Inclusive Education at the Secondary Level · Inclusive Education at the Secondary Level ... first language in addition to English • If possible, ... • Write outline

Inclusive Education at the Secondary Level

Linda SiegelUniversity of British Columbia

Vancouver, CANADA

[email protected]

A New Direction for Education

• The Hong Kong educational system has started on a new path – inclusive education.

• The path is long and filled with holes, rocks, tree branches and is an uphill climb.

• Educational changes occur gradually.• Self-examination is the key to success.• The goal is noble and important.

Traditional Model

• Deficit• Functional limitations stressed• Classification very important• Standardized assessment• Separate remedial instruction

What is inclusive education?


• Students are with their age and grade level peers

• Few if any special classes and no special schools

• All children in the same classroom, whatever the disability

• There can be resource withdrawal


• Continuum of support service– Special education is integrated with regular

education• Need to review student progress

– Reading, spelling, writing (composition), mathematical problem solving, arithmetic

Why inclusive education?

• Human rights concerns – value all within the community

• Increase social acceptance• Integrate individual into educational

system• Prepare SPED student for living in a

broader social context• Help prevent bullying and aggression• Help non SPED children

Opposition to inclusion

• It costs too much• Other children will suffer• Individual student will not be able to cope• It is too difficult• People are not willing to accept it• Students will not get an appropriate

education- their needs will not be met

3 Tier Model

• 1. Classroom instruction– Early screening

• 2. Resource withdrawal

• 3. Intensive help

Characteristic of the 3 Tier Model

• Excellent, evidence based classroom instruction

• Frequent monitoring of performance• Help as soon as it is needed• Intensive assessment only as a last resort

Universal Design for Learning

• Definition – An approach to education that addresses the barriers to students’ learning

• Goal – making expert learners of all students


• Goals – appropriate instruction for all students

• Materials- multiple representations of content

• Methods- flexible and diverse• Assessment – flexible, provides

information to teacher and the learner


• Representation -the what of learninghow information is presented

• Expression -the how of learninghow the learner expresses knowledge

• Engagement -the why of learninghow the learner is motivated, engaged

Learning Styles

• Students learn in different ways.• Some students grasp information easily

when it is in print form.• others prefer information presented in an

auditory form. • still others prefer a non-print visual format.• No one means of representation will suit

all students.

Representation- Options for Perception

• Customize display of information– Graphics, charts– Features of the text

• Auditory Information – Tape record lectures

• Visual information– Films, pictures, PowerPoint

Features of the Text

• Size of the text or images• Amplitude and speed of the speech, video

or sounds• Contrast between background and text• Colour used for information or emphasis• Layout of the visual material

– Headings, boxes, white spaces, font









Alternatives for auditory information

• Speech to text – speech recognition – writing difficulties, shy– Tape recorder

• Visual symbols for important points– Bullets, font size

• Visual equivalents for sound effects or alerts – Sound to turn the page

Alternatives for Visual Information

• Graphics• Animation• Video• Touch equivalents• Physical objects• Spatial models – maps, 3 dimensional

Examples of Alternate Text

• Text to speech – screen reader• Talking books and textbooks• Aide or partner that can help with reading

Representation – Options for Language

• Define Vocabulary– Electronic dictionaries

• Clarify syntax– Grammar checkers

• Cross linguistic understanding– Electronic translation

• Decoding text/Mathematical symbols– Charts

• Illustrate concepts non-linguistically – Mind map

Techniques for Vocabulary & Symbols

• Pre-teach vocabulary• Prefixes, suffixes • Morphology• Compound words• Embed information within text- illustrations,

footnotes, explanations• Embed support within text - jargon,

colloquialisms, idioms

Techniques to Clarify Syntax and Structure

• Highlight structural relations to make them more explicit

• Offer less complex alternative• Make relationships explicit

– Link ideas in a concept map– Highlight transition words in an essay– Tie antecedents for anaphoric references

Decoding Text or Mathematical Notation

• Text to speech• Mathematical notation with voicing• Text with human voice –talking books

Cross-linguistic Understanding

• Present key information or definitions in first language in addition to English

• If possible, find cognates• Provide electronic links to dictionaries,

web translations

Illustrating Key Concepts Non- linguistically

• One form of symbolic representation complemented with an alternative form– Solar system description with a 3D model

• Illustrations or diagrams complemented with verbal explanation

• Link information in text to accompanying charts, illustrations, or diagrams

Representation – Options for Comprehension

• Provide background knowledge• Highlight important ideas• Guide information processing• Support memory and transfer

Activating Background Knowledge

• Relate new information to existing knowledge

• Advance organizers – KWL– Know Wonder Learn

• Pre-teach critical concepts• Use analogies and metaphors

Highlight Critical Features and big ideas

• Stress rule learning – multiplication tables• Use outlines• Stress key elements• Use examples and non-examples

– English plurals• Reduce irrelevant information• Use cues and prompts to draw attention to

critical features

Options to Guide Information Processing

• Prompt each step in a sequential process• Scaffolding to support strategies• Chunking information into smaller

elements• Progressive release of information

Supporting Memory and Transfer

• Checklists, post-it notes, organizers, electronic reminders

• Opportunities for review and practice• Templates for note taking• Mnemonics

Mnemonics

• My Very Exciting Magic Carpet Just Sailed Under Nine Palace Elephants.

The 11 recognized planets are Mercury, Venus, Earth, Mars, Ceres, Jupiter, Saturn, Uranus, Neptune, Pluto and Eris.

Ceres, Pluto and Eris are considered dwarf planets.

Group Activity

• Describe one successful example of inclusive education in your school.

• Describe one student or group of students in your school in which inclusive education is needed.– Some possible examples – dyslexic student in

physics, student with an attention deficit in mathematics, Autistic spectrum Disorder in Chinese

Expression – Options for Physical Action

• Mode of physical response• Means of navigation• Accessing tools and assistive technologies

Mode of Physical Response

• Allow more time• Oral reports and examinations• Poor handwriting = learn typing skills

– Touch typing not hunt and peck

Means of Navigation

• Voice• Joystick• Adapted keyboard

Accessing Tools & Assistive Technologies

• Alternative keyboards – Dvorak• Touch screens• Keyboard commands for mouse actions

– Instead of pull down menus – Control s for Save

Media for Communication

• Text• Speech – story telling, drama• Drawing, illustration• 3D models• Film, video• Multimedia web design• Music, visual art, sculpture

Composition & Problem-Solving

• Spell checkers, grammar checkers, word prediction software

• Voice recogntion, dictation, recording• Calculators• Sentence starters• Story webs, concept mapping tools• Computer aided design, music writing

software

Scaffolds for Practice and Performance

• Provide models• Provide different mentors• Provide scaffolds that yield increasing

independence• Provide feedback –often and differentiated

Expression- Options for Expressive Skills and Fluency

• Media for communication• Tools for composition and problem solving• Scaffolds for practice and performance

Expression Options for Executive Function

• Effective goal setting• Support planning and strategy

development• Facilitate the managing of information and

resources• Enhance capacity for monitoring progress

Effective Goal Setting

• Prompts to estimate effort, resources and difficulties

• Model or examples of effective goal setting• Guides and checklists for scaffolding goal-

setting

Checklist - Composing a Paper• Select topic• Do some research• Narrow the topic• Write outline• Check to see that research fits outline• Write introductory sentence• Write one sentence summary/conclusion• Write sections • Check for transitions bewteen sections• Check spelling and grammar• Write a one paragraph summary

Planning & Strategy Development

• Prompts to stop and think before acting• Checklists to set up priorities, sequence,

and schedule of steps• Coaches to model think-alouds of process• Guides for breaking long term goals into

smaller ones

Managing Information and Resources

• Graphic organizers for data collection and organizing information

• Prompts for categorizing• Checklists and guides for note-taking

Enhancing Capacity for Monitoring Performance

• Guided questions for self monitoring• Charts showing progress• Templates that guide self reflection

Template for Self Reflection for Composition

• Have I chosen the topic carefully?• Have I searched the important sources?• Have I looked up any words I did not know?• Have I made an outline?• Have I paid attention to the transitions between

paragraphs? Do I have any colloquial language?• Have I taken the role of the reader?• Have I written a one sentence conclusion?• Have I written a summary paragraph?• Have I checked for spelling and grammar errors?

Engagement – Options for developing interest

• Increase individual choice and autonomy• Enhance relevance and value• Reduce threats and distractions

Options for Increasing Individual Choice & Autonomy

• Allow some choice in tools for information gathering

• Allow some choice in timing of completion of subtasks

• Allow some choice in the design of activities – individual vs. group and who they work with

• Involve students in setting their own goals

Enhancing Relevance & Value

• Socially relevant activities• Activities that communicate to real

audiences• Provide tasks that allow for active

participation and experimentation

Reduce Threats & Distractions

• Charts, calendars, and schedules that increase predictability of daily activities

• Availability of breaks• Spaced vs. massed practice

– Spaced practice – shorter periods, learning over several days rather than in one long period

Salience of Goals

• Prompt – requirement to restate goals • Display concrete goal• Divide long term goals into short term

objective• Hand held or computer based scheduling• Prompts for visualizing desired outcome

Challenge & Support

• Differentiation of degree of difficulty– More advanced students get special problems

• Opportunities for collaboration• Variations in acceptable performance

– Not counting spelling in the grade• Emphasize improvement and effort as

alternatives to competition and external evaluation

Fostering Collaboration

• Cooperative learning groups– Lessons in working together as a group

• Prompts to guide students in when to ask for help from peers and teachers

• Peer tutoring and support• Construction of virtual communities

– Shy student

Increasing Mastery Oriented Feedback

• Feedback to encourage perseverance and self-awareness

• Feedback that emphasizes effort, improvement and achieving a standard rather than comparison with others

• Frequent feedback • Feedback that encourages strategies for

success – trying again, understanding difficulty

Goal Setting and Expectations

• Prompts, checklists, guides that focus on small goals to reduce frustration

• Coaches that understand strengths and weaknesses

Coping Skills and strategies

• Managing frustration• Seeking support• Develop internal controls

– Cognitive behavioural skills – self talk– Positive self reinforcement

Self-assessment and Reflection

• Devices to help students collect and record data from their progress

• Monitoring progress should be timely, frequent and understandable

Engagement - Options for sustaining Effort and persistence

• Heighten salience of goals and objectives• Vary levels of challenge and support• Foster collaboration and communication• Increase mastery oriented feedback

Engagement – Options for Self- Regulation

• Guide personal goal setting and expectations

• Scaffold coping skills and strategies• Develop self-assessment and reflection

Challenges for Inclusive Education

• Assessment• Team work• Teacher preparation• Restructuring of Lessons• Individual Education Plan - IEP

Assessment – Examination Accommodations

• Increased time• Oral examinations• Allow the use of a computer• Allow the use of a calculator• Reader – person, screen reader• Scribe – writes down what the student

says

Increased Time for Examinations

• Is it fair?• Describe study• Describe results• Conclusion• Written on transcript if there are

accommodations

Teamwork - Partners in Inclusion

parentsteachersse childreg childEP + teamadmin

What makes inclusion work?

• Teacher preparation• Smaller class size• Not too many special ed students in one

class• Classroom climate• Discussion of the individual differences

with the students

What makes inclusion work?

• Educators assume responsibility• Teachers work closely with all children• Children are prepared for difference• Characteristics of SPED children• ∞responsiveness• ∞strengths• Parent support

What are the characteristics of lessons that support inclusion?

• Recognize and build on the diversity of student experience

• Reflect difference in student knowledge and abilities

• Accommodate different rates at which students learn

• Allow for differences in learning style

What are the characteristics of lessons that support inclusion?

• Learning aims are clear• Recognize student strengths• Avoid mechanical copying• Work done by

individuals/pairs/groups/whole class• Variety of activities discussion, oral

presentation, audio-visual, writing, library• Variety of ways to record work

What are the characteristics of good teacher preparation for inclusion?

• Fostering an understanding of how children develop reading, spelling, arithmetic, problem-solving and social skills

• Developing an understanding of social and emotional development

• Developing positive attitudes toward student diversity

What are the characteristics of good teacher preparation for inclusion?

• Knowledge of the categories of special ed students

• Practicum experience with special ed students

• Understanding of working with paraprofessionals

• Understanding the parents’ feelings and concerns

What is good leadership in regard to inclusion?

• Knowledge of practice• Ability to communicate vision• Enthusiastic about inclusion• Maintain morale• Understand power structure• Provide support to teachers• Aware of parent concerns

Role of the Principals (Headmasters)

• Select staff who agree with inclusion• Recognize the need for program and staff

development• Total responsibility for all students• Understand the benefits of inclusion for all

students• Identify services• Understand the role of technology

The Individual Education Plan (IEP)

• A description of the students current functioning in all areas, including strengths

• A description of what should be done to help the student with areas of difficulty

• A description of what will be done in the classroom to help the student

• A description of what resource people will help the student and in what areas

What would you like to know?

• Behaviour• Past history of learning • Past difficulties, if any• What interventions have been tried?

• First language• Strengths

Outline of an IEP

• Chinese reading and writing problems– Level of functioning– Specific problems- types of errors– What will you do to help her?– Who will help her?– What accommodations will be made in the

classroom– How will you monitor her progress?

Template for an IEP• Major concern• Difficulties• Strengths• Factors – first language, family factors• Past History of interventions• Planned interventions• supports needed• People responsive• Team meetings planned

The following 3 slides are for group work

Task 1

• Prepare an IEP for a Form 3 student in English– Dyslexic– Poor vocabulary, handwriting, and spelling– Inadequate phonics skills – Stumbles over longer words– Trouble with English grammar– Difficulty in English composition– Strengths – artistic, excellent computer skills, good

imagination

Task 2• Prepare an IEP for a Form 2 student for a Chinese

language class• Dyslexic• Poor handwriting• Makes mistakes in stroke placement• Poor composition skills• Composes music, sings and plays the guitar very well• Has attention difficulties• Likes movies, especially Jackie Chan movies

Task 3

• Develop an IEP for a student in Physics – Form 2– Student reads and writes well– Student has difficulty with mathematics– Student has trouble remembering formulas– Student is very anxious about his

performance

How can we help students learn together?

• Build interpersonal and communication skills

• Teach about bullying and teasing• Role play and simulation about disabilities

– Blind– Deaf– Wheelchair– Learn Arabic writing – copy script

The voices of children

• Boy with cerebral palsy– People think he is helpless and unable to

understand anything– People feel sorry for me– Adults make decisions without consulting me

as if I have no brain– Wants to be involved in decision making

Joining In

• SPED children feel useless, sometimes bored because they are left out

• Felt they do not have the language skills• Aggression is a problem• Should teach social communication and

collaborative skills

Adult help

• Can facilitate• Some children felt it prevented children

from finding their own ways to solve things• May be embarrassing

Learning Together

• Negative behaviour of others toward them– Shouting– Not listening– Dominating– Excluding them– Picking on them

Influences feeling of self worth

What children say• Asking for help• Ignoring• Saying stop• Listening• Making friends – but need to know how• Supporting each other• Giving help• Negotiation -accept others ideas and give their

own

Tools to Evaluate Inclusion

• Staff development help staff respond to students• Support is coordinated• All students are welcome• Staff and manage work well together• Policy is inclusion• Staff appointments and promotions are fair• Physically accessible buildings• School resources are fairly distributed

Learner Centered Classroom

• Chairs around tables & comfortable places to work

• Walls – students’ work – not just the best– Schedule information– Charts that help

• Class discussion– Students question each other– Students ask questions

• Tasks- different activities simultaneously

Biology-Endangered Species

• Students work in groups to develop a board game– Reduces the memory load– Must do research– Students with output problem – good verbal

skills but poor writing can speak– Students with artistic skills can draw the board– Encourages imagination and critical thinking

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Inclusive Education at the Secondary Level · Inclusive Education at the Secondary Level ... first language in addition to English • If possible, ... • Write outline