a report about inclusion and range of placements

1. By: Elen B. Sim

2. Mainstreaming
Social and instructional integration of students
with disabilities into educational programs
whose primary purpose is to serve typically
developing individuals (Gargiulo & Metcalf,
2010).

3. Mainstreaming
Placement of students with disabilities – often
part-time – into general class settings
(Mastropieri & Scruggs, 2000).

4. Least Restrictive Environment
To the maximum extent appropriate, children with disabilities,
including children in public or private institutions or other care
facilities, [will be] educated with children who are not disabled,
and that special classes, separate schooling or other removal
of children with disabilities from the regular educational
environment [may occur] only when the nature or severity of
the disability is such that education in regular classes with the
use of supplementary aids and services cannot be achieved
satisfactorily.
(20 U.S.C., Sec. 1412 [a] [5])

5. Least Restrictive Environment
 IDEA requires that every student with
disabilities be educated in environments
as close as possible to the general
education classroom setting.
 It is not a place but a concept.

6. Segregated
Least
Restrictive
Environment
Full
Inclusion
Evolution of Placement Options for Children with Disabilities

7. Inclusion
- A philosophy in education that includes
students with disabilities as valued
members of the school community
(McLeskey, Rosenberg & Westling, 2010).

8. Inclusion
- Educating students with disabilities in
regular classrooms (Heward, 2006).

9. Inclusion
Students with disabilities are served
primarily in the general education
classroom, under the responsibility of the
general classroom teacher (Mastropieri &
Scruggs, 2000).

10. Full Inclusion
All children with disabilities should be taught
exclusively (with appropriate support) in general
education classrooms at neighborhood schools
– that is, in the same school and age/grade
appropriate classrooms they would attend if they
were not disabled (Gargiulo & Metcalf, 2010).

12. Key Elements of Full Inclusion Models
“Homeschool” attendance.
Defined as the local school the child
would attend if not disabled.

13. Key Elements of Full Inclusion Models
Natural proportion at the school site.
The percentage of children with special
needs is in proportion to the percentage
of pupil with exceptionalities.

14. Key Elements of Full Inclusion Models
Zero rejection.
All students are accepted at the local school,
including those with severe impairments; pupils
are not screened out or grouped separately
because of their disability.

15. Key Elements of Full Inclusion Models
Age/grade-appropriate placement.
A full-inclusion model calls for serving children with
special needs in general education classrooms
according to their chronological age rather than
basing services on the child’s academic ability
or mental age.

16. Site-based management or coordination.
Recent trends in school organizational reform suggest
a movement away from central office administration for
sped programs to one where the building principal (or
other administrator) plays a large role in planning and
administering programs for all children in the school.
Key Elements of Full Inclusion Models

17. Use of cooperative learning and peer
instructional models.
Instructional practices that involve children
learning in a cooperative manner rather than in
a competitive fashion and using students to
Key Elements of Full Inclusion Models

18. assist in the instruction of classmates with
disabilities can be effective strategies
integrating exceptional learners in the general
education classroom.
Key Elements of Full Inclusion Models

19. Conceptualization of Integration, Mainstreaming and Inclusion
NORMALIZATION
Integration Mainstreaming Inclusion
Placement in the regular
class in one or more
subjects/activities
Provisions of interaction with
regular children, with the
SPED class remaining as the
child’s station
May include:
Tutorial and other learning-
assistance programs
May involve ancillary
and/or auxiliary services
Placement in the regular
class after fulfilling specific
admission requirements
Provisions of interaction with
regular children, with the
regular class as the
child’s station
May include:
• Shadow teaching in the regular class
• pull-out provision for one-on-one
• individualization in the special class
May involve ancillary
and/or auxiliary services
Placement in the regular
class on the basis of age
regardless of background,
disability and its degree of
severity
No pull-out
No shadow teaching
May involve auxiliary
services outside school
and/or ancillary services
after class sessions
Individualization within
the class without pullout
Individualization within or
outside the class

20. Components of Inclusion
A. PREPARATION PHASE
• Policies
• Eligibility Guidelines
• Physical Structure: Equipment, Facilities, Lighting,
Ventilation, Seating Arrangement
• Staff Preparation
• Parent Preparation
• Regular Children Preparation
• Curricular and Instructional Preparation

21. Components of Inclusion
B. IMPLEMENTATION PHASE
• Instructional Individualization
• Collaboration with Parents
• Networking with Support-Service Givers
• Materials Production/Technology Utilization
• Child Program Management

22. Components of Inclusion
C. EVALUATION AND SUSTENANCE PHASE
• Continuous – Progression Scheme
• Evaluation in Relation to Criterion-Referenced
Teaching
• Multidisciplinary Team Evaluation
• Collaboration with the Community: NGOs and GOs
• Family Commitment
• Transition

23. Teaching Strategies in Inclusive Settings
P rioritize objectives.

24. Teaching Strategies in Inclusive Settings
A dapt instruction, materials, or the environment.

25. Teaching Strategies in Inclusive Settings
S ystematic instruction variables duringUse
instruction.

26. Teaching Strategies in Inclusive Settings
S ystematic evaluation procedures.Implement

27. Continuum of educational services for Students with disabilities

30. Best Practices for Staff in Inclusive and Community Settings
 Focus on discerning the differences between students with severe
disabilities and their able-bodied peers
 Instruction across environments with a variety of “teachers”
 Structured, sustained interactions
 Participation in a variety of age-appropriate activities
 A functional life skills curriculum
 Teaching in natural contexts

31.  An integrated teaching model, in which teachers, parents and
therapists work together to determine basic school needs
 A commitment to work and independent living in the future
Additional best practices are:
 Collaboration among teachers
 Diversity of all students
 Celebration of diversity
 Standards success for all students bring together the goals of
general and special education