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Does Inclusion Antiquate Special Education

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Julia Cumby

on 2 August 2017

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Transcript of Does Inclusion Antiquate Special Education

Does Inclusion Antiquate Special Education ?
Andrea Browne, Julia Cumby, Lindsey Osmond, Victoria Ryan, Daniel Simms & Amy Smith
What is Special Education
The term 'special educational needs' refers to children who have learning difficulties or disabilities that make it harder for them to learn than most children of the same age. Many children will have special needs of some kind at some time during their education.

What is Inclusion
Inclusive education means that all students attend and are welcomed by their neighborhood schools in age-appropriate, regular classes and are supported to learn, contribute and participate in all aspects of the life of the school.
Inclusive education is about developing and designing our schools, classrooms, programs and activities so that all students learn and participate together.

Something to think about:
Think of a time that you have felt
This can be a time during a social activity, a classroom environment, from your childhood or throughout your adulthood.
How did this make you feel? What emotions did you experience?
Now, let’s think of a time that you felt
This again, can be a time during a social activity, a classroom environment, from your childhood or throughout your adulthood.
How did this make you feel? What emotions did you experience?
Help will usually be provided in their school, sometimes with the help of specialists.
They may need extra help in a range of areas, for example:
reading, writing, number work
understanding information
expressing themselves
making friends or relating to adults
behaving properly in school
organizing themselves
some kind of sensory or physical needs which may affect them in school
extra time for tests and other assessments

Special Education
Student's Right to Special Education in Canada
The Supreme Court of Canada has:

Affirmed the legal rights of students with learning disabilities to receive an education that gives them an opportunity to develop their full potential.

Made an articulate and powerful statement that: “…adequate special education, therefore, is not a dispensable luxury. For those with severe learning disabilities, it is the ramp that provides access to the statutory commitment to education made to all children…”. (Philpott & Fierdowitz, 2012, p. 1)

How Students Benefit from Inclusion

Benefits of Inclusion for
Students With


Increased social initiations and relationships
Increased achievement of IEP goals
Increased parent participation

How Students Benefit from Inclusion
Benefits of Inclusion for
Students Without Disabilities:

Increased acceptance of diversity
Greater resources available for everyone
Opportunities to master activities by practicing and teaching others

Kids Together, Inc. (2010, June 29).
Validated the position long held by learning disability associations across Canada for the right of all students with learning disabilities to adequate special education programs and services, including intensive evidence-based interventions for those who need them

Stated that while students have equal access to a general education (inclusion), in order to have meaningful access, i.e. an opportunity to achieve within that curriculum, their needs must be considered on an individual basis.

(Philpott & Fierdowitz, 2012)
Student's Right to Special Education in Canada
The use of specific strategies
appears to facilitate the academic
and social success of students
both with and without disabilities.

(Sarika S. Gupta, S.S., Henninger, W. R., & Vinh, M.E, 2014).
How Students Benefit from Inclusion
Kids Together, Inc. (2010, June 29).
Barriers of Inclusion
Larger class sizes- making it harder for the teacher to focus on individualized instruction.
Students who are not disabled but still need assistance may be overlooked.
Students may begin to bully other students due to their differences.
Learning environments may be disrupted due to more outbursts and behavior problems.

What Works?
Specialized support within a general education classroom.
Special education and general education teachers meet, plan, and teach together.
Materials, methodology, presentations and strategies adapted to meet needs of all Students with disabilities, and higher functioning students benefit at the same time.
Examples of Co-teaching Models

Content Area Specialist-Observer

a) Content area specialist presents to class, special education teacher makes purposeful observations about students or groups of students. Criteria for learning is determined before-hand and discussed after.
What Works?
What Works?
Content Area Specialist- Floater
a) Content area specialist delivers the material while the special education teacher moves around the classroom addressing individual needs. Special education teacher clarifies directions, asks questions, and facilitates discussion.

Comprehensive administrative support, coupled with a strong organizational structure, is essential to ensure effective co-teaching.
Technology can be used to improve the learning environment for students with exceptionalities in many ways. Assistive technology such as word prediction software, touch screens and communication devices will aid in the independence of such children.
Assistive Technology
Assistive Technology
Examples of programs include:

GoTalk Pocket
Big Bang
Read & Write Gold
Word Q
FM Systems

Read Q
Speak Q
Comments on The Inclusion Buzz
The general consensus on inclusion is:
it is not going to entirely replace special education.
it is not a one size fits all policy, there are exceptions.
it is important for students to build relationships and understand diversity.

Where our class stands on inclusion:

The website provided in the link below gives more information about inclusion and what research we have completed.

If you have some time it is a great idea to have a look through this website.
As well, there is a page to voice any extra questions or concerns you may have.

Here is the link:

Research & Debate
Personal Mini- Quiz :
A Reflection of Learning

Farnsworth, D. G. (2015, April 14). What Should the General Education Mainstreamed Teacher Know? Test Your IEP and Special Education Law Knowledge. Retrieved February 25, 2016, from http://www.brighthubeducation.com/special-ed-inclusion-strategies/125482-inclusive-education-quiz-test-your-knowledge-of-mainstreaming-and-ieps/

Government of NL (2013). Assistive technology common devices for students with exceptionalities. Retrieved February 25, 2016, from http://www.ed.gov.nl.ca/edu/forms/studentsupport/Assistive_Technology_Items.pdf

Henderson, A.,T., & Mapp, K.L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory.

Kids Together, Inc. (2010, June 29). Benefits of inclusive education. Retrieved February 23, 2016, from http://www.kidstogether.org/inclusion/benefitsofinclusion.htm

Philpott, D.F. & Fierdowitz, C.A.M (2012) The Supreme Court of Canada Ruling on Learning Disabilities.
The Learning Disabilities Association of Canada

Sarika S. Gupta, S.S., Henninger, W. R., & Vinh, M.E. (2014). First Steps to Preschool Inclusion: How to Jumpstart Your Programwide Plan. Baltimore, MD: Brookes Publishing.

Whitehurst, T. (2007). Liberating Silent Voices: Perspectives of children with profound & complex learning needs on inclusion. British Journal of Learning Disabilities Br J Learning Disab, 35(1), 55-61.

Test your knowledge of inclusion click the link on the below:


Wake Up Video
Students with
Profound Needs
Negative idea of Inclusion:
may not benefit from the inclusion model
some cannot communicate or interact with others
they need to be taken out to get the support
It is better to understand special education first before having the term become a thing of the past.
Students with Profound Needs
Positive Idea of Inclusion:
inclusion can work in the classroom if we listen to the students and their needs
“Children are children first – it is their right and our obligation to ensure that when we talk about inclusion we take their views into account.” (Whitehurst, 2007, p. 60)
If they have the right support in the classroom, inclusion could be implemented
Parental Involvement
The evidence is clear and consistent: When schools and families work together, student learning and outcomes improve, as well as:
children’s attitudes toward school, and
their social skills and behaviors.

have the right to participate in any meetings, evaluation, or educational placement of their child.
Other Common Barriers Include:
Lack of funding.
Lack of communication among parties involved.
Negative attitudes
Inconsistent training
Does inclusion antiquate special education?
Visit this website to answer the poll
© www.pace.gb.com
Questions adapted from (Farnsworth, 2015)
https://appliedbehavioralstrategies.wordpress.com/2012/02/15/inclusion-is-an-individualized-decision/ (image)
http://www.dw.com/en/educational-inclusion-slowly-on-the-rise-in-germany-study-shows/a-18556351 (image)
Full transcript