Inclusion

By: Kristi Zeidler, Jarne’ Steptoe, Stephanie White-

Robinson, Amy Wilson
 Inclusion and It’s purpose

By: Kristi Zeidler

 Program’s Purpose

What is a purpose? It is the end result or goal to achieve.

What does that mean for special education and inclusion?
That the commitment of those who have fought to include persons with
disabilities will be honored, and special need students will be offered an equal
and fair opportunity to a free and public education. Federal and state laws have
given school systems the ability to offer programs, services, and
accommodations, to include, rather than exclude students with disabilities.
 Inclusion – The program’s purpose
history is important

 1800’s –People with disabilities were kept home and not given an opportunity for an
education.
 1817 – William Gallaudet began the first special education program, mostly carried out in a
residential setting.
 1918 – First mandated state-financed education was created. This supported a free
education to all citizens.
 Late 1900’s - Increase in the regular population of public schools, this stirs awareness of
many learning challenges, and teachers and administration begin to alter their
approaches to aid learning success.
 1954 – Brown vs. Board of Education – fought against discrimination, and that a separate
education was not an equal education.
 1973 – Rehabilitation Act – Aiding coordination of programs to support handicapped
individuals within the public setting.
 1975 – IDEA (Individual with Disabilities Education Act) and FAPE (Free and Appropriate
Public Education) passed.
 2001 – No Child Left Behind Act – that identified areas in question of the IDEA
 2004 – IDEA put in place many clarifications of definitions and terms, and full inclusion is
beginning to take hold.
 Inclusion – The program’s purpose
Today!
• Today we are following the flow of history.

• We are listening to the unheard.

• Helping the unassisted.

• Educating ourselves to aid those that need to learn, or grasp

knowledge, in alternative ways.

• Not special classes!

• Just special planning!

• We are all different and are beginning to accept and welcome

change and differences. Our unique qualities open up the
learning process and meeting student’s needs in fun, exciting,
and innovative ways.
Qualification Requirements

By: Stephanie L. White-Robinson

• When a student is struggling to complete their assignments, sometimes
they may have a disability that interferes with the way they process
information.

• We, as educators, have to find the students disability and develop a plan
to assist them.

• By using the Response to Intervention Model, we can be triumphant.

 Response to Intervention
• Defined as the change in behavior or performance as a function of an
intervention (Gresham, 1991)

• Three Tier Model that provides services and intervention at

different levels based on the information provided during
assessment.
 Response to Intervention
• Intervention is detected early

• Multi Levels

• Finds solutions to the problem

 Parents & Teachers

• Parents and teachers have to work together to help the child.

• The main concern is to diagnose the problem and find a solution so the
child can flourish in their environment.
 Instructional Requirements

By: Jarne’ Steptoe

 Law

 Teachers are have a right to enforce inclusion based on the

Individuals with Disabilities Education Act (IDEA).

 This law challenges regular education teachers and forces

public schools to place those students in the least restrictive
environment possible.

 It also states that teachers are required to follow

modification(s) for students’ who have an Individual
Educational Program (IEP) or 504 plans.

(Stout, 2007)
 Requirements & Examples
 Modified curriculum/alternative ways of completing assignments-
determining the most important part of the curriculum and focusing
on that instruction
Ex: oral presentation versus written paper

 Shared teaching-having the regular education teacher and the

special education teacher plan a lesson together and teach the
lesson in the same classroom
Ex. If the regular education teaching is teaching a lesson and the
special education student doesn’t understand, have the special
education teacher to modify and explain it to that child.

 Visual Aids- teachers can use technology and media in classrooms to

support their presentations
(Price, 2000-2001)
Ex. overhead transparencies, models, tapes, videos, or even pictures
in books and magazines
Teacher Specific Regulations Regarding Implementation

By: Amy Wilson

 What does this mean?

It means what you as a teacher are required to do

to meet the needs of students based on label.
 Proper Training

Proper Training is crucial.

• new and experienced teachers.

There are several ways to get training:

• Workshops,
• Conferences,
• Collaboration with experienced staff,
• Research
1. Internet
2. Literature
 Adapting Instruction

• Be prepared to adapt instruction in the classroom by

changing one or more aspects.

Includes:
• Methods used to deliver;
• Materials to be covered and timeframe;
• Evaluation;
• Level of assistance;
• Learning Environment;
• Instructional materials to be used.
 IEP Obligations
Student will have IEP – You are legally responsible for carrying out your
part of the IEP.

The IEP will let you know:

4. Education condition.
5. Instructional needs.
6. Specific Activities given to you.
7. Accommodations/Modifications.

It is also your job to document any information that is important pertaining

to IEP.
• notes of goals,
• Accommodations/modifications that are not working,
• Keep running records,
• Keep work samples and copies of assessments,
• Notes or emails.

These documentations can be used to create a portfolio for references

or if needed as documentation should a legal dispute ever arise.
 Meetings

You are responsible for calling meetings if:

• You see the need for modifying if something is lacking or
is inaccurate.
• Student behavior – truancy, refusal to do work.
• Behavior affecting classroom
 Reference

Cook, S. (2009). Activities for Kinesthetic Learners . Retrieved July 2010, from
http://www.learningabledkids.com/multi_sensory_training/Page24-kinesthetic2.htm
Disabilities, T. M. (2007). History and Inclusion. Retrieved August 3, 2010, from Parents in
Education: www.partnersinpolicymaking.com/education/history_overview.html
Education, D. o. (2006, August 14). Rules and Regulations. Retrieved July 2010, from
Assistance to States for the Education of
http://ritter.tea.state.tx.us/special.ed/rules/pdf/idea06fr.pdf
Gunning, Thomas G. Assessing and Correcting Reading and Writing Difficulties, 4thed. Allyn &
Bacon, 2010.
Half the Planet (2001). Half the Planet Foundation Information. Retrieved from:
http://www.halftheplanet.com .
Price, M. M. (2000-2001). ACCOMMODATION STRATEGIES. Retrieved July 26, 2010, from
SPECIAL EDUCATION FOR INCLUSIVE CLASSROOMS :
http://www.parrotpublishing.com/Inclusion_Chapter_6.htm
Response to Intervention. (2005, July). Retrieved July 2010, from Traditional Eligibility
Criteria for Students with Disabilities:
http://www.educationevolving.org/pdf/Response_to_Intervention.pdf
Schools, M. C. (2010). FAQ for Classroom Teachers. Retrieved July 2010, from
http://www.maryvillecityschools.k12.tn.us/education/components/faq/faq.php?sectiondetailid=13934&sc_id=11912885
Stout, K. S. (2007, March 15). Special Education Inclusion. Retrieved July 26, 2010, from
Wisconsin Education Association Council:
http://www.weac.org/Issues_Advocacy/Resource_Pages_On_Issues_one/Special_Education/special_education_inclus
Washington, S. o. (n.d.). Response to Intervention. Retrieved July 2010, from State of
Washington: http://www.k12.wa.us/RTI/default.aspx
Willis, J. (2007). Success for all Students in Inclusion Classes. Retrieved July 26, 2010, from
ASCD:
http://www.ascd.org/publications/books/107040/chapters/Success-for-all-Students-in-Inclusion-Classes.aspx