Algozzine et al.,1988; Gelzheiser et al., 1998; Hollowood et al., 1995; Logan & Keefe, 1997; Raudenbush et al., 1992; Ryndak et al., submitted; Sontag, 1997; Vaughn et al., 1998
2
Efficacy of Segregated Settings Resource rooms provide primarily whole group reading
instruction with little differentiated materials Few differences in instructional methods across self-
contained classes for students with various disabilities More instructional time and 1:1 in general classrooms IEP-specified peer interactions were not implemented in
segregated settings Placement & labeling lowered teachers’ perceptions of
students’ efficacy Less learning over time for students with similar
diagnoses in segregated settings Better life outcomes for students with inclusive services
3
Provide Strategies for Fostering Class Membership
Achieve Social Outcomes
FosterSocial Relationships
Social Aspects of Inclusion
Evans et al., 1992; Odom et al., in prep 4
Fostering Class Membership & Belonging
Why foster class membership? Students with disabilities are at an increased
risk of social rejection if they are: Socially withdrawn Display aggressive and/or conflictive qualities, and Lack an effective communication system
Number of social interactions received from students without disabilities may decline over time
Fryxell & Kennedy, 1995; Kennedy et al., 1997 5
Social Outcomes for Students With Disabilities
Have more contact with students without disabilities across a wider range of settings and activities
Receive and provide higher levels of social support
Enjoy larger friendship networks
Develop longer-term relationships with peers without disabilities
Fisher & Meyer, 2002; Logan et al., 1998; Ryndak et al., 1995 6
Social Outcomes (continued) Achieve higher scores on
measures of social competence
Exhibit more displays of happiness behaviors
Report increases in children’s participation in extra-curricular activities and decreases in inappropriate social behaviors
Evans et al., 1994; Favazza & Odom, 1997; Fisher et al., 1998; Helmstetter et al., 1994; Kishi & Meyer, 1994; Peck et al., 1990; Staub et al., 1990
7
Social Outcomes for Students without Disabilities
Increased acceptance and tolerance of others More developed sense of responsibility and
positive self-concept Realistic expectations and perceptions of
students with disabilities
Janney & Snell, 1996; Schnorr, 1990, 1997; Staub et al., 1990 8
Strategies for Fostering Class Membership
Provide access to peers without disabilities during social times
Provide meaningful ways to participate Use cooperative instructional strategies Provide student age-appropriate materials
during class activities Know when to “Back Off”
9
Communication/Literacy for Children with Disabilities
Develop Literacy Skills
Achieve Communication Outcomes
Provide Strategies to EnhanceCommunication
Downing, 2001;Erickson & Koppenhaver,1997; Ryndak, Morrison, et al., 1999 10
Communication Outcomes for Students with Disabilities
More opportunities to engage in meaningful communication occur in inclusive settings
More opportunities for communication occur naturally throughout the day in inclusive settings
Ryndak, Downing, et al., 1995; Ryndak, Morrison, et al., 1999 11
Communication Outcomes for Students with Disabilities
Demonstrate growth in articulation, language use, and vocabulary
Participate actively in conversations
Hunt et al., 1996; McSheehan, Sonnemeier, et al., 2002 12
Communication Outcomes for Students without Disabilities
Increased reciprocity of interactions, so children without disabilities received support, as well as gave support
Improved ability to interpret communicative intent of students with disabilities (i.e., providing natural supports)
Downing, 2001; Erickson & Koppenhaver, 1995,1997; Ryndak, Morrison, et al., 1999 13
Strategies for Enhancing Communication
Recognize that opportunities for communicative exchanges exist
Build communicative opportunities into the activities throughout the day
Foster responsive communication partners
Ryndak, Morrison, et al., 1999 14
Literacy Skills for Students with Disabilities
“…allows individuals with severe disabilities to improve & maintain interpersonal interactions, convey needs and wants, exchange information, and express their feelings and ideas”.
15
Academic Aspects for Students with Disabilities
Academic Achievement
Service Delivery
Learning Opportunities
Academic Performance
Ferguson et al., 1993; Gilbert et al., 2001; Hunt & Farron-Davis, 1992; Hunt, Farron-Davis, et al., 1994; Hunt, Stab, et al., 1994; Logan & Malone, 1998; McDonnell et al., 2001
16
Service Delivery in Inclusive Settings
Higher quality IEP: high overall quality, emphasis on basic skills (academic, social, and communication) along with functional skills
Increased task-related interactions with others Increased use of various learning formats: peer-
tutoring, cooperative learning
Ferguson et al., 1993; Hollowood et al., 1995; Janney & Snell, 1997; Logan & Malone, 1998; Ryndak et al., 1999 17
Service Delivery in Inclusive Settings
Higher expectations for student performance Increased teaching support: teacher
collaboration Improved match of instructional contexts to
students’ educational needs Comparable time allocated and used for
instruction between inclusive and segregated settings
Cooperland et al., 2001; Fisher & Frey, 2000; Ferguson et al., 1993; Giangreco et al., 1997; Gilbert et al., 2001; Janney & Snell, 1997; McDonell et al., 2001; Ryndak et al., 1999
18
Learning Opportunities in Inclusive Settings
Learning opportunities are increased by: Using accommodation and modifications of
curriculum, instruction, activities, classroom routines, and settings
Providing appropriate peer or adult support (proximity of instructional assistant)
Teaching self-monitoring for classroom survival skills or study skills
Fisher & Meyer, 2002; Hollowood et al., 1995; hunt, Farron-Davis et al., 1994; Logan & Malone, 1998; McDonnell et al., 2001; Mills et al., 1998
19
Academic Performance in Inclusive Settings
Students with disabilities in inclusive settings displayed: Higher level of engaged behavior in inclusive
settings than in segregated settings Slightly less actively engaged behavior than
students without disabilities Similar or better scores in developmental
assessments than students in segregated settings
Increased responding to academic tasks, prompts, and directions
Gilbet et al., 2001; Kliewer & Biklen, 2001; Ryndak et al., 1995; Ryndak et al., 1999 20
Academic Achievement in Inclusive Settings
Parents perceived their children’s dramatic growth in communication after the placement in inclusive settings
Better acquisition of academic skills and behavior
Better maintenance and generalization of academic skills and behavior across time and settings
Dugan et al., 1995; Maheady, et al., 1987; Manset & Semmel, 1997 21
Academic Outcomes for Students without Disabilities
Positive gains in basic skills for students without disabilities
High school math study showed achievement scores increased by 20 points and the number of students earning an “A” rose by 40%
Fisher & Meyer, 2002; McDougall & Brady, 1998 22
Academic Outcomes for Students without Disabilities
Students increased math fluency and self-monitoring
Equal or better norm-referenced test scores