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“Don’t We Already ‘Do’ Inclusion?”: 10 Key Practices of Successful Inclusive Schools Today
Paula Kluth, Ph.DPaula Kluth
Blog: Differentiation Daily2011
1. In your opinion, what is the most annoying fashion trend today?
2. What is the strongest part of your inclusive schooling model?
3. How have your school’s inclusive practices changed in the past few years?
4. How should your practices change in the next few years?
Moving to the Music
Udvari-Solner & Kluth (2007). Joyful learning. Corwin Press.
**Move when you hear the music.
**When the music stops, find a partner and answer the question.
What is the purpose of starting with this
activity?
My purpose in beginning the presentation with that activity was to:
• help us as a group become interested and engaged in the content and process of learning
• establish a sense of familiarity & fun**necessary conditions for effectively
educating all learners.
How would you differentiate for diverse learners?
Why is it such a struggle to keep inclusion moving
forward?• Standards movement changed our focus (& was thought to be incompatible w/ inclusion)
• Initial training was provided but no plan to keep new staff informed & inspired
• Philosophy is in place but structures are not
• Structures are in place but philosophy is not
“Don’t We Already ‘Do’
Inclusion?”: 10 Key Practices of
Successful Inclusive Schools Today
1. Seeing Inclusion as a PROCESS
(Placement is the most extreme “adaptation”!)
• Over, under, around or through
• Find a way– or make a way!
We tried inclusion & “it” didn’t work
Spencer’s Story
Percentage of Students With IntellectualDisabilities Included in Regular Education Classrooms More Than 79% of the Time
Smith, P. 20071. Vermont 60.342. New Hampshire 42.023. Iowa 34.284. Colorado 31.205. North Dakota 26.6411. Indiana 15.9024. Delaware 9.5625. West Virginia 8.8228. New York 8.35
29. Maryland 8.3030. Washington 8.2331. California 8.1432. Georgia 7.5233. Wisconsin 7.2639. Texas 4.2047. Illinois 3.9648. Rhode Island 3.2949. Virginia 3.28
50. Utah 2.22
magic maple syrup?
If LRE is about a student’s profile (abilities, needs, “levels”), how can the discrepancies between the states be explained?
2. Knowing the Benefits for All
(& Sharing Them)
Percent Scoring at or Above Grade Level
Students' Current Grade Level Before inclusive reform Two years after reform
All 5th graders 55 66
5th graders with disabilities 18 43
All 6th graders 54 72
6th graders with disabilities 18 53
All 7th graders 56 78
7th graders with disabilities 29 70
All 8th graders 48 62
8th graders with disabilities 8 40
Note. These data follow the same student cohorts over three years. Data listed in the "Before inclusive reform" column reflect each student cohort's scores two years before its current grade level (for example, data from 3rd grade for students listed as currently in 5th grade). River View also made gains at each grade level from year to year (for example, comparing one 5th grade class to the next 5th grade class).
Two years later…
Math Achievement of River View Students (Theoharis & Theoharis, 2010)
…three years into a similar intervention implemented by a Wisconsin elementary school, the percent of students eligible for special education who were classified as "at or above" grade level on the state's performance measure had shot from 18 to 60.
Black students' performance on the same measure went from 33 percent to 78 percent "at or above," and 100 percent of English language learners achieved this level of performance, up from 17 percent.
(Theoharis, 2007)
3. Presuming Competence
Belief causes the actual fact.William James
What do you believe about students? parents? colleagues?
How do your beliefs impact practice?
She was unaware of my limitations.~Helen Keller
• poet• author• scholar• feminist• political activist• advocate• lecturer• teacher
What is possible?
Jaime Escalante
• I cannot accept "gifted." You're going to measure IQ -- and I say no. Any student, any [person] to me is gifted. They have something they can do…
• You have to understand human relations. You have to look at the kid as a person, and you respect the kid.
In 1982, 18 of his students passed the AP calculus exam. The ETS found the scores suspect and asked the students to test again; all did well enough to have their scores reinstated.
By 1990, the math enrichment program involved over 400 students in classes ranging from beginning algebra to advanced calculus.
4. Burning the Chair!:
Encouraging Independence &
Avoiding Toxic Support • Natural supports• Support the
classroom & student success
• Remember “only as special as necessary”
How do you disable a student?- Lou Brown
Why You Need to “Burn the Chair”: Problems Related to Instructional Assistant ProximityGiangreco, M., Edelman, S. Luiselli, & MacFarland,(1997)
• Interference with Ownership and Responsibility by General Educators
• Separation from Classmates• Dependence on Adults• Impact on Peer Interactions• Limitations on Receiving Competent
Instruction• Loss of Personal Control• Loss of Gender Identity• Interference with Instruction of Other
Students
• How do all staff members contribute to the teaching & learning of all?• Staff without borders
5. Practicing Radical & Relentless Role
Sharing
Co-Teaching Structures:
How Do They Help Us Differentiate Instruction?
• Duet teaching• One teach, one make multi-sensory• Parallel teaching• Centers/station teaching
What do I do when….?(adapted from Murawski & Dieker, 2004)
If one of you is…. Another can be….lecturing modeling note taking on the board (e.g., using a specific
structure from advisory); graphically mapping the class discussion using mindmapping, or demonstrating some element of the lecture (showing parts of a lab that is being described)
giving directions verbally writing directions on the board; checking on individual students who seem confused
facilitating and supervising small groups
running one small group and giving more direct and intensive support or moving from group to group to observe social skills (e.g., collaboration)
facilitating SSR reading aloud with a small group of learners or pulling students aside one at a time to do a reading or communication assessment
seeking enrichment resources for a unit
planning modifications and adaptations for a uni
administering a test to the group
giving a test orally to a few students or allowing some learners to engage in another type of assessment (e.g., interview)
monitoring students as they engage in independent work
re-teaching or pre-teaching with a small group
“In my school, you can’t tell which students have
disabilities and which ones don’t!”
Is this a goal we should target?
Is there a better one?
• Do special education teachers assess students without disabilities? Develop lessons?
• Do general education teachers ever develop adaptations for learners with disabilities? Support students with significant disabilities one-on-one? Observe while colleagues teach?
• Do speech therapists ever teach whole-class lessons? Help to plan the literacy block?
• Do “special ed.” paraprofessionals ever provide enrichment support?
• Do occupational therapists advise all teachers on making the classrooms safe & comfortable for all?
6. Encouraging Active Learning & Use of a
Wide Range of Lesson Formats • Hit more of the “multiple
intelligences”/learning styles
• Give students a variety of ways to learn & understand material
• Give the teacher different ways to see student needs/abilities
PopcornUdvari-Solner & Kluth (2007). Joyful learning. Corwin
Press.
• Get “knee to knee, face to face” with one person.• One person is STATIONARY (or the “dud” seed). The other
person is ACTIVE (or the popcorn).• When the teacher gives the first prompt (e.g., Tell everything
you know about Egypt), the DUD students will answer and keep talking until the teacher says “switch”. When the teacher says “switch” the POPCORN students begin talking, answering the same question until the teacher says “POPCORN”.
• When the teachers says “POPCORN” the POPCORN students get up and scramble to find an empty chair across from another DUD.
• The process begins again. When the teacher gives the next prompt, the DUD students answer first (again). The DUD students will always answer first.
• It is very important to reinforce that students who are listening should NOT TALK- they should be silent while their partner shares.
• Keep switching partners every time you ask a new question.
.
Are you seeing these formats?
• simulations• case studies• project-based
instruction• drama/skits• whole-class discussion• small-group
discussion• cooperative learning• drawing/painting• community-based
instruction
• service learning• research teams• problem-based
learning• station teaching• debates• labs/experiments• games• outdoor/experiential
education• pair sharing
Pay special a
ttentio
n to th
e activity
level in classr
ooms-Do le
arners need
more time to
talk, s
hare, interact, &
get “
intellectually
messy
”?
• Two groups of university students: In the experimental group, an instructor paused for 2 min/3x during lectures. A control group received the same lectures and was similarly tested.
Students who experienced more interaction and were more involved in the learning process did significantly better on 2 different assessments. Difference in mean scores --- large enough to make a difference of two letter grades.
-----------------------• Ruhl, K. L., Hughes, C. A., & Schloss, P. J. (1987,
Winter). Using the pause procedure to enhance lecture recall. Teacher Education and Special Education, 10, 14-18.
Why active learning?
“You can tell students what they need to know very fast. But they will forget what you tell them even faster.”
Mel Silberman (1996). 101 strategies to teach any subject.
• What do we expect any of our students to get from an academic education (e.g., form interests, get career ideas, have fun, make friends)?
• What do we expect students with disabilities to get?
7. Providing Academic Challenge to All
How have teachers adapted the standards?
How would KNOWING the targeted outcomes help your teachers?STANDARD
Recognize and use measures of weightand temperature.
EFFECTIVE ADAPTED STANDARD Use the thermometer to
measure temperature (& indicate if it
is higher or lower than
yesterday).
INEFFECTIVE ADAPTED STANDARD Color a thermometer sheet
Compare music from various cultures as to some of the functions music serves and the roles of musicians.
Identify music from three different cultures (Indian, African, ______)
Participate in singing
Check answers both by estimation and by appropriate independent calculations, using calculators or computers judiciously.
Estimate small amounts (1-20)
Use a calculator without support
Sesame St. matching game
Write a thesis statement for an expository essay.
Choose a topic & write complete sentences independently.
Copy name or words in a packet
Distinguish among common forms of literature (e.g., poetry, drama, fiction, non-fiction)
Identify dictionaries, encyclopedias, and other resources.
Look at a book
Station Teaching in Reese’s Classroom
Station #1: Internet: Geology Websites
Station #2: Fossils
Station #3: Textbook Questions
Station #4: Discussion with Teacher
Station #5: Sandwich Demonstration (bread, chunky peanut butter, jelly, and raisins). The various sandwich
layers represent sedimentary rock, aggregate, magma, and sandstone.
If you MUST teach color I.D.
Pluto by AshleyDid you know that Pluto has one moon? Pluto is the last planet of the solar system. Pluto is 3.7 billion miles away
from the sun, and Pluto is so far away from the sun that light almost takes 17 years to reach it! Plus Pluto is the smallest
planet in the solar system. During 20 years, Pluto is closer to the sun than Neptune is. Then Neptune will be closer. Pluto
is the last planet, which would be the ninth planet. I like
Pluto. Do you like Pluto? Pluto is blue.
If you MUST teach sequencing
Rosa Parks sits in the front of the bus, 1955
Bus Boycott, 1955
March on Washington, 1963
• “They learned to calculate algebraic expressions, step by step, following the same path as their typical classmates, but at a slower rate, with some more steps and with individual teaching.”
• “The girl was able to do some mental arithmetic. Often she was more consistent and careful than her typical classmates.”- Martinez, E. (2004). Teenagers with Down syndrome study algebra in high school. Down Syndrome Information Network
8. Questioning EVERYTHING!
• Question language, structures, routines, activities, norms, environment, materials
• Even things that are going well!
9.Inspiring a Culture of Support &
Learninghttp://www.inclusiveschools.org/week2010
10. Teaching & Learning About “What’s
New”
No pessimist ever discovered the secret of the
stars or sailed an unchartered land,
or opened a new doorway for the human spirit.
Helen KellerUS blind & deaf educator (1880 -
1968)
When you are finished changing…you are finished. -Ben Franklin
