Inclusion

CHRYSALISThe

inclusion community

“WHY INCLUSION?”

Section 26 (b) of “The Persons With Disabilities (Equal Opportunities, Protection Of Rights And Full Participation) Act, 1995 ” states that appropriate Government and local authorities shall endeavor to promote the integration of students with disabilities in the normal schools.(emphasis mine)

Indian Law...

Article 24 of the United Nations Convention on the Rights of Persons with Disabilities, which India signed and ratified in 2007, articulates the following:

States Parties shall ensure that:

Section 2 (a) “Persons with disabilities are not excluded from the general education system on the basis of disability…”(emphasis mine)

UNITED NATIONS...

States Parties shall ensure that:

Section 2 (d) “Persons with disabilities receive the support required, within the general education system, to facilitate their effective education” (emphasis mine)

Section 2 (e) “Effective individualized support measures are provided in environments that maximize academic and social development, consistent with the goal of full inclusion” (emphasis mine)

UNITED NATIONS...

“WHAT (is) INCLUSION?”

INCLUSION

Bringing diverse students, families, educators, and community members together to create an institution based on acceptance, belonging and community.

Inclusion recognizes that all students are capable learners who benefit from a meaningful, challenging and differentiated curriculum.

** Effective inclusion involves sensitivity to and acceptance of individuals strengths and challenges and diversity **

SPECIAL EDUCATION

Delivering research-based instructional and assessment practices to students with learning, behavioral, emotional, physical, health, or sensory disabilities.

“WHO INCLUSION?”

some definitions...

1. The student with the disability

DISABILITY

Indian Law

Section 2 (i): “disability” means-(i) blindness;(ii) low vision;(iii)leprosy-cured;(iv)hearing impairment;(v) locomotor disability;(vi)mental retardation;(vii)mental illness

1. The student with the disability

DISABILITY

United Nations

Persons with disabilities include those who have long-term physical, mental, intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others.

2. The General Education Teacher

GENERAL EDUCATOR

The classroom or subject teacher who teaches ALL students in the class and is aware of strengths and struggles specific to each student

3. The Special Education Teacher

SPECIAL EDUCATOR

Has access to information on the student with disability’s academic, behavioral, and social skills as well as student’s responses to different teaching techniques.

3. The Special Education Teacher

SPECIAL EDUCATOR

The special educator collaborates with the general educator on the following matters:

- Class/School-wide Accommodations- Learning strategies- Classroom management strategies- Grading alternatives- Peer acceptance

3. The Special Educator

SPECIAL EDUCATOR

Head of Special Education at Chrysalis:Sarah Misra

Special Educators at Chrysalis, Yelahanka:- Mithun Gowda- Abigail D’mello- Shraddha

4. The Resource Room

RESOURCE ROOM

The classroom wherein students receive individualized remedial instruction specific to the skill and instruction parallel to general education instruction, so to fill the gaps in learning.

5. Inclusion @ Chrysalis

SUPPORT FOR CHILDREN WITH SPECIAL NEEDS

1. General education classroom placement with specialist assistance:Student participates in regular classroom activities, additionally receiving support within the same classroom

5. Inclusion @ Chrysalis

SUPPORT FOR CHILDREN WITH SPECIAL NEEDS

2. General education classroom placement with resource room assistance:Student participates in regular classroom activities, additionally receiving support in a separate classroom at certain time period(s) during the day/week

“HOW INCLUSION?”

a case in point...

BINDHYA JOHNSONand

Santhosh Mary’sSENIOR K.G. CLASS

2013-14

Interrogation Session

Question 1:

“which grade did you teach in 2013-14?”


Question 2:

“how many students did you have?”


Question 3:

“how many children with special needs did you have

in your class?”


Question 4:

“could you tell us something about the

children with special needs you had in your class?”


Question 5:

“what challenges did you face while working with students with special

needs?”


Question 6:

“what did you do as a classroom teacher?”


Question 7:

“how did your co-teacher’s activities during circle time

play a crucial role in successful inclusion?”


Question 8:

“help me understand a little more about anny. How were you able to identify that the child

needs additional intervention?”


Question 9:

“in your understanding, how is it beneficial for you, as a classroom teacher, to

have the support of the special educators?”


Question 10:

“what was the peers interaction like with the

students with disabilities?”


And finally...

“personally what challenges did you face this year with respect to

inclusion, and how do you plan to resolve them in the

coming year?”

“HOW INCLUSION?”

promoting positive classroom behavior...

1. Employ Relationship-Building Strategies

a. Demonstrate a personal interest in students (talk to students about their families, topics that interest them etc.)

b. Listen attentivelyc. Display empathy and emotional supportd. Compliment them and celebrate their

successes

2. Develop Students’ Self-Esteem

a. Conduct meetings and use dialoguingUnderstanding others’ perspectives is essential.Conduct class meetings where students as a group can share their opinions and brainstorm solutions to classroom conflicts, class behavior problems, and any other issues which concerns students.

2. Develop Students’ Self-Esteem

b. Use conflict resolution and peer mediation programsStudents can be taught to serve as peer mediators using communication, problem solving and critical thinking to help students in conflict by face-to-face meetings to discussion and resolve disagreements

3. Social Skill Instruction

Social skills instruction comprises of teaching students the following:a. Working in groups,b. Making friends,c. Recognizing and responding

appropriately to the feelings of others,d. Resolving conflicts,e. Understanding individual strengths,

challenges and emotions, andf. Dealing with frustration and anger.

4. Give Clear and Direct Instructions:

Verbal communication with students is crucial in helping them understand how to behave in a classroom setting. Compliance to your requests can be fostered by speaking to students in a ‘respectful,’ ‘firm,’ and ‘calm’ manner.


Your statements can be phrased so that they are:a. Stated in positive terms and focus on

what students SHOULD DO rather than what they SHOULD NOT DO, and

b. Presented to students in an appropriate sequence of steps when giving multiple commands.


Use Cues:Cues can be used to promote good classroom behavior. Verbal and non-verbal cues help establish routines, remind students of appropriate behaviors, or signal to students that their behavior is unacceptable and should be changed.

To learn more about this, go to:http://www.cehd.umn.edu/ceed/publications/tipsheets/preschoolbehavior/cuing.pdf

5. Follow Routines

Unexpected changes in routine can cause students to respond inappropriately.

It is important to follow consistent and predictable routines wherein students know what to expect in the classroom each day.

They will more likely feel in control of their environment which can reduce instances of classroom misbehavior.

5. Follow Routines

Establish, Teach and Enforce Rules:When students are involved in developing rules, they innately learn to take responsibility for their actions because of a sense of ownership, and so are more likely to follow the rules.

Work with students to create reasonable and attainable goals acceptable to both you and them.

5. Follow Routines

Establish, Teach and Enforce Rules:Phrase rules in way that they are concise, stated in the students’ language, easily understood, and usable in many situations and settings (e.g. classroom, library, indoor & outdoor CHAMPS activities etc.)

Phrase rules in a positive way:E.g. “Work at your table,” instead of “Don’t walk around the classroom” or

5. Follow Routines

Extra Tips!

You can help students learn the rules by demonstrating them via:a. Role play rule followingb. Demonstrating rules by observable

behavior actionsc. Posting rules at an easy-to-see location,

along with pictures corresponding to the written instructions for students who have difficulty following them.

6. Use Consequence-Based Interventions

Use ContractingA written agreement that outlines behaviors and consequences of a specific behavior.

6. Use Consequence-Based Interventions

Use ContractingGuidelines for creating a contract:a. A statement of the specific behavior(s)

the student(s) is to increase/decrease in observable terms

b. Statement of the environment in which the contract will be used

c. List of reinforcersd. A time frame for the contracte. Signatures of the student(s) &

teacher(s)

7. Use Self-Management Interventions

Self-Monitoring

Self-monitoring or Self-recording us a system whereby students measure their behaviors using a data collection system.


Self-Evaluation

Students can be asked to respond to a series of questions that prompt them to evaluate their behavior.


Self-Evaluation

Some questions could be as follows:a. How would you describe your behavior

in class today?b. What positive behaviors did you use?

What happened as a result of these behaviors?

c. Which of your behaviors were problem? Why were they a problem?

d. What are some things you could do to improve those behaviors?


Self-Evaluation

Students can use a self-evaluation yes/no checklist which looks something like this:• I raised my hand to answer• I paid attention to the teacher• I stayed in my seat• I began my work on time• I finished my work


Self-Managed Free-Token Response-Cost

The student is given a card with a certain number of symbols. The symbols represent inappropriate behavior. After each inappropriate behavior, the student crosses out one symbols.If any symbols remain at the end of the class rime, the student receives the agreed-on reinforcement.


Self-Managing Peer Interactions3-StepsWhen students are being bothered by their peers, they use 3-steps:a. Telling the peers “Stop! I don’t like that”b. Ignoring or walking away from the peer

that does not stop bothering them, andc. Informing the teacher that they told

them to stop and tried to ignore, and are now seeking the teacher’s help

8. Adapting the Classroom Design

1. Students with behavior challenges may benefit from sitting with good peer models whom they feel comfortable with and also help them learn appropriate classroom behavior.

2. Minimize visual and auditory distractions which would be helpful for students with attention problems

Additional Pointers

1. Class teachers, along with the coordinators, handling children with special needs will be given a detailed time table of the day/timing of the special educator who will be handling each child and whether or not the special educator will be present in class with the child or the child will be taken to the resource room.

Additional Pointers

2. Teachers suspecting a child of having difficulty in the class room either academically, or behaviorally, which affects the child and/or others’ learning in the classroom, must inform the coordinator, who via the principal, will provide the information to the special education department.

Additional Pointers

3. Classroom teachers having students with special needs WILL WRITE their PUPA anecdotes as they see and understand the student in the class.

4. A ‘communication book’ is a record kept for communication between the parent and the special educator alone.

For any questions or comments that you may have regarding Inclusion at Chrysalis, please write them down

and give them to me along with your email address. I will write back to you

within the week.

Or you can write to the special education team about your queries or any discussion you may like to

have regarding Inclusion, any time during the year, at:

[email protected]

Have a wonderful

year of teaching!