Introduction to Inclusion

Julie Pecina

John Lowdermilk

According to a radio report, a middle school in Oregon was faced

with a unique problem. A number of girls were beginning to use

lipstick and would put it on in the bathroom. That was fine, but after

they put on their lipstick they would press their lips to the mirror

leaving dozens of little lip prints.

Finally the principal decided that something had to be done.

She called all the girls into the bathroom and met them there with the

maintenance man. She explained that all these lip prints were

causing a major problem for the custodian who had to clean the

mirrors every night. To demonstrate how difficult it was to clean the

mirrors, she asked the maintenance man to clean one of the mirrors.

He took out a long-handled squeegee, dipped it into the toilet and

then cleaned the mirror.

Since then there have been no lip prints on the mirror. There

are teachers and then there are TEACHERS.

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You Make a Difference!

How is your mind like a parachute?

It functions much better when it’s open!!

2 Pronged Criteria forSpecial Education Eligibility

– Disability – as defined by IDEA and State Law– AU, OHI, LD, MR, NCEC, ED, AI, VI, DB,

MD, OI, TBI, SI

– Educational Need – not just limited to pass/fail– Examples of one without the other….

The IEP Pyramid

PLACEMENT

GOALS AND OBJECTIVES

EVALUATION

Number 1 Rule:Keep Your Expectations

High

• All students have a right to be educated in their home school

• Children should be with same-age peers

• Everyone shares the responsibility to support a child

• Parents know their children best

• All members from a community learn from one another

• Potential is unlimited

• Curriculum must be meaningful and differentiated for all students

• Fostering independence dignifies the individual

• Social skills can only be learned with social opportunities

• All students are contributing members of the community

• All behavior expectations should be age appropriate

• Diversity is valued and celebrated

• Fears can be overcome

Inclusion Core Beliefs and Guiding Principles

Take a moment to recall an event during your childhood

or teenage years when you belonged to a group and felt

part of the community. Perhaps it was the band or a

club, a sports team, or a family event in which you

participated. Now reflect about the feelings associated

with the event. Think about how you felt when you

participated in the group.

Take a few moments and write down your feelings.

Now think about the word exclusion. At this time, call to

mind an event from your childhood or teenage years when

you were excluded from the group. Perhaps it was a bus

ride when you sat alone, an activity or party to which you

were not invited, or a family event when all of the attention

was directed towards one of your siblings.

Take a few moments and write down your feelings.

Pretend you’re an adult student enrolled in a course at a

university. You arrive late to class and the professor has

just finished a lecture. You slide into your seat and hope

you haven’t been noticed. On your desk is an assignment

which you must compete. The professor asks all students to

complete the assignment individually. Since you were not in

class for the lecture, you haven’t he slightest idea what to

do. What would you do. Jot down 3 different ideas.

Now, imagine one of your students in a similar situation.

“John” has just returned to class from the nurses office.

Most of the class has finished their lesson early and the

students are working on their homework assignment

when John comes in. As he sits down, he glances at the

assignment. What are the options available to him?

I just want to belong…

Segregation Always Produces a Subclass

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Decreasing the # of Students in Special Education

Increasing the # of Students with Disabilities in Less Restrictive Environments

National Initiative

Why? - Many Years of Research

Higher GradesHigher Achievement

Better BehaviorBetter Attendance

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Response to Intervention Model

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Improve General Education: Teacher Training General education teachers who can

teach an increasingly diverse student population English language learners Children from diverse cultural backgrounds Children living in poverty

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Improve General Education: Strategies

Teacher teams to improve instruction in general education Data driven Collaborative School-wide interventions Appropriate language supports

Parent and community involvement How can schools understand their students if they

don’t understand where they come from?

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Prereferral Strategies*

Child study teams Informal problem solving Observations Parent interviews

*Some students should be referred for an evaluation immediately, depending on suspected disability

08/12/20072055

We are READING teachers!

The Access CenterImproving Outcomes for All Students K-8

An Overview

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Hang in there – We’re getting to the good stuff!!