Week Nine: Inclusive Education in Elementary Schools

1. Week Nine:Inclusive Education in Elementary Schools April 10, 2007 A-117: Implementing Inclusive Education Harvard Graduate School of Education Dr. Thomas Hehir

2. A117 Hermeneutic SCHOOL CLASSROOM CHILD

3. From Nolet & McLauglin – 1st Edition

4. Executive Processes • Regulation of thinking processes, behavior, and performance • How and when to use strategies • Rehearsal • Elaboration • Graphic Organizers • Comprehension Monitoring Senses Attention/ Recognition Sensory Memory Very limited capacity, Visual .5 seconds, Auditory 3 seconds Working Memory Temporary holdings 7 units, 10-20 seconds Stimuli from External Environment Long Term Memory Encoding and retrieval Storage Retrieval • Distributive Practice • Scaffolding • Multiple means of presentation • - Repetition • Sub-vocalization • Chunking • Strategies • Multiple means of presentations • Focus queues

5. Affective Network Executive Processes Strategic Networks Senses Sensory Memory Long Term Memory Stimuli from External Environment Working Memory Storage Retrieval Recognition Networks

6. From Nolet & McLauglin – 1st Edition (Lack of fluency interferes)

7. Activity Using figure 3.1 in Nolet and McLaughlin, consider the relevance of this model and the concept of access to the curriculum for the following children for in-class discussion: • A third grader with significant emotional disturbance with grade level skills. • A tenth grader who is blind, a Braille reader with grade level skills. • A sixth grader with dyslexia who reads independently at the third grade level • An eleventh grade student with mild mental retardation and forth grade level skills • An eighth grader who is deaf, fluent in ASL, reading English with comprehension at the fourth grade level.

8. From Nolet & McLauglin – Chapter 3 • Organize the information you want your students to learn before you teach it. • Provide direct assistance to help students activate prior knowledge already stored in long-term memory. • Help students make links between old and new information. • Incorporate elaboration tactics into your instruction.

9. From Nolet & McLauglin – Chapter 3 Classroom Strategies to Improve Transfer • Provide opportunities for students to practice skills and apply knowledge in a variety of contexts. • Systematically vary types of examples from near to far transfer. • Model strategies that show how previously learned information can be used in a new situation. • Provide cues in situations where students are required to transfer previously learned information.

10. Accommodations & Modifications “A dyslexic needs extra time the same way a diabetic needs insulin” (Shaywitz 2003) Accommodations: • Alternative acquisition modes • Alternative response modes • Content enhancements Modifications:

11. Universal Design (Classroom Level) • Multiple means of representation • Multiple means of expression • Flexible means of engagement

12. The School Level

13. Towards Ending Ableism in EducationThe Promise of Universal Design • Universal Design and reading • Universally designed preschool and kindergarten options • Universally designed early reading programs and disability identification • Universal Design and learning • Universally designed support for positive behavior • Universal Design and school organization

14. Students with Disabilities and Standards-Based Reform • Start early • Curriculum modification should be a last resort • Accommodations on tests should mirror instructional accommodations • Time devoted to learning may need to be lengthened • Restructure high school options through effective transition planning

15. The Importance of Beliefs • Unconditional acceptance should be every child’s right • People support one another through community • Participation is an essential part of acceptance • People should not have to pass a test or prove themselves in order to be included in everyday life (Biklen, p. 118)

16. Principles of (Full) InclusionThe 100% Club (Biklen, Jorgensen) • School leaders set direction and climate • Students attend school they would attend if not disabled • Close school/family relations • Natural proportions • Natural supports • Removal from regular class minimized or non-existent • Services are brought to children • Teachers work collaboratively or in teams • De-tracked, heterogeneous grouping, instructional organization follows mission (block scheduling) • Deemphasize specialization and intervention • Disability as diversity • Aligned with general education “reform” • All kids benefit • Inclusion as a vehicle for social change

17. River Bend School • Naturally occurring population • Balancing needs for intervention with accommodation • Addressing the harmful effects of pull-outs • Universal Design, de-stigmatization • RRT open to all who need support • SBT problem solving mechanism available to all needing support • Efficiency • Curriculum coordination • Increased opportunities for inclusion

18. Teacher Working Conditions • Contact teacher 4-5 classrooms • Regular teacher 1 contact • SBT availability • RRT availability for any student

19. Importance of Structural Change • Immersion blocks • SBT • Sped 50% instructional

20. O’Hearn School • In class support (2 teachers) • Non-naturally occurring population (large number of students with significant disabilities allows for greater financial support) • Standards oriented (U.S. context) • Very strong family involvement and support (parents as co-producers) • Strong emphasis on accommodations

21. Continuing Issues and Dilemmas • Is special ed. support deluded? • ELL model? • Teacher collaboration time?