This document provides an overview of inclusive education presented by Daniel Close from the University of Oregon. It is organized into three modules that define inclusive education, discuss its principles and values, and describe different types of disabilities. The first module defines inclusive education as including all children in schools regardless of ability and discusses the values of having a welcoming attitude, family involvement, and never giving up on children. The second module outlines principles of using real life experiences, setting realistic goals, and being a good communicator. The third module will describe types of disabilities found in children.

1. Overview of
Inclusive Education
Daniel W. Close, Ph.D.
University of Oregon
June 2015 1
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
Overview of Inclusive Education

2. How the Presentation is Organized
• This Overview of Inclusive Education is
organized into three distinct modules
• Module 1: Basic definitions, case studies, and
values of Inclusive Education
• Module 2: Principles of Inclusive Education,
including basic teaching strategies
• Module 3: Types of disabilities found in
children
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
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3. Module 1
Definitions, Introductions,
Case Examples and Values
of Inclusive Education
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
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4. What is Inclusive Education?
• Inclusive Education refers to a set of
principles, values and practices which involve
social change in schools and communities.
• Inclusive Education changes schools by
including children who have previously been
excluded from school.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
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5. The Inclusive Education Team
from the University of Oregon
• Daniel W. Close, Ph.D.,
Associate Professor in the College of Education
• Valerie T. Close, M.A.,
Co-Director of the Early Childhood CARES
Program in the College of Education
• Marisa Silver, Ed.D. Curriculum Director, College
of Education, Teacher, Springfield School District
• Kirsten Haugen, M.A. Special Educator and
Technology Consultant, College of Education
• MaryAnn Winter-Messier, Ph.D.,
Assistant Professor in the College of EducationUniversity of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
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6. Daniel W. Close, Ph.D.
• Dr. Dan Close, Associate Professor and
Director of the Family and Human Services
Program in the College of Education at the
University of Oregon.
• I currently teach undergraduate and graduate
courses on Inclusive Education, with an
emphasis on developmental disabilities.
• My work on Inclusive Education includes
projects in Ukraine, India, Laos, and Bangladesh.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
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7. The University of Oregon
• The College of Education Mission:
Making educational and social systems work
for all—by strengthening the capacity of
community and education agencies to design,
provide and evaluate individual learning in
Oregon and throughout the world.
• The College of Education’s Special Education
Program has been ranked #3 in the nation for
12 years in a row
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
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8. Small Group Activity
• Think about a child with a disability in your
school or community.
• How has the family been treated by school
and community leaders?
• How can this child and family be welcomed
by the school?
• What would the school and community need
to do to include the child into the school?
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
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9. Definition of Inclusive Education
• Inclusive Education means schools
accommodate all children regardless of their
abilities or disabilities.
• This should include: street and working
children, children from remote or nomadic
populations, children from linguistic, ethnic
or cultural minorities and children from other
disadvantaged or marginalized areas or
groups. – UNESCO, 2003: p. 4
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
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10. Values of Inclusive Education
• A welcoming attitude
• Family involvement
• Be patient, never give up on a child
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
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11. A Welcoming Attitude (1)
• Make the school environment pleasant.
Keep all areas clean and safe.
• Be a positive and energetic role model,
setting the tone for the school.
Smile, be engaging and friendly to everyone.
• A welcoming attitude often begins with the
leaders of the school.
• Offer an open-door policy.
Be friendly to all families who come to visit.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
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12. A Welcoming Attitude (2)
• Praise and compliment the family as often as
possible. Positive recognition helps people feel
good about themselves and encourages positive
actions.
• Solve problems quickly when they arise.
Ask questions so you understand the situation
and work out a fair solution that will benefit
everyone.
• Provide families with food from time to time.
Even if you just have a small meal for families
every other month, these gestures help families
feel important.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
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13. Family and Parent Involvement
• Students learn best when their families and
educators work together.
• Families are children’s first and best teachers,
and bring special knowledge and expertise,
which should be encouraged and respected.
• Many families need assistance to become
successful and effective participants in the
process.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
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14. Obstacles to Family Involvement
Discuss with a partner:
• What are some obstacles to family
involvement in Inclusive Education?
• What are some practical obstacles for getting
teachers and families more involved in
schools?
• What can the Inclusive Education project do
to help facilitate family involvement?
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
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15. Be Patient,
Never Give Up on a Child
• Many children will not understand how to do
something on the first try
• They may need help to perform a task.
• They may need practice to maintain the skills
they have learned.
• Teachers need to remember this and never
give up on a child who does not learn quickly.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
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16. Module 2
Principles of Inclusive Education,
including basic strategies for teaching
children in inclusive settings
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
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17. Principles of Inclusive Education
• Use Real Life Experiences
• Set Realistic Goals for Each Child
• Be a Good Communicator
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
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18. Use Real Life Experiences
• Many children have difficultly solving
problems in their heads.
• It is often better to learn in a “real” situation.
• It is best to use real objects and activities in
the actual setting to assist with a task.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
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19. Small Group Activity
• What are some of the “real life” experiences
that children deal with in their daily lives?
• How can you incorporate these real life
experiences into a learning activity in the
classroom?
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
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20. Be a Good Communicator
• All communication is meaningful.
• Communication skills are needed for all
people to build relationships, express what
they want or need, participate in learning,
and become more independent.
• When a child’s communication is not
understood or “listened to,” they become
isolated, ill, and/or have tantrums.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
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21. Good Communication Skills (1)
To communicate more effectively,
teachers need to:
• Consider the child’s communication strengths
(e.g. reading lips) and environmental factors
(e.g. loud noises in the room).
• Use words the child understands.
• Engage the child to communicate during daily
activities (e.g. meals, when working or
playing with other children, etc…).
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
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22. Good Communication Skills (2)
• Do not assume that because a child does not
speak using words, they cannot hear or
understand.
• Speak clearly.
• Be a good listener.
• Always try to understand the child.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
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23. Module 3
Types of Disabilities
Found in Children
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
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24. Types of Disabilities in Children
• Intellectual Disability
• Cerebral Palsy
• Autism
Other typical disabilities include:
• Epilepsy
• Blindness
• Deafness
(We will not address these in this workshop.)
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
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25. Intellectual Disability
• Intellectual Disability means that the student
has limitations in learning, communication,
daily living skills and social skills.
• Children with Intellectual Disability can learn
but need teachers to organize lessons as
simply as possible.
• This disability used to be called Mental
Retardation, but this term is no longer used.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
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26. Teaching Techniques
For Children with Intellectual Disability:
• Organize learning activities so that the
student is more likely to do well.
• Divide tasks into small, manageable steps to
increase the likelihood of success.
• Give encouragement for any attempt and all
progress. The encouragement should be
specifically about the task (e.g. “Great job of
drinking from your cup.”)
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
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27. Small Group Activity
Let’s Practice Breaking Tasks into Smaller Steps:
• Pair up with your neighbor
• Take three tasks, one from dressing, one from
eating, and one from personal hygiene
• Break the tasks into teachable steps for a
child with intellectual disability
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
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28. Cerebral Palsy (1)
• Cerebral Palsy (“CP”) is a condition affecting
body movement and muscle coordination.
• CP is caused by damage to the brain, before,
during, or shortly after birth; or during
infancy.
• Many children with CP have normal
intelligence.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
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29. Cerebral Palsy (2)
• Children with CP often have uncontrolled
movements affecting the hands, feet, arms,
or legs and, in some cases, the muscles of the
face and tongue.
• The movements often increase during
emotional stress and disappear during sleep.
• Children with CP may also have problems
coordinating the muscle movements needed
for speech.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
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30. Autism
• No known factors in the psychological
environment of a child have been shown to
cause autism.
• Although autism is a lifelong developmental
disability, it is treatable.
• Early diagnosis and appropriate intervention
are extremely important.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
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31. Characteristics of Autism (1)
• Some children with autism do not share
information or feelings.
• Some children with autism do not know how
to engage in simple social interactions.
• There is often a delay in or a lack of
development of spoken language.
• Many children with autism do develop
speech.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
ແລະ ລາວ
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32. Characteristics of Autism (2)
• Children with autism may have difficulty
understanding non-verbal communication
(e.g. body language, facial expressions, and
frequent eye contact).
• Some children with autism have a restricted
range of interest, or periods of sustained
activity (i.e. rocking, picking, flapping, etc…),
• Some children resist changes in daily
activities, or have unusual attachments to
specific objects.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
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33. Thank you
• Are there any questions?
• Thank you for your attention to this
presentation
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ ກສາຮຽນຮ່ ວມລະຫວ່ າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ
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