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Classroom
Instruction and Models
Although
there are various models of inclusive practices and each school
needs to determine which method will work best in their school,
there are 12 principles that are vital to the success of all inclusive
schools.
12 PRINCIPLES FOR SUCCESSFUL INCLUSIVE SCHOOLS
1. Vision
2. Leadership
3. High Standards
4. Sense of Community
5. Array of Services
6. Flexible Learning Environments to Meet
Student Needs
7. Research-Based Strategies
8. Collaboration and Cooperation
9. Changing Roles and Responsibilities
10. New Forms of Accountability
11. Access
12. Partnership with Parents
[Source:
CEC Today, 1994 Vol. 1(2)]
Definitions
of above terminology:
Vision
"We can teach ourselves to see things the way they are . .
. Only with vision can we begin to see things the way they can be"
(DePree, 1997). The vision of an inclusive school should be developed
by the team and help to coordinate the actions of different people
in a generally quick and efficient manner. A clear vision helps
to facilitate teamwork, improve decision-making, and focus the action
of the team. A vision statement typically includes:
- Overall
program philosophy and goals
- A
belief that all students can learn
- The
desire for all to succeed, and
- A
shared commitment to education by staff, professionals, families,
and the community.
Leadership
Leadership in inclusive schools requires shared responsibility.
"Neither top-down nor bottom-up leadership is sufficient to
initiate and sustain effective programs" (Walther-Thomas, et.
al., 2000). In order to have shared responsibility, central office
and building-level administrators must collaborate with general
and special education teachers, specialists, paraprofessionals,
other school staff, families, and community members to design, deliver,
and continuously monitor inclusive programs.
High
Standards
All students have the right to have access to a challenging curriculum.
High expectations by families and school personnel will lead to
strong educational outcomes among all students regardless of their
ability, culture, language, gender, or family situation. All students
are expected to learn the same general high-quality content, rather
than separate (and often watered-down) content. (For a small number
of significantly disabled children, the standards might be different
and their instructional program might focus on functional skills
and valued lifestyle experiences. For these children, some method
of assessing individualized student performance should be developed
for accountability.) Various assessment instruments may be used
to determine student progress. Students can and will still vary
in their performance levels -- some students will learn more than
others; however, some students may require more time, different
methods of teaching, or adaptations in assessment, but all will
be exposed to challenging material and expected to reach a high
level of performance.
Sense
of Community
Inclusive schools promote mutual respect among different ethnic
groups, language groups, cultures, family situations, social and
economic situations, as well as individuals with disabilities. Although
each school is made up of a unique community, each inclusive school
must build upon the diversity of its members' support for learning
and achievement. An inclusive school helps to create an inclusive
community where differences are valued and members of the community
support one another in achieving their personal goals.
Array
of Services
Special education is a service, not a place. The Individuals with
Disabilities Education Act (IDEA) requires that a continuum of placement
options be available to meet the needs of students with disabilities.
The law also requires that:
"To
the maximum extent appropriate, children with disabilities ...
are educated with children who are not disabled, and that special
classes, separate schooling, or other removal of children with
disabilities from the regular environment occurs only when the
nature or severity of the disability is such that education in
regular classes with the use of supplementary aids and services
cannot be attained satisfactorily. IDEA Sec. 612 (5) (B)."
In
today's schools the continuum of services can consist of external
supports, in-class supports, or specialized supports.
External
Support Options
- Monitoring
- Accommodations/Modifications
In-class
Support Options
- Special
educator assists student in general education classroom
- Co-teaching
arrangement
Specialized
Support Options
- Resource
Room
- Self-contained
setting
Flexible Learning Environments to Meet
Student Needs
"The ability to respond to unexpected and changing situations
to support students with special needs is a key characteristic of
responsible inclusive settings. As Schaffner and Buswell (1997)
note, classroom teachers need to develop the capabilities that families
have acquired to react successfully and spontaneously to challenges
that arise on a day-to-day basis. Teachers must be flexible; they
must be able to handle behavior problems, provide extra support
during instruction, modify assessment techniques, and orchestrate
social interactions." (Smith et. al., 2001)
Research-Based
Strategies
Intervention programs developed through valid research efforts are
considered research-based strategies. When evaluating whether these
strategies are suitable for a school, educators consider all of
the information and evidence presented regarding the strategy and
compare it to their own demographics to decide on a best fit. Programs
that have a great deal of research showing the success of a strategy
in a similar school setting are those chosen.
Collaboration
and Cooperation
"A style of interaction professionals use in order to accomplish
a goal they share, often stressed in inclusive schools" (Friend
& Bursuck, 1999), working together towards a common goal.
Changing
Roles and Responsibilities
In inclusive settings, school structures tend to provide more opportunity
for teachers to provide input into school administration. Participation
on committees and teams allows teachers, parents and administrators
opportunities to work together to solve school problems.
New
Forms of Accountability
The use of formal and informal assessment is being implemented in
inclusive settings to acknowledge the different learning styles
and varying ability levels of students. Not only are standardized
tests being used for all students, but also portfolios and performance
based assessments that may provide more opportunities for all students
to demonstrate knowledge.
Access
Students with disabilities not only have access to the general education
curriculum by attending, as appropriate, the general education classroom,
but also maintain their rights to services provided to them by special
education teachers, therapists, and other special education professionals.
Partnership
with Parents
Inclusive settings maintain the importance of the parents as the
first teacher and attempt to maintain a strong relationship with
parents in the school community by providing them with opportunities
to get involved in their child's educational planning and implementation.
School/District
Teaming Models
Classroom
Teaming Models
Considerations for Choosing
a Teaming Model
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