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Carol Quirk: Developing Inclusive Education

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Presentation by Carol Quirk, Co-Executive Director at Maryland Coalition for Inclusive Education, given during her visit to Yekaterinburg, Russia, sponsored by the US Consulate General in Yekaterinburg.

Published in: Education
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Carol Quirk: Developing Inclusive Education

  1. 1. Developing Inclusive Education Carol Quirk cquirk@mcie.org
  2. 2. Vision A society where neighborhood schools welcome all students, engage them in learning, and form the foundation for inclusive communities. Neighborhood schools where students with disabilities benefit from meaningful instruction, have friends, and be full members of their school Keep your feet on the ground while dreaming with your head in the clouds
  3. 3. “Inclusion” is not “Placement” Physical Access to ENVIRONMENTS Meaningful ACADEMIC participation Positive SOCIAL RELATIONSHIPS INCLUSIO N
  4. 4. Academic Instruction • General Curriculum • Accommodations • Modifications • Embedded Skills Universal Design Differentiated Instruction Interventions Specialized Instruction
  5. 5. Membership 7
  6. 6. Social Relationships People with strong social interaction skills typically experience … • More meaningful relationships • Greater happiness • Greater self-esteem • Greater social acceptance • Greater desire to socialize • Less anxiety, stress, depression
  7. 7. Inclusive Education means… • Natural Proportions • No “Inclusion” classes • Participation Active Meaningful WITH PEERS • Also outside of school activities NOT “Inclusion”
  8. 8. Maryland Coalition for Inclusive Education The extent of a school’s success will be directly related to the extent that the school has moved toward a collaborative model across school teams.
  9. 9. CHANGE: a grown-up problem Who • is responsible? • decides what to teach? • makes modifications? What if one of the collaborating teachers does not: Use differentiated lesson planning based on UDL Use positive and preventive approach to problem behavior Want to collaborate?
  10. 10. Collaboration
  11. 11. BARRIERS • Staff Resistance: shared ownership/responsibility issues, different philosophy, lack of knowledge about current & effective practices. Especially re:students with significant needs and behavior issues • Parental understanding of the benefits of receiving special education services in general education classes/accessing curriculum • Knowledge/skill: Lack of understanding how to implement co- teaching and collaboration and differentiated lesson planning • Limited collaborative planning time
  12. 12. BARRIERS • Role of paraeducators and issues related to supervision and duties • Case management caseload • Quality general education instruction: lack of differentiation and quality strategies • Need for grading policies & procedures for students with disabilities particularly when not performing at grade level • Administrator resistance to change • Scheduling practices: Need to change how staff and students are assigned & time is found
  13. 13. What makes the difference in District planning? • General Ed Leadership: Superintendent • Steering Committee • General Education & Special Education Supervisors • Action Planning Process • System-wide professional development • Stakeholder Engagement • Clarify and Communicate the VISION
  14. 14. What makes the difference in School planning? • Administrative support • Needs Assessments (survey and group process) • School based teams to plan inclusive practices • Action Plans and focused planning team • Technical Assistance/Job-embedded staff development • Reinforcing the need for regular collaborative planning for students who are challenging academically or behaviorally • Articulation planning at the end of the school year • 15% guideline to maintain natural proportions of students with IEPs in general education classes
  15. 15. School Structures • Collaborative planning (TIME) • Collaborative planning (PRACTICES) • Differentiated Instruction (DI) with a curriculum based on principles of Universal Design for Learning (UDL) • Multi-tierred Systems of Support (MTSS) for academic and behavioral strategies and interventions • Interventions that are based on evidence of effectiveness • Shared roles and responsibilities Maryland Coalition for Inclusive Education
  16. 16. Teacher Preparation Needs Universal Design for Learning Differentiation Interventions Accommodations Collaboration Positive Behavior Supports Classroom Management GENERAL EDUCATORS Instructional Technology Cooperative Learning Content skills SPECIAL EDUCATORS Assistive Technology Autism IEP development 11
  17. 17. Research: what does it say? How does inclusive education affect children with disabilities AND children without disabilities??
  18. 18. Students with Disabilities • Spend more time “on task” in class • Learn more academic skills • Have more friends • Learn more “functional” skills • More likely to be employed after school • Supports are more individualized
  19. 19. Comparing Classrooms Special Education Classes • Less instructional time • More isolation • Less able to get a job after school • 58% of the time = “non- instructional” General Education Classes • MORE general curriculum content • More individualized instruction time • More interactions with non- disabled peers • 35% of the time = “non- instructional”
  20. 20. 79% 21% Special Education Students Who Graduated Students who Dropped Out 94% 6% General Education Students Who Graduated Students who Dropped Out Graduation and Drop out
  21. 21. Planning for an Inclusive Future Work School Services
  22. 22. Normalization a normal rhythm to the day and year a normal routine to life the normal developmental experiences of the life cycle having one’s choices, wishes and desires taken into consideration and respected normal economic standards standards of facilities similar to those experienced by others
  23. 23. Community Participation • By being educated with nondisabled peers, people with disabilities will be more likely to become involved in and valued by their communities.
  24. 24. Self-Determination • Strategies that enable students to regulate their own behavior, set their own goals, monitor their own performance, and identify solutions to current problems.
  25. 25. Natural Peer Supports • Teachers and peers can provide accommodations to reduce reliance on additional adult support.
  26. 26. Community Awareness and Public Relations • Informing and involving the community of service providers, businesses, and employers leads to positive attitudes toward integrating people with disabilities into the community and workplace in the future
  27. 27. Inclusion in General Education Instruction • More time spent in school and class with nondisabled peers leads to better outcomes for learning during school years and employment after school.
  28. 28. Community Collaboration and Shared Responsibility • When students and their families take active roles in determining educational goals, the school and other service providers can plan instruction and functional life skills activities.
  29. 29. Presuming Competence • Schools and families make the LEAST DANGEROUS ASSUMPTION when they have high expectations and assume that the student is learning (even when they are not sure!)
  30. 30. Current Practices • What are the traditional practices? –WHERE children with disabilities go to school –What they are taught (same or different)
  31. 31. Beliefs about Inclusion Should Students with Disabilities be placed in regular classes with nondisabled children? NO/none some/sometimes YES/All 0 1 2 3 4 5 6 7 8 9 10
  32. 32. Your Preparation How prepared were you to teach and include children with disabilities as a professional? NOT at all some preparation YES/very 0 1 2 3 4 5 6 7 8 9 10
  33. 33. Your Experience How much experience do you have at teaching children with disabilities in regular classes? NONE a few students Many students NONE a few years Many years 0 1 2 3 4 5 6 7 8 9 10
  34. 34. What do we need to do next? Put one idea on each paper
  35. 35. THANK YOU! Inclusive Education for ALL Children!

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