CAN INCLUSION WORK IN THE REGULAR CLASSROOM

1. Anne Jordan November 2006 1 CAN INCLUSION WORK IN THE REGULAR CLASSROOM? Anne Jordan Ontario Institute for Studies in Education, University or Toronto.

2. Anne Jordan November 2006 2 AGENDA Building on what you already know and do The pre- and co-requisite skills The adaptive skills Class-wide adaptations Individual adaptations It's so obvious; why aren't we all doing it?

3. Anne Jordan November 2006 3 Adapting what you already do Broadening your "Zone of Instructional Responsibility�

4. Anne Jordan November 2006 4 The prerequisite skills - Regular classroom instructional techniques that are effective for all students - Time management (not teacher controlled) Classroom management (a community of learners) Lesson presentation (the old chestnuts)

5. Anne Jordan November 2006 5 Co-requisite skills - Universal access and design

6. Anne Jordan November 2006 6 Universal Design and Access Universal design: products or materials with 'designed-in' flexibility that allow people with a wide range of abilities to use them successfully. Their design ensures that they can be used simultaneously by as many people as possible without the need for additional adaptations. Universal access: a philosophy of accommodation that views good instructional practice as beneficial to all students in an inclusive classroom.

7. Anne Jordan November 2006 7 Universal design in the classroom- Accommodations feature communication Teachers need to distinguish between the competence and the communication Alternative communication formats Providing organizers, notes Displaying assignment deadlines, requirements Allowing students to choose how to display their knowledge Redundant forms of representing information (saying and showing, think alouds, tape recording)

8. Anne Jordan November 2006 8 Representation formats that accommodate learner differences-

9. Anne Jordan November 2006 9 Representation formats too

10. Anne Jordan November 2006 10 The adaptive skills-Class-wide adaptations Questioning Grouping Using student peers Marking work

11. Anne Jordan November 2006 11 Questioning - Hands up or? Who �nose�? Wait time Pick a partner On notice

12. Anne Jordan November 2006 12 Grouping - Ideal group sizes? (3-4) Training students to work in collaborative groups Effective teachers in primary grades use small groups twice as often as less effective teachers The downside of mixed ability grouping

13. Anne Jordan November 2006 13 Using student peers Collaborative groups work well when - Students who need the most help also get to serve as teacher/mentor Peers are trained - mentor not competitor Group process yet individual accountability Teacher monitors student progress and group dynamic

14. Anne Jordan November 2006 14 Marking work - Line up or?

15. Anne Jordan November 2006 15 The adaptive skills-Adaptations for individual students Teacher talk

16. Anne Jordan November 2006 16 Teacher talk Check and move on Transmit Elaborate (develop student thinking through a dialogue)

17. Anne Jordan November 2006 17 The adaptive skills-Individual adaptations Teacher talk Scaffolding

18. Anne Jordan November 2006 18 Scaffolding instruction-

19. Anne Jordan November 2006 19 The adaptive skills-Individual adaptations Teacher talk Scaffolding Working with educational assistants and other resource people Adaptive technology

20. Anne Jordan November 2006 20 Working with EAs and other resource people - The teacher�s role - Clarity of role Collaborating Planning time Co-teaching Sharing learning objectives/ materials

21. Anne Jordan November 2006 21

22. Anne Jordan November 2006 22 It's so obvious; why aren't we all doing it? Time Class size Beliefs about ability and disability Teaching practices

23. Anne Jordan November 2006 23 Time - �There isn�t enough� Yes we will never have enough time, but� could more instructional time be found? And could it be used more effectively? Hints - Not being the center of all classroom routines. Using paraprofessionals more effectively Using peer support for struggling students Co-operative groups and peer tutors

24. Anne Jordan November 2006 24 Class size - �There are too many� Yes but�when class size is reduced, many teachers don�t change what they are doing! What do teachers need to know how to do with smaller classes? How much of this could be done with larger classes? Although class size studies seem to have influenced policymakers to reduce class sizes (Achilles, Finn, & Bain, 1998; Finn & Achilles, 1999), their validity and generalizability have been questioned (Goldstein, 2000; Hanushek, 1998). Studies of the effect of class size on achievement continue to present mixed results, with some studies indicating advantages of small classes, especially for students who are educationally disadvantaged, while others conclude that reduction in class size does not necessarily lead to achievement gains (Biddle & Berliner, 2002; Hall, 2002). Although class size studies seem to have influenced policymakers to reduce class sizes (Achilles, Finn, & Bain, 1998; Finn & Achilles, 1999), their validity and generalizability have been questioned (Goldstein, 2000; Hanushek, 1998). Studies of the effect of class size on achievement continue to present mixed results, with some studies indicating advantages of small classes, especially for students who are educationally disadvantaged, while others conclude that reduction in class size does not necessarily lead to achievement gains (Biddle & Berliner, 2002; Hall, 2002).

25. Anne Jordan November 2006 25 Teacher beliefs - Beliefs range along a continuum from �Pathognomonic� to �Interventionist� Pathognomonic - disability is a pathological condition internal to the student. - ability is fixed and stable, limiting the effectiveness of effort and instruction Interventionist - the belief that disability is in part created by external barriers to learning - ability is malleable and affected by opportunity to learn

26. Anne Jordan November 2006 26 What our research tells us - Teachers who believe that disability is fixed and internal, and that ability is not going to change- Refer more kids �out� for withdrawal and remediation Are less willing to adapt their teaching styles Spend less time engaging all their students in learning Spend little or no time with students who are at risk, struggling or exceptional Are overall less effective as teachers

27. Anne Jordan November 2006 27 Conversely - Teachers who believe that Ability is malleable - and that Disability is in part created by an environment that limits access to learning - and who See their responsibility as being to make learning accessible Refer fewer students to �special education� Are more willing to adapt their teaching styles Spend more time engaging students in learning Spend as much or more time with students who are at risk struggling or exceptional And yet all their students receive more instructional time, attention and higher quality teaching.

28. Anne Jordan November 2006 28 How can we influence teacher beliefs?

29. Anne Jordan November 2006 29 Learning inclusive practices can be a powerful form of professional development for teachers that benefits all students