The Ideal Learning ENvironment for ALl:
Inclusive Education
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Fig. 1 Welcome (“Inclusive Education: Culturally Deaf”)
Overview/ Methodology • • • • •
Introduction to Inclusive Education History of Special Education Arguments Against Inclusion Strategies for Teaching Students with Disabilities Benefits of Inclusion: • Academically • Socially • Beyond the Classroom • Conclusion to Inclusive Education
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Introduction to Inclusive Education • EVERY child deserves an equal opportunity in education • Important to make all children feel welcomed and cared for • Seeing this idea from different perspectives • Limitations and expanded framework • Focus on all disabilities • Limited to middle school age group • Creating an ideal learning environment
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Questions to Consider
1. Are the individual needs of students better met in an inclusive classroom? 2. How effective is an inclusive classroom both academically and socially for students with disabilities?
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Thesis
The way students with disabilities are treated in an educational setting has improved tremendously over the last several decades in the United States with the introduction of inclusion. Teaching strategies should be provided to teachers of an inclusive classroom to support the education of all students. These strategies have proven inclusion to be beneficial to students with disabilities both socially and academically.
History of Special Education • Disabilities come in ALL shapes and sizes • “An inability to do something as a result of a specific impairment” (Hallahan 408) • Influential Individuals in the 18th and 19th Century • Samuel Gridley Howe and Jean-Marc-Garsoard Itard (Hallahan 8) • Creation of Laws • Transition from exclusion to integration to inclusion
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Fig. 2 Disabilities (“Inclusion Education”)
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Creation of Laws (Slavia 26)
1973 Rehabilitation Act
1975 The Education for All Handicapped Children Act
Other Laws
FAPE Free Appropriate Public Education (Hallahan 409)
1990, 1997, 2004 The Individuals with Disabilities Education Act
LRE Least Restrictive Environment (Hallahan 411)
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Transition From... Exclusion
Integration
Separate schools for children with disabilities.
Allowing students with disabilities into a general education school system.
Inclusion Allowing students with disabilities into general education classrooms.
(Mittler 10)
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Fig. 3 Transition (“From Exclusion to Inclusion”)
Arguments Against Inclusion
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• The needs of students with disabilities are not met • “Teaching as if ‘one size fits all’ disregards the individual needs of special education students” (Daniel 68) • Teachers are not provided with the proper training • In study: 22% teachers stated they got “special training” (Murphy 16) • Financial Aspects • Assisting students with disabilities: over 2 billion dollars (Murphy 11) • Students do not improve their learning • Socialization over academic achievement (Daniel 69)
Strategies for Teaching Students WIth Disabilities • Brain Based Learning • Soothing lighting and correct temperature (Jensen 62) • Keeping students active (Jensen 40) • Support System • Accommodations and modifications (Aron and Loprest 9) • Based on Learning Type • Tactile, auditory, visual, and kinesthetic (Perez) • Based on Student’s Struggles • Attention and memory (Martin)
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Fig. 4 Balance for All (“Right Side of Brain”)
Benefits of Inclusion: Academically • Students with disabilities do improve their learning • Inclusion vs. pull-out approach (Fisher 5) • Academic achievement: integrated vs. segregated (Fisher 10) • Improvements in English and Math (Fisher 10) • Types of inclusion schools provide (Harrison) • Collaborative vs. Non Collaborative • Students with disabilities academic success • Students without disabilities academic success
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Benefits of Inclusion: Socially • Teacher Student Relationships (Bradley) • Creating a sense of community • Cooperation • Teaching social skills • Student to Student Relationships • Creating peer support arrangements (Carter) • Six-step plan • Increase of communitican skills (Fisher) • Long lasting friendships
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Fig. 5 Student Relationships (“Austin Public Schools”)
Benefits of Inclusion: Beyond the Classroom • Is there a future for students in excluded schooling? • Inclusion prepares ALL students for the future • Teacher’s perspective • Inclusion “is really just a precursor for life” (Anderson 11) • Parent’s perspective • “Want their children at a very early age to be familiar with people with different abilities” (Anderson 12) • “Self-Advocacy: The Path to Independence” (Martin)
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Conclusion of Inclusive Education • Inclusion IS beneficial • Academically • Socially • Beyond the Classroom • ALL students needs are met • Advocacy for Inclusion • The future of inclusion looks very bright!
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How does your Capstone project reflect your major as a Medaille College undergraduate and your future career goals? • Major at Medaille: Early Childhood/Childhood Education
• Receiving a well rounded education is so important to me. • It will be my job to ensure my students are successful. • As a future teacher, it is crucial that I advocate that all students needs are met. Through the research I have found, I feel confident that all students will be given an equal opportunity to learn, grow, and succeed through inclusion.
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“Inclusion classrooms support the ABILITIES and recognize the
POSSIBILITIES of all students”
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Thank You! Any questions?
Works Cited
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Anderson, Elizabeth M., and Karen W. Lindeman. “Inclusive Prekindergarten Classrooms in a New Era: Exploring the Perspectives of Teachers in the United States.” School Community Journal, vol. 27, no. 2, 2017, pp. 121-143. ProQuest. Aron, Laudan, and Pamela Loprest. “Disability and the Education System.” The Future of Children, vol. 22, no. 1, 2012, pp. 97-122. JSTOR. “Austin Public Schools Announces Poster Contest Winners.” Inclusive Schools Network. 22 January. 2016. Web. 22 April 2020. Bradley, Dianne F., et al. Teaching Students in Inclusive Settings from Theory to Practice. Allyn and Bacon, 1997. Carter, Erik W., et al. “Promoting Inclusion, Social Connections, and Learning Through Peer Support Arrangements.” Teaching Exceptional Children, vol. 48, no. 1, Sept. 2015, pp. 9–18. EBSCOhost. Corbett, Jenny. Supporting Inclusive Education. Routledge, 2002. Daniel, Larry G., and Debra A. King. "Impact of Inclusion Education on Academic Achievement, Student Behavior and Self-Esteem, and Parental Attitudes." The Journal of Educational Research, vol. 91, no. 2, 1997, pp. 67. ProQuest. Fisher, Douglas, et al. “Examining the General Programmatic Benefits of Inclusive Schools.” International Journal of Inclusive Education, vol. 6, no. 1, Jan. 2002, pp. 63–78. EBSCOhost. “From Exclusion to Inclusion.” Simon Duffy. 2017. Web 22 April 2020.
WORKS CITED
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Hallahan, Daniel P. et al. Exceptional Learners An Introduction to Special Education. 13th ed., Pearson, 2015. Harrison, Felice A. The Impact of Collaborative-Inclusion Education on the Academic Achievement of Students in General Education and Measured by the End of the Year Mathematics Assessment in Grade 2, Seton Hall University, Ann Arbor, 2011. ProQuest. “Inclusion in Action.” Brookes Publishing. 10 April. 2018. Web. 22 April 2020. “Inclusive Education.: National Disability Resource & Advocacy Centre. Web. 22 April 2020. “Inclusive Education: Culturally Deaf.” Wordpress. 24 October. 2012. Web. 22 April 2020. Jensen, Eric. Brain-Based Learning: The New Paradigm of Teaching. Corwin Press, 2008. Martin, Lucy C. Strategies for Teaching Students with Learning Disabilities. Corwin Press, 2009. Mittler, Peter. Working Towards Inclusive Education: Social Contexts. David Fulton Publishers, 2012. Murphy, Donna M. “Implications of Inclusion for General and Special Education.” The Elementary School Journal, vol. 96, no. 5, 1996, pp.469-493. JSTOR. Perex, Katherine D. The New Inclusion: Differentiated Strategies to Engage All Students. Teachers College Press, 2014. Slavia, John, James Ysseldyke, and Sara Witmer. Assessment: In Special and Inclusive Education. Cengage Learning, 2012.