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Frequently Asked Questions

What does the Individuals with Disabilities Education Act (IDEA) say regarding inclusion and access to the general education curriculum?

The law does not explicitly refer to inclusion, but does discuss access to the general education curriculum. By requiring schools to provide "supplementary aids and services" and all students to participate in state and district-wide assessments (with accommodations when needed) or alternative assessments, IDEA establishes the foundation for access for and inclusion of children with disabilities. Also, by establishing new funding regulations, the law seeks to remove financial incentives for segregating students by ability.

What percentage of students are included today?

According to the U.S. Department of Education's 1999 Performance Report and 2001 Annual Plan, the goal for school year 2000-2001 was for 48% of all students receiving special education services (ages 6 to 21) be included in the general education classroom for at least 80% of their school day (2001). The current rate has not yet been calculated; however, as of 1997-1998 school year, 46.5% were reported as receiving special education services in the general education classroom for at least 80% of the school day.

How do linking agents get stakeholders' support for ensuring all students are either included or receive access to the general education curriculum?

By citing examples of successful programs such as the one mentioned in the case study in Conifer County, stakeholders will begin to see how inclusion has improved outcomes for all students. Qualitative and quantitative research may also help to show success educators have found. Yet, seeing is believing. Exposing stakeholders to experiences where they can witness inclusion or access in action may be the best way to demonstrate program successes. Schedule a site visit at a school where inclusion has been successful. Watch videos about schools that show how programs have provided access and/or included children successfully. Read articles written about successful programs that provide access or schools that include children successfully. Have parents who have had positive experiences with inclusion and/or access speak to stakeholders. These experiences may help make inclusion and access more real and feasible.

What do inclusion and access mean in the practical sense? What do they look like in the classroom?

The best inclusive environments are those that allow observers to see all of the students as the same. Students are not differentiated by skill so it is impossible to know who has an Individualized Education Program (IEP) and who does not. Inclusive classrooms tend to be largely student-centered and active. There may be more than one teacher in the classroom at a time and the students most likely are engaged in active, cooperative learning activities.

Successful self-contained or resource settings that provide access to students with special needs generally parallel the general education curriculum. Students may be reading the same book as students in the general education classroom, but have adaptations and accommodations that allow them to interact with and understand the material being presented. Teachers may use an approach that is different from that of the general educator, but present the same material or they may simply abbreviate the material being presented. Most importantly, the curriculum is not "dumbed-down" or lessened, so as to ensure that all children are interacting with the same curriculum.

What factors should be considered when deciding upon placement for students with special needs?

Each student's placement should be individually considered based upon their present levels of performance, their strengths and challenges, and their educational needs. The IEP Team¹ should consist of teachers (special and general) and specialists who have observed and worked with the child, as well as the parents, the child (if appropriate), and a local education agency representative. Ideally, these individuals gather to consider:

• the educational benefits available to the disabled student in a traditional classroom, supplemented with appropriate aids and services, in comparison to the educational benefits to the disabled student from the special education classroom;
  
  
• the noneducational benefits to the disabled student from interacting with non-disabled students; and
  
  
• the degree of disruption of the education of other students, resulting in the inability to meet the unique needs of the disabled student.
  (ERIC Review, 1999)

Regardless of placement, all students should receive access to the general education curriculum, to the extent appropriate.

What ratio of special education students to general education students works best? Can you have too many students with special needs in an inclusion class?

One useful guideline is that an inclusive environment should maintain a natural proportion of students with special needs. This means that the ratio of students with special needs in a classroom should match the ratio of people with special needs within the population of the community. Logistically, classrooms need to balance the level of needs so teachers do not become overburdened. This tends to be a more personal decision for teachers and it is best to give them the power to decide. For example, a first year teacher would probably not be able to meet the needs of eighteen general education students and five special needs students, while a teacher with more experience might.

What are some of the challenges for teachers who are transitioning their program to inclusion?

Teachers who are transitioning to inclusion learn that they need to use a different pedagogical framework. Whereas they began by working independently and tended to be isolated in their own classrooms, they need to learn how to team and work with others. Also, general educators tend to learn how to teach the whole class and special educators tend to learn how to individualize curriculum. In the inclusive environment, they both need to learn how to be able to individualize lessons as well as teach an entire class.

What frameworks do teams use to plan and problem solve?

By meeting on a regular basis, individuals are able to maintain consistent communication. Teams may use agendas and action plans to consider issues during these meetings. Teams may also build other communication systems such as phone calls, student files or journals, notes, checklists, etc. to plan and problem solve issues as they arise. (Snell & Janney, 2000)

How do teams decide roles and responsibilities?

Teams should consider the strengths and weaknesses of each individual and the time each individual can commit to the team. Decisions should be clear to all team members, but may evolve or change over time. (Snell & Janney, 2000)

Who should be on a team?

There may be two levels of teaming which involve different amounts of participation and commitment. The core team in the inclusive setting involves the general educator, the special educator, the parent(s), and any paraprofessionals working with a specific student or classroom. If appropriate, the student may also be a member of the core team. The support team consists of any school specialists (such as speech/language therapists, occupational therapists, physical therapists, school psychologists, etc.), school administrators, and student peers. Those on the core team make the more immediate decisions involving the day-to-day successes of students in the classroom, while the support team helps to problem solve larger issues. (Snell & Janney, 2000). For additional information see section: Classroom Instruction and Models.

What types of communication systems do teams use?

Many inclusion teams meet on a weekly or daily basis to plan and update on issues that arise. They may hold monthly collaboration meetings so specialists who serve the school can attend and remain informed about the classroom. Teachers working in teams may also share anecdotal notes, journals, email and logs to communicate as well as document activities. (Snell & Janney, 2000)

What kinds of teaming issues arise for teams and what are some ways of dealing with them?

Issues that arise in teaming situations can be about territory, communication, and differences of beliefs or styles. For teaming to be successful, participants must want to team and believe it will enhance their pedagogy. It is important to begin a teaming situation with an open mind but also the ability to explain each participant's beliefs and styles. Teammates should define roles and responsibilities at the beginning of the team's formation. It is also important to maintain an ongoing conversation about what is occurring in the classroom so that there is understanding and consistency in the team. (Friend & Bursuck, 1999)

How many classrooms can a special education teacher work with?

Inclusion requires smaller teacher-student ratios, so special education teachers should try to concentrate on limiting the amount they are spread out across a school. The most successful inclusive sites will have one special educator and paraprofessional working with four classes or less. They will group students in a way that allows the special educator and paraprofessional to schedule their time appropriately and participate in the classrooms facilitating the goals each student must accomplish. (Snell & Janney, 2000)

What are some of the most effective ways to organize for a paraprofessional?²

Communication logs, spaces in the classroom (a desk, closet or in/out box), to do lists, planning notebooks, and cooperative planning time help teachers organize paraprofessional work. Teachers may choose to meet on a regular basis with paraprofessionals to discuss situations that arise in the classroom. (Snell & Janney, 2000)

In what ways can teachers create links with parents of students in an included environment?

Before the school year has begun, teachers can send letters out to introduce themselves to families and invite them into the classroom. Back to School Night is another opportunity to make one-to-one contact by allowing time for informal conversation. Newsletters that are sent home weekly or bimonthly allow parents to know what is going on in the classroom. Conferences should be scheduled throughout the year so that parents and the teacher can sit down and problem solve together. Community projects or volunteer sign-ups are also an opportunity for parents to feel part of the classroom or school community. (Friend & Bursuck, 1999)

How do teachers deal with student questions about differences?

Students should be encouraged to understand their differences, so questions should be answered with sensitivity and honesty. Support for each other should be modeled and encouraged. Teachers should create an environment in which it is safe to acknowledge strengths and challenges.

How do teachers encourage socialization in inclusive settings?

Teachers help students develop social skills by initiating class meetings, peer mentors, and cooperative projects. They also model expected behavior in all school settings and praise students who set appropriate examples. Teachers may also get assistance from the school counselor to develop friendship groups and problem solve issues that arise. They may also develop behavior modification programs to discourage negative social behaviors and encourage positive ones.

How do teachers individualize lessons?

Teachers may use a variety of methods to individualize lessons that involve making modifications or accommodations.³ Some may use grouping to meet various students needs. Others may supplement classwork with individual assignments or adjust material (substance or amount) to meet the ability level of the student. Peer tutoring is another option that allows for collaborative work and higher order thinking skills. Universal Design for Learning and direct instruction are also methods which are useful when seeking to meet specific student needs.

What types of assessments are used in settings that provide access and/or are inclusive?

Many schools continue to use traditional grading scales, while considering the individual skills and abilities of all students. Teachers can use portfolios to judge progress by students in core areas. The portfolio serves as a tool to compare the student to him/herself. Other systems include performance-based assessment, anecdotal notes, checklists, and more formal assessments. These allow the teacher to compare the student to the other members of the class or the developmental norm. While traditional grades may be assigned to students, narratives to explain strengths and challenges can enrich a student's report and allow others to determine how best to meet that student's needs. Notations can also be made on IEP documentation to ensure that students are meeting goals which parallel the skills and knowledge being taught in the regular education setting.

What types of in-service training are necessary for those already working to provide access to the general education curriculum and/or teaching in inclusive classrooms?

In-Service training is most rewarding to teachers when they are able to chose the topics. Yet, in order to facilitate inclusion and access, some topics that are most helpful involve training regarding direct instruction, teaming, individualizing curriculum in the classroom, classroom management, establishing peer tutoring/mentoring programs, cooperative learning, Universal Design for Learning, EBASS, behavior modification, parent communication, accommodations and modifications, assistive technology, meeting IEP goals, formal and informal assessment strategies, and effective use of paraprofessionals.

 

1. Individualized education program team - The term individualized education program team or IEP team means a group of individuals responsible for developing, reviewing, or revising an IEP for a child with a disability. The IEP team for each child with a disability should include:
(1) The parents of the child;
(2) At least one regular education teacher of the child (if the child is participating in the regular education environment);
(3) At least one special education teacher of the child, or if appropriate, at least one special education provider of the child;
(4) A representative of the public agency who -
(i) Is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities;
(ii) Is knowledgeable about the general curriculum; and
(iii) Is knowledgeable about the availability of resources of the public agency;
(5) An individual who can interpret the instructional implications of evaluation results
(6) At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
(7) If appropriate, the child.

2. Paraprofessional- a paraprofessional is a trained aid who assists either the general education or special education teacher in the classroom.

3. While the Individuals with Disabilities Education Act (IDEA) and its regulations do not define accommodations or modifications, there is some agreement as to what they mean. An accommodation allows a student to complete the same assignment or test as other students, but with a change in the timing, formatting, setting, scheduling, response and/or presentation. This accommodation does not alter in any significant way what the test or assignment measures. Examples of accommodations include a student who is blind taking a Braille version of a test or a student taking test alone in a quiet room. A modification is an adjustment to an assignment or a test that changes the standard or what the test or assignment is supposed to measure. Examples of possible modifications include a student completing work on part of a standard or a student completing an alternate assignment that is more easily achievable than the standard assignment.

 

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