Inclusive Education

1. supportingStudents with Disability
(inclusive education)
By: Dinka Yadeta

2. Agenda
Introducing Disability
Types of Disabilities
Adaptation and modification

3. Objectives of Session
To introduce disability
To Explain types of disability
To Identify adaptations
modifications needed to teach
students with disability

4. Previously we name Disability as;

5. Modern Disability. (2011). Disability etiquette… So everyone can relax and get the job done

6. Question
• What is impact of these names on life of students
with disability?

7. Language by it self define
disability as;

8. So
“Change your language and you change
your thoughts.”
By; Karl Albrecht

9. People First Language….
Put the person before the
disability

10. Cont…
1. Always put the person before the
disability!
It is important to say…
“he/she uses a wheel chair” not
“confined to a wheelchair”
“a person who has epilepsy” not “an
epileptic”.

11. 2. Use the term “person with a disability”.
“Disability” means that an individual is
limited in one’s ability to do an activity.
“Handicap” is a barrier that limits a
person’s opportunity to participate in
society.

12. 3. All people are unique.
Individuals all have unique
things they can and cannot do.

13. 4. Offer people with disabilities the
same choices as you would
anyone else. People with visible
and invisible disabilities have the
right to fully participate in the
community.

14. 5. Offer assistance when it
appears to be required, but do
not insist on helping if the
individual refuses your offer.

15. 6. Consider barriers that make
it difficult for people to
participate.

16. 7. Assistive devices, such as
crutches and wheelchairs, are
necessary for individuals with
disabilities. Don’t remove them
from someone unless they have
instructed you to do so.

17. 8. Speak to the person with the
disability, not to a friend or
attendant.

18. 9. Treat people with disabilities
as you yourself would like to be
treated. Dignity, respect and
common sense are very
important!

19. “People-First” Language
Instead of ……
 The disabled;
handicapped; crippled;
suffers from a disability
 The blind
 The deaf; deaf and dumb;
suffers a hearing loss
Say…
 Person with a disability
 Person who is blind;
person with a visual
impairment
 Person who is deaf;
person with a hearing
impairment

20. “People-First” Language
Instead of….
Crazy; psycho;
retarded
Retarded; mentally
defective
Confined or
restricted to a
wheelchair;
wheelchair bound
Cripple;;
Say……
Person with mental
illness
Person with an
intellectual disability
Person who uses a
wheelchair
Person with a
physical disability

21. Types of students with
disability
Students with Visual Impairment
Students with hearing Impairment
Students with physical and health
Impairment
Students with Learning Disability
Students with intellectual Disability
 Students with Communication Disorder
 Students with emotional and behavioral
Disability

22. Identification
 Detecting the existence of certain impairment
or disorder.
 In the process of identification, sometimes
problems are obvious right from the start, in
this case, parents play a crucial role.
Sometimes they don’t appear until a child is
in school. Some children have trouble
learning to read or write. Others have a hard
time remembering new information. So,
school is the ideal place to deal with.

23. Assessment
Educational assessment refers to the
gathering of information about children’s
learning levels, style and skills in order
to make instructional decisions about
meeting their needs (McLoughlin &
Lewis 2001).
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24. PURPOSES OF ASSESSMENT
 Why we are assessing individual
children will have implications for how
we proceed with that assessment
(McCormick & Schiefelbusch 1984)?
.
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25. Screening
Screening occurs before concern
has been raised about individual
children’s developmental pattern. It
takes a broad, naturalistic look at
children’s development, aiming to
identify individuals who might need
additional assessment.
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26. Description of current skills
 Description of current skills
determines whether children’s
development is atypical and reveals
the nature of children’s
developmental patterns
(McLoughlin & Lewis 2001), which
will involve identification of their
strengths and relatively weak skill
areas.
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27. Curriculum Planning
 Having established the nature of
children’s additional needs,
assessment must be able to
guide decisions about what
supplementary services
individual children require and
how to deliver these.
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28. Decisions about placement
Placement decisions will involve
making a choice about which
settings will most benefit
children with atypical
development and which age
group of peers will best support
their learning and social and
emotional growth.
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29. Classification
This is a common reason for the
assessment of children who are suspected
of having developmental delays or
advances. Classification is a controversial
function of assessment, although by
definition giftedness and disability are
relative to normal development and so
issues of classification are inevitable
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30. Monitoring children’s progress
 Monitoring children’s progress. A final
purpose of assessment is to monitor how
children are responding to an educational
program. Monitoring serves three purposes
(Wolery 1996b):
to check that the conclusions and priorities
generated by earlier assessments are still
relevant;
to build a record of children’s progress over
time so that educators’ accountability is
promoted and to celebrate children’s
achievements; and
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31. Principle of Assessment
• A key principle of assessment is that it
must be:
• Multidimensional_ that is, it must
employ multiple measures, from
multiple sources, over multiple
developmental domains and fulfill
multiple purposes (as just listed)
(Neisworth & Bagnato 1988).
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32. • A second fundamental principle is
that assessment must examine:
• not only the qualities and needs
of individual children
• but also the environmental
factors that contribute to their
present developmental status
(Neisworth & Bagnato 1988).
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33. Third, specialist assessors must share
information so that they can develop a
multidimensional picture of the whole
child, not just isolated skills.
The following additional principles should
guide the assessment process for
children who are suspected of having
additional educational need
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34. Advocacy
The principle of advocacy
contends that assessment should
uphold the interests of all children
and aim to improve services for
individuals (NAEYC 1988).
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35. Defensibility
This criterion refers to how we assess
individual children (Miller 1978, in
McCormick & Schiefelbusch 1984).
Any tests that are part of the
assessment process must be used
only for the purpose for which they
were designed and must be valid and
reliable—that is, technically sound in
their construction and suitable for the
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36. Programming relevance(utility)
Assessment must measure skills that
are relevant either to an intended
program or in the child’s life (Hansen
& Linden 1990). That is, the
information gained must be
educationally useful. To achieve this,
tests that yield only a single global
score will be less useful than those
which provide scores for varying
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37. Equity
Assessment methods must be culturally
fair—which is to say that they should not
disadvantage any groups within the
community (Hooper & Edmondson 1998).
This is a particular issue for children whose
primary language is not English or who are
bilingual, and for those whose mode of
communication is not spoken language. It is
imperative that children’s lack of facility with
English is not mistaken for a developmental
delay or disability (Gonzalez 1974; Marion
1980).To minimize error with these children,
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38. Comprehensiveness
Assessment procedures must minimize
what is termed false negatives—that is,
when children with additional needs are
overlooked. To avoid false negatives,
assessment must sample a wide range of
behaviors across various developmental
domains, in a range of settings, gathering
information from many sources (Hansen &
Linden 1990). Comprehensiveness is
particularly important when classification
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39. Skilled Administration
Personnel who are skilled at and familiar
with assessing young children should be
the ones to administer tests to this age
group (NAEYC 1988).
 Second, testers must know how to
communicate their findings appropriately
to both lay and professional readers of
their assessment reports (Hansen &
Linden 1990).
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40. Pragmatism
Assessment should be
efficient in terms of the
administration time and cost
and should not unduly burden
children with prolonged testing
(Fallen 1985).
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41. Accommodations
-are supports or services provided to help
students progress in the general education
curriculum and demonstrate their learning.
These do not mean big changes in the
instructional level, content, or standards.
Rather, support is provided so that
students have an equal opportunity to
learn and to demonstrate what they have
learned.

42. ACCOMMODATIONS - Provisions
made in how a student accesses/demonstrates
learning
They do not substantially change
instructional level or content
Provides student an equal access to
learning
Provides student equal opportunity to
demonstrate what is known
Based on individual strengths and needs
May vary in intensity and degree

43. Accommodations are:
Techniques utilized to help
students access curriculum
Strategies that validly
demonstrate what students
have learned
Methods used that alter the
academic setting or
environment so students can

44. Accommodations are also:
Approaches to information that level the
laying field for students with disabilities
Extended time
Large print
Braille
Signed instruction

45. Other Accommodation Definitions –
(Eshilian, & Hibbard, ‘98)
Appropriate arrangements that
allow for access to same
information, activities,
opportunities, ex: books on
tape, computer writing
programs, tape recorders,
calculator, checklists, dictation
of answers, etc.

46. Accommodations do NOT:
Change the information to be
learned
Change the amount of
information that is to be
learned…modifications do this!

47. MODIFICATIONS - Changes in what a
student is expected to learn and
demonstrate
Change in the instructional level or
benchmark
Change in the number of key
concepts mastered within a
benchmark or unit of study
Changes in content

48. Modifications
-change the content and performance
expectations for what a student should
learn. For example, a student may
work at a different level ( for example,
at a 4th grade level instead of a 6th
grade level in reading) or study fewer
concepts or skills.

49. Don’t be fooled by
“Adaptations” for this refers to:
Accommodations and Modifications
Changes made in instructional and
assessment practices to facilitate student
success. For example:
Size √ Participation
Time √ Level of Support
Input √ Alternate Goals
Output √ Substitute
Curriculum

50. Differentiation Instruction (DI)
 To differentiate instruction is to
RECOGNIZE students varying
background knowledge, readiness,
language, preferences in learning,
interests, and to react responsively.

51. Cont.
 It is a PROCESS to approach
teaching and learning for students
of differing abilities in the same
class.

52. Cont.
 The intent of differentiating
instruction is to MAXIMIZE each
student’s growth and
individual success by meeting
each student where he or she is,
and assisting in the learning
process.

53. Principles of a Differentiated
Classroom
All students participate in respectful work.
Teacher and students work together to ensure
continual engagement & challenge for each
learner.
The teacher coordinates use of time, space,
and activities.
Flexible grouping, which includes whole class

54. Cont.
Time use is flexible in response to
student needs.
A variety of management strategies,
such as learning centers, interest
centers, learning buddies, etc. is used
to help target instruction to student
needs.
Clearly established individual and group
criteria provide guidance toward
success.

55. Ways to differentiate

56. According to Students’

57. DI Tips you expected to
Apply in your Teaching

58. 10 Tips for Differentiation
 Meaningfulness
 Currency
 Practice
 Reading Level
 Authenticity
 Active
Participation
 Experiences
 Motivation
 Realism

59. Cont.
1. Meaningfulness
Students Need Work
to Be Meaningful
 Real Life
 Interests
 Learning Styles
 Multiple
Intelligences
2. Currency
Connecting to Current
Information and Ideas
3. Practice
Some Students Need
Lots of Practice
4. Reading Level
Selecting Resources
for a Variety of Levels.
5. Authenticity
Students Enjoy
Working with Real
Facts, Numbers, and
Documents

60. Cont.
6. Active Participation
Interactive
Resources that Ask
Them to Create,
Build, Design or
Make Decisions.
7. Experience
Some Students Lack
Basic Experiences
such as Visiting a City
(or) a Farm.
8. Motivation
Students Need Inspiration
9. Realism
Students Enjoy Sharing
Their Ideas With a Real-
World Audience.
10. Challenge
Ask Students to Think
Such as;
 Evaluating
 Critiquing
 Creating.”

61. Student Support in
Inclusive Education
Environmental modification
(accessible physical
environment)
Classrooms, buildings, chairs, sitting
arrangement, notice board, sport fields offices,
gets, board, activities etc.

62. Cont.
Understanding and Addressing
Individual Difference
Tailor made education; based on
needs, potential and ability of learners.

63. Cont.
Teaching methodology
Using various types of teaching
methods to address diverse learning
need

64. Cont.
Assessing in various ways
adapting assessment technique to
context, culture, age, disability type,
and etc.
assess in continuous base and use
different tool of assessment.

65. Cont.
Content modification
Adapt what we teach according to
readiness and ability of learners
E.g. General to specific/specific to
general teaching

66. Cont.
Collaboration
Teachers, leaders, students with
disability, students with out
disability, parents and other
professionals should work
together.

67. Cont.
Least restrictive environment
Is about both social and physical
environment which allow students
access to any curricular and extra-
curricular activities

68. Cont.
Zero rejection
Utilizing assistive devises
IEP (Individualized Education Plan)
Behavioral management
Attitudinal change (+Ve)
Checking progress of students
Follow equity principles
Assist families

69. Education system has full
responsibility to ensure right to
education
It is equipped and ready to
handle diversity through:
Flexible modified curriculum ,
teaching and learning methods
Adaptation
Involvement of peers, parents and the community
Flexible teaching methods with innovative
approaches to teaching aids, and
equipment assistive devices and learning resources
Responsive, student-friendly environment
Professional environment working
deliberately and actively to promote
inclusion for all
PROCESS
of INCLUSION
Assessment
Support
System
Remediation/

70. Inclusion means:
I – ntegration
N – etworking
C – ollaboration
L –iving, learning, loving
U – tilizing all available
resources
S – upport and social
services
I – mplementation of
appropriate programs
O – rganization of
appropriate
services
N – on stop services to all