Chapter 1

INCLUSION

Advanced Organizer for Chapter 1

Chapter Summary and Conclusion

Quality of Life

Educational Outcomes for All Learners

Inclusive School Communities as a Context for Reform

Special Education as a Response to Diversity

Changes in society

Introduction

Focus QuestionsWhat are the factors influencing the need for educational

reform? (including socio-economic conditions and current challenges that face the special education system)

What are the basic premise, concepts, and anticipated outcomes of inclusive school communities?

How do the educational practices affected by culture, language and ethnicity

How do you think about “Labeling” a student?

What is inclusion?Students with disabilities are served primarily in the general education classroom, under the responsibility of the general classroom teacher. These student may receive some of their instruction in another setting based on their needs.

What does an inclusive school look like?Shared responsibilityShared decision-makingRoles changedEducate all learners

Inclusion meansTeach all studentsEach student is included in the class listShared responsibility for general and special education teachersIn-class support to students when needed

Inclusion does not meanDump students in the classroom without supportExclude students from an activity, but assign them to do something elsePhysically appear in the classroom onlyParticipate in non-academic activities only

Inclusive Schools Can you list school professionals’ interests &

responsibilities in inclusive schools?

List families’ interests and responsibilities in

inclusive schools:

School Personnels’ Interests in inclusive school communities

To be effective and productive professionally & personallyTo maintain their own dignity, safety, securityOpportunity to participate in a school community that

fosters professional growth and development, that tolerates their differences, limitations, capacities and needs

Opportunity to initiate &sustain relationships with other professionals

Opportunity to engage in life long learning

To request the assistance and support they need to be professionally responsible and productive

To share knowledge with others and offer supports as possible and responsible

To teach students how to make choices and to allow (foster) real choices among limited options

To teach students how to exert control over their environment in socially acceptable ways

To provide basic skills to earn a living and acquire housing, clothing, food

School Personnels’ Responsibilities in inclusive school communities

To teach workplace skills (cooperative work, conflict management, communication)

To provide normal environments and access to people with different capacities, limitations

To teach skills for establishing and maintaining relationships

To continually enhance their understanding of themselves as learners, to self assess strengths and weaknesses, to engage in change and gain new information

School Personnels’ Responsibilities in inclusive school communities (cont’d)

Families’ Interests in inclusive school communities

Quality of lifeTo maintain family lifeOpportunity to make choice for themselves and their

childControl over their environmentSecurity/Safety for their childProductivityCommunity participation and support for themselves

and their child

Provide for their child’s needs and interests that allow for their own quality of life and the quality of life of their children

To interact with school professionals and to advocate for the needs and interests of their child as well as all children

To support the efforts of school professionals when those efforts have the intention of increasing their child’s quality of life or that of other children

To support school personnel in providing a secure, safe environment for their child, as well as all children

To support their child and other children in becoming caring people who can interact with and support the learning and social needs of their schoolmates

To continue to grow and learn and engage in change

Families’ Responsibilities in inclusive school communities

Potential Barriers to Successful Inclusion

General education teacher may feel unable to meet the student’s needs

General education teacher may not want to work with the student

Finding time to meet with all classroom teachers is difficult

Student may not be socially accepted by peers