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Full Inclusion is the Best Option For Students with Disabili
Transcript of Full Inclusion is the Best Option For Students with Disabili
Don't Limit Me!
Interview- Gina Oswald. 17 September 2015. Personal.
Casale-Giannola, Diane 1. "Comparing Inclusion In The Secondary Vocational And Academic Classrooms: Strengths, Needs, And Recommendations." American Secondary Education 40.2 (2012): 26-42. Education Full Text (H.W. Wilson). Web. 18 Sept. 2015.
Dodd, Julie. "Mainstreaming." JSTOR. English Journal, Apr. 1980. Web. 20 Sept. 2015. <http://www.jstor.org.ezproxy.libraries.wright.edu/stable/814769?Search=yes&resultItemClick=true&searchText=Mainstreaming&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3DMainstreaming%26amp%3Bacc%3Don%26amp%3Bwc%3Don%26amp%3Bfc%3Doff%26amp%3Bgroup%3Dnone&seq=2#page_scan_tab_contents>.
Jorgensen, C.M., McSheehan, M., & Sonnenmeier, R.M. (2010). The Beyond Access Model: Promoting membership, participation, and learning for students with disabilities in the general education classroom. Baltimore: Paul A. Brookes Publishing Co Web.20.Sept.2015 <http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ991531>.
Halvorsen, A. T., & Neary, T. (2001). BUILDING INCLUSIVE SCHOOLS: TOOLS AND STRATEGIES FOR SUCCESS. Needham Heights, MA: Allyn & Bacon Web.20.Sept.2015 <http://www.ldonline.org/article/8058/>.
Works in the Department of Human Services
Most active with ODS in the department.
What comes to mind when you hear full inclusion?
1. All students receiving education with similarly aged peers.
2. People with disabilities being included in employment, housing and daily activities with the general population
Have you used full inclusion? If so, why? If not, why?
I have used full inclusion practices when I worked as the Program Coordinator for the Transition Program up at Kent State University. My program trained high school students (aged 16-22) on the university’s campus in employment tasks alongside university students. They were also able to eat lunch and work out with university students while on campus.
Is full inclusion the best option for students with disabilities? Why or why not
Although inclusion is appropriate and optimal for many students with disabilities, I do not believe a “best option” exists that covers all students with disabilities in every situation. Each individual student should be assessed for what is the best option for that specific student, taking into account his or her personal preferences and goals/interests.
Benefits of Inclusion
of Students with Disabilities
increased social interactions
peer role models
greater access to general curriculum
families are more integrated into community
offers a wide circle of support, including social support from classmates without disabilities
Benefits of Inclusion for Students without Disabilities
increased appreciation and acceptance of individual difference
respect for ALL people
prepares students for adult life with inclusion of all people
greater academic outcomes
"Advocates of 'equal' education for the handicapped pointed out that the 'normal' school setting was, in fact, a distortion of reality because handicapped individuals were not included."
"Special education teacher Joyce Kohfeldt, in the film 'Adolescence and Learning Disabilities,' stresses that handicapped students are further handicapped by being isolated in special education classrooms. 'There are no special education landlords or employers,' she says, explaining that handicapped students need to be in the regular classroom so they can learn to cope with the realities of real world situations."
What is the real problem?
"Greater inclusion success has been reported at the elementary level because inclusion at the secondary level poses significant challenges. These challenges are: (a) high-level pace and content, (b) high expectations and weak student study skills, (c) increased content area instruction, and (d) increased demands for high-stakes testing and scheduling".
"Other barriers for secondary school inclusion success have been identified as: (a) negative teacher attitudes, (b) lack of knowledge of special education issues and laws, (c) poor collabortation, (d) limited instructional repertoire, (e) poor assessments, (f) lack of administrative support, and (g) scheduling and planning time".
Routines-based planning process consists of five questions which teams answer during regularly scheduled meetings that take place prior to the coming week’s lessons.
The Beyond Access Model
What is the general education instructional routine?
What are students without disabilities doing to participate in the instructional routine?
Can the student with the disability participate in the same way in all components of the instructional routine or does the student need an alternate way to participate?
What supports does the student need to participate using alternate means?
Who will prepare the supports?
The 5 Questions
Has never been rested on research findings, but on principle
The general concept is students with disabilities attend classes with their general education peers with support from special educators
Inclusion differs from mainstreaming in that students are members of only the general education class and do not belong to any other specialized environment based on their disability