectively teach everyone, I think all teachers would be effective at teaching in a full inclusion classroom. Teachers out there, what are your thoughts?
* teachers who have only low-ability students have lower expectations
* segregated programs tend to have "watered-down" programs
* students in segregated programs tend not to have individualized programs
* students in segregated programs tend to stay in segregated programs
* most regular education teachers are willing and able to teach students with
disabilities
* the law supports inclusive practices
* Students will be able to develop the skills needed to communicate and work with
people with disabilities in their adulthood
When I started researching inclusion, I was shocked to find how many opponents there were. I assumed that everyone thought that children should be included with all other children. It seems so simple, right?
Well, here is what some opponents think:
* special education teachers have higher expectations for their students
* special education curricula are appropriate for their intended students
* individualization is more likely to occur in smaller classes with specialized
teachers than in the regular classroom
* regular teachers do not want special needs students in their classrooms
* students with disabilities have never been well-served in regular education, and there is nothing to indicate that teachers are any more able to deal with them now than they were previously
Because I do currently hold a teaching position, that I would very much like to keep, I will only make a few comments on the above list. I do want students with special needs in my classroom and with appropriate support I feel very confident I can meet their needs. With continued education classes that directly targets how to effectively teach everyone, I think all teachers would be effective at teaching in a full inclusion classroom. Teachers out there, what are your thoughts?
Inclusion Today
In my last four posts we took a look at inclusion through several different lenses. We looked at the historical view of how inclusion has evolved and changed over time. I explained how the legal system has had an impact on inclusion through court cases and several different laws that have been enacted. In this post, I'd like to look more closely at the epistemology of social psychology.
This country was founded on the ideals of freedom and equality for opportunity. Yet, every day in schools, students are not given this. Students need to interact with other students of diversity to become global citizens. "The peoples of the world are one people, enriched by individual differences, united by the common bond of humanity." This is a statement directly from the Global Citizens Network website and I believe it whole-heartedly. This statement is not just talking about race or ethnicity, but ALL types of diversity, including special education needs, sex, religion, etc. Some argue that we should learn "tolerance", but I would argue that we need to learn acceptance. We're all individually different and that's what makes us unique.
Even opponents of inclusion agree that the philosophical and moral/ethical reasons for full inclusion are powerful. For instance, Lieberman points out that "the selling points for full integration are emotionally powerful. They do not lend themselves to be easily challenged ... The arguments speak in ideals for all humanity. Images are presented that show friendship, loyalty, togetherness, unity, helpfulness without monetary compensation, care-giving from the heart, building a society based on mutuality of interest. As my fellow man goes, so go I. Only a cynic would take this on." (p. 13)
I agree with Lieberman, educating students in a supportive environment that nurtures learning is hard to debate.
Works Cited
GCN Around the World | Global Citizens Network. Retrieved June 21, 2011 from Global Citizens Network: www.globalcitizens.org.
Inclusion, The Pros and Cons. Retrieved June 1, 2011 from Welcome to SEDL: Advancing Research, Improving Education: www.SEDL.org.
This country was founded on the ideals of freedom and equality for opportunity. Yet, every day in schools, students are not given this. Students need to interact with other students of diversity to become global citizens. "The peoples of the world are one people, enriched by individual differences, united by the common bond of humanity." This is a statement directly from the Global Citizens Network website and I believe it whole-heartedly. This statement is not just talking about race or ethnicity, but ALL types of diversity, including special education needs, sex, religion, etc. Some argue that we should learn "tolerance", but I would argue that we need to learn acceptance. We're all individually different and that's what makes us unique.
Even opponents of inclusion agree that the philosophical and moral/ethical reasons for full inclusion are powerful. For instance, Lieberman points out that "the selling points for full integration are emotionally powerful. They do not lend themselves to be easily challenged ... The arguments speak in ideals for all humanity. Images are presented that show friendship, loyalty, togetherness, unity, helpfulness without monetary compensation, care-giving from the heart, building a society based on mutuality of interest. As my fellow man goes, so go I. Only a cynic would take this on." (p. 13)
I agree with Lieberman, educating students in a supportive environment that nurtures learning is hard to debate.
Works Cited
GCN Around the World | Global Citizens Network. Retrieved June 21, 2011 from Global Citizens Network: www.globalcitizens.org.
Inclusion, The Pros and Cons. Retrieved June 1, 2011 from Welcome to SEDL: Advancing Research, Improving Education: www.SEDL.org.
Daniel RR vs State Board of Education, 1989
Daniel RR was a 6 year old boy who was identified for special ed with moderate retardation. He was developmentally like a 2 or 3 year old. He spent half his day in a Pre-K classroom and the other half in a special education classroom. The Pre-K teacher said he needed constant attention, so the school moved him to special ed all day.
His parents requested a hearing because they wanted him in the regular education classroom as much as possible. Because it was found that Daniel was receiving little to no educational benefit in the classroom, the court agreed with the school. The case was then taken to the District Court and they also agreed with the school.
Daniels' parents went to the Fifth Circuit Court of Appeals. The Court said there was a two-pronged test. The test asks two questions: Can education in the regular classroom, with the use of supplemental aids and services, be achieved satisfactorily?
If it cannot, has the school mainstreamed the child to the maximum extent appropriate?
The Fifth Circuit Court of Appeals agreed with the prior decisions based on IDEA because they answered the first question of the two-pronged test, no.
Obviously, I haven't given you all the information, but what do you think? Did the Pre-K teacher try hard enough? Could the school have provided supplemental aides and services so that Daniel could be successful in the Pre-K classroom?
Works Cited
Daniel R. R. v. State Board of Education, 874 F.2d 1036 (5th Cir. 1989).
His parents requested a hearing because they wanted him in the regular education classroom as much as possible. Because it was found that Daniel was receiving little to no educational benefit in the classroom, the court agreed with the school. The case was then taken to the District Court and they also agreed with the school.
Daniels' parents went to the Fifth Circuit Court of Appeals. The Court said there was a two-pronged test. The test asks two questions: Can education in the regular classroom, with the use of supplemental aids and services, be achieved satisfactorily?
If it cannot, has the school mainstreamed the child to the maximum extent appropriate?
The Fifth Circuit Court of Appeals agreed with the prior decisions based on IDEA because they answered the first question of the two-pronged test, no.
Obviously, I haven't given you all the information, but what do you think? Did the Pre-K teacher try hard enough? Could the school have provided supplemental aides and services so that Daniel could be successful in the Pre-K classroom?
Works Cited
Daniel R. R. v. State Board of Education, 874 F.2d 1036 (5th Cir. 1989).
Mainstreaming
With the passing of the Education for all handicapped Children Act in 1975, schools began experimenting with mainstreaming. This meant students were placed in a regular education classroom. The next step was actual inclusion- not just placed there, but engaged. This act later became IDEA (Individuals with Disabilities Education Act 1991).
Because students needed to be engaged, resource rooms and self-contained classrooms came about. I would argue this is not inclusion. Students who are not in a regular education classroom are not being included.
The Regular Education Initiative of 1986 was proposed by Madeleine Will, then-Assistant Secretary for the Office of Special Education and Rehabilitative Services. She had concerns about unintended negative effects of special ed pull-outs. She suggested mainstreaming into the regular education setting.
Because students needed to be engaged, resource rooms and self-contained classrooms came about. I would argue this is not inclusion. Students who are not in a regular education classroom are not being included.
The Regular Education Initiative of 1986 was proposed by Madeleine Will, then-Assistant Secretary for the Office of Special Education and Rehabilitative Services. She had concerns about unintended negative effects of special ed pull-outs. She suggested mainstreaming into the regular education setting.
Historical Context
I don't want to bore you with too much history, but I think it's important that we know where we've been, so we can know where we're going and not make the same mistakes twice.
In the 1800s there were no educational services for people with disabilities. They were housed in residential facilities or asylums. In the early 1900s students with mental retardation were included in schools, but mandated to be in a separate classroom.
It wasn't until the 1950s and 1960s that inclusion really became a civil rights issue. The Education of Mentally Retarded Children Act of 1958 was the first federal law addressing special education. It provided funding for training of teachers for mentally retarded children.
Later, the Elementary and Secondary Education Act, passed in 1965, provided funding to improve the education of disadvantaged children, including disabled students.
Things continued to improve with the passing of the Education for all Handicapped Children Act in 1975, that mandated that all children, regardless of disability, had the right to a free, appropriate education in the least restrictive environment.
This last act finally had the idea that all students should be in the classroom learning together.
As you can see, we have slowly been moving toward an inclusive education for all.
In the 1800s there were no educational services for people with disabilities. They were housed in residential facilities or asylums. In the early 1900s students with mental retardation were included in schools, but mandated to be in a separate classroom.
It wasn't until the 1950s and 1960s that inclusion really became a civil rights issue. The Education of Mentally Retarded Children Act of 1958 was the first federal law addressing special education. It provided funding for training of teachers for mentally retarded children.
Later, the Elementary and Secondary Education Act, passed in 1965, provided funding to improve the education of disadvantaged children, including disabled students.
Things continued to improve with the passing of the Education for all Handicapped Children Act in 1975, that mandated that all children, regardless of disability, had the right to a free, appropriate education in the least restrictive environment.
This last act finally had the idea that all students should be in the classroom learning together.
As you can see, we have slowly been moving toward an inclusive education for all.
I'm not going to lie...
I started this blog as an assignment for a graduate level class I'm taking, however, everything I write on this is truly what I believe and how I feel. Inclusion is a huge topic that has been debated since schools started. Please comment on any of my posts (it'll help my grade!) and ask any questions. My disclaimer is that by no means do I think I am the expert. I have taught in a rural town in Maine for two years (grades 3 &4). I welcome feedback and other opinions.
I firmly believe that inclusion is the best way to educate children. Through this blog I will give the historical context, the underlying epistemologies, the reasons for my argument and use data and evidence to prove why I believe inclusion is so important.
I firmly believe that inclusion is the best way to educate children. Through this blog I will give the historical context, the underlying epistemologies, the reasons for my argument and use data and evidence to prove why I believe inclusion is so important.
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