Downing, June E.; and Peckham-Hardin, Kathryn D. (2007). Inclusive Education: What Makes It a Good Education for Students with Moderate to Severe Disabilities?. Research and Practice for Persons with Severe Disabilities, 32, 16-30.
The authors of the article are Professors with the Education Department at California State University. The purpose of the study was to identify the outcomes of inclusive classrooms on the education of students with disabilities. Although the study included a diverse focus group, the group used was not representative of the population as a hole. Furthermore, the study was isolated in a metropolitan area of southern California. Also the study was done with a small group of 58 participants at only 3 inclusive educational sites. The interview questions were open-ended which allows room for less objectivity and staff interpretation. Other problems in the study include the gathering of observation data in which the observations only lasted from 20 to 60 minutes and were not repeated. Therefore, the students being observed may not have acted normally since they were not desensitized to the presence of observers. The study shows that students with and without disabilities benefit from inclusive programs, a positive outcome is evident when the parent/teacher relationship is formed, and teachers in inclusive classrooms often need more support than what they receive. Unfortunately, the study does not address educational issues faced by all students in an inclusive setting.
Friedlander, Diana. (2009). Sam Comes to School: Including Students with Autism in Your Classroom. Clearing House, 82, 141-144.
Diana Friedlander is a special education inclusion teacher in elementary education in Ridgefield, CT, and a doctoral candidate at Western Connecticut State University. The article tells the story of a boy with autism, Sam, and the issues faced by him and his teacher when he began school. The author covers in detail many struggles students with autism have as well as giving an in-depth definition of autism. Friedlander recommends communication with the parents of children with autism both before and during the school year. The author’s definition of the parent/professional relationship is supported by Downing and Peckham-Hardin. She goes over the supports and intervention strategies that can help a student with autism adjust to the environment around them such as organization, visual cues and supports, sensory supports, social supports and models, and behavioral intervention plans. Friedlander asserts that an inclusive education is beneficial for a student with autism, which is also supported by Downing and Peckham-Hardin’s article.
Keane, Elaine.; and Roberts, Jacqueline. (2008). Making Inclusion Work. TEACHING Exceptional Children, 41.2, 22-27.
The authors of the article are leading specialists and consultants in Australia on autism spectrum disorders and education. The project discussed in the article is centered on the Autism Spectrum Australia Satellite Class Project in which students with an autism spectrum disorder are put into small specialist classes and eventually transitioned into a more inclusive environment. At the time of the article, the project had been in operation since 1992 and had expanded to 57 classes throughout the Sydney, Australia area. The program has shown a sixty-one percent success rate in transitioning students with autism from the specialist classes to the general education classrooms. Of those students, 95% remain in general education and several students have gone on to continue their education past their high school education. Students in the program benefit from mainstream and special education supports, resources provided to educators, ASD consultants and ASD specialized teachers, as well as ASD-specific skills-based programs.
Pearson, Sue. (2007). Exploring Inclusive Education: Early Steps for Prospective Secondary School Teachers. British Journal of Special Education, 34.1, 25-32.
Pearson coordinates the MA (SEN) program in the School of Education at the University of Leeds. Her article explores the importance of preparing future secondary educators for an inclusive classroom setting. The 5 phase plus follow-up approach was a simulation of the development of provisions that form active learning required for special needs students in an inclusive classroom. The author stresses the appropriate resources will create problems for the students and a “lack of clarity about the role of teaching assistants can impact on the teacher and pupils.” The study shows that university-based learning activities can provide a foundation to assist prospective teachers in an inclusive setting. Though the study was only done in one subject area, Pearson asserts that the findings can be generalized across the curriculum. Therefore, the addition of such programs can enhance the initial teacher training of secondary teachers, thus enabling them to be more prepared for an inclusive classroom. The limitations to the study is that the study was centralized in one university. Because the programs in other institutions may or may not better prepare prospective educators for an inclusive classroom, the program may not be an effective approach.
Schwarz, Patrick A. (2000). Special Education: A Service, Not a Sentence. Educational Leadership, 64.5, 39-42.
Patrick Schwarz is an associate professor and chair of the Diversity in Learning and Development Department of National-Louis University, Chicago. The author advocates that segregation of students with disabilities into a special education classroom is can be detrimental to the development of the students. The author feels that all students should be in an inclusive classroom setting. The author believes an inclusive classroom setting is the least restrictive environment for all students. However, the author does not take into consideration the impact of a student with special needs on the other students or the impact on students who are far behind their classmates. Some students may be disruptive or some students may not be able to keep up with the curriculum in the general education setting. The author offers a process developed by Udvari-Solner that takes into account the range of learners in a classroom and honors diversity to help with the unification of the inclusive classroom. The author concludes that the betterment of the students can be found in a fully inclusive environment.
Showing posts with label inclusion. Show all posts
Showing posts with label inclusion. Show all posts
Tuesday, April 30, 2013
Sunday, March 31, 2013
A Review of: The Adventures of ARD Man: Seven Steps Toward Effective ARD Meetings
????, ???. (Writer), ???, ???. (Producer). (1999). The Adventures of ARD Man: Seven Steps Toward Effective ARD Meetings. [Motion Picture]. United States: Texas School Administrators Legal Digest.
Purpose
The purpose of the ARD Man video was to teach parents and adult students of their rights when it comes to the ARD meetings. It was also to teach ARD committee members of the rights of the parents and students, the order that the ARD must be held, and the rules and regulations regarding the ARD.
Essential Points
Membership of the ARD Committee. One of the major points from the video is the membership of the ARD committee. There should be at least five committee members at the ARD. The committee members include at least one of the child’s regular education teachers if the child is participating in the regular education environment. At least one of the child’s special education teachers or providers must be present. A representative of the public agency (administrative representative). Someone who can interpret the instructional implications of the evaluation results must be present. The other committee member is the parent(s) of the child. The student may attend the ARD and is required to attend the ARD after the age of fourteen if the committee will be discussing the plan of post high school transition. The parents can invite anyone they may feel helpful to the ARD as well. For instance, if the parents wish that a specialist, advocate, case manager, or expert on the child to attend, their presence must be accepted by the rest of the ARD committee. The school may also call in experts or specialists; however, they must first notify the parent if they choose to do so. If the school cannot get the parents to attend the ARD meeting, then the rest of the committee may hold the ARD without them.
Importance of The Assessment Data. Another main point that I found in the video is the importance of the Assessment Data. Assessment data includes formalized testing, information provided by classroom teachers, grades, informal assessments and recommendations, information provided by parents, and information provided by outside experts. The IEP comes from all of this data and this data forms the base of the ARD pyramid.
The Order of The ARD. The ARD Pyramid (or order of the ARD) is the next main point. It is important for the ARD committee to make their decisions in the proper order. First, the committee is to carefully examine every piece of assessment data, which is the foundation for the pyramid. This is when the committee must look at the student’s present levels of performance. Next, the ARD committee builds the next level of the pyramid, or the IEP. Committee members should discuss and agree on the goals and modifications set forth in the IEP. They should also agree on short-term objectives or benchmarks for the student as well as special education, related services, supplementary aids and services, as well as program modifications or supports for school personnel. Last, the ARD committee members should agree on placement in the least restrictive environment for the student. This arrangement should give the student as much contact with non-disabled students as possible.
The Commitments. The next point that I will discuss is the commitments to ensure a quality education for the student. The district should be clear about its commitments with the parents. The parents should not leave the meeting without a promise list, which identifies specific commitments made. This list should have the commitment, the individual responsible for making sure the commitment is followed through, and the date that the commitment is to be completed. The district is bound by the ARD’s commitments listed in the IEP. The district or any member of the commitment cannot “unilaterally change the statement of special education and related services contained in the IEP. After the IEP is developed and the placement decision is made…the public agency must implement the IEP” (Letter from OSEP @ 18 IDEL R 627 (1991)). The promise list works best when the parents and the committee are at a consensus.
Consensus of The ARD Committee. The consensus of the ARD is the final main point of the video. In order to handle a non-consensus ARD, alternate method must be provided by the agency. ARD meetings are not a democracy; a majority vote cannot be used to determine the provisions set forth in the IEP. Parents may also ask for a recess if a consensus cannot be reached. The recess must not exceed ten days. After such recess, if a consensus still cannot be reached then the district can put forth an IEP that they feel suits the student’s needs. However, when the student’s behavior is a danger to himself or others, or when the student has done something that can cause him to be expelled, then a recess is not required. Though adhering to the law is important, the most important part of the ARD is to listen to what the parents have to say.
Application of the Essential Points
This video has helped me understand when I begin to teach that I must adhere to the law. When I am part of an ARD committee, I will know to make sure that everything is done in proper order. I must also remember that what I think is important is not as important than what the student’s parent(s) think is important. I should also make sure that I listen to specialists’ and experts’ recommendations when helping to construct the IEP. Once the IEP is in order, I must make sure that I follow the IEP closely. I should not change anything or discontinue any modifications unless an ARD has been called, and the IEP is changed. I must remember that it is my responsibility to make sure that the child receives all services that have been implemented. On a more personal note, I have learned when a teacher stops using the assistive technologies that are in my son’s IEP, this is a violation of his rights, as well as a violation of law. I will not plan or threaten to file a lawsuit on the teachers that have told me that he does not need what is in his IEP. However, I do know, now, how to handle situations like this, and think I will be able to make sure that he does not get left behind just because it is an “inconvenience” to the teacher.
Personal Reaction
I enjoyed this video. It was very goofy, but also informative. I feel the way the film was made, helps the viewer remember what was said and done in the video. I liked it better than the RTI video because it was quite a bit more interesting and less difficult to understand. The reason that I feel this video was easier to understand is when they would say something in legal terminology; they would then explain in English what they mean.
Purpose
The purpose of the ARD Man video was to teach parents and adult students of their rights when it comes to the ARD meetings. It was also to teach ARD committee members of the rights of the parents and students, the order that the ARD must be held, and the rules and regulations regarding the ARD.
Essential Points
Membership of the ARD Committee. One of the major points from the video is the membership of the ARD committee. There should be at least five committee members at the ARD. The committee members include at least one of the child’s regular education teachers if the child is participating in the regular education environment. At least one of the child’s special education teachers or providers must be present. A representative of the public agency (administrative representative). Someone who can interpret the instructional implications of the evaluation results must be present. The other committee member is the parent(s) of the child. The student may attend the ARD and is required to attend the ARD after the age of fourteen if the committee will be discussing the plan of post high school transition. The parents can invite anyone they may feel helpful to the ARD as well. For instance, if the parents wish that a specialist, advocate, case manager, or expert on the child to attend, their presence must be accepted by the rest of the ARD committee. The school may also call in experts or specialists; however, they must first notify the parent if they choose to do so. If the school cannot get the parents to attend the ARD meeting, then the rest of the committee may hold the ARD without them.
Importance of The Assessment Data. Another main point that I found in the video is the importance of the Assessment Data. Assessment data includes formalized testing, information provided by classroom teachers, grades, informal assessments and recommendations, information provided by parents, and information provided by outside experts. The IEP comes from all of this data and this data forms the base of the ARD pyramid.
The Order of The ARD. The ARD Pyramid (or order of the ARD) is the next main point. It is important for the ARD committee to make their decisions in the proper order. First, the committee is to carefully examine every piece of assessment data, which is the foundation for the pyramid. This is when the committee must look at the student’s present levels of performance. Next, the ARD committee builds the next level of the pyramid, or the IEP. Committee members should discuss and agree on the goals and modifications set forth in the IEP. They should also agree on short-term objectives or benchmarks for the student as well as special education, related services, supplementary aids and services, as well as program modifications or supports for school personnel. Last, the ARD committee members should agree on placement in the least restrictive environment for the student. This arrangement should give the student as much contact with non-disabled students as possible.
The Commitments. The next point that I will discuss is the commitments to ensure a quality education for the student. The district should be clear about its commitments with the parents. The parents should not leave the meeting without a promise list, which identifies specific commitments made. This list should have the commitment, the individual responsible for making sure the commitment is followed through, and the date that the commitment is to be completed. The district is bound by the ARD’s commitments listed in the IEP. The district or any member of the commitment cannot “unilaterally change the statement of special education and related services contained in the IEP. After the IEP is developed and the placement decision is made…the public agency must implement the IEP” (Letter from OSEP @ 18 IDEL R 627 (1991)). The promise list works best when the parents and the committee are at a consensus.
Consensus of The ARD Committee. The consensus of the ARD is the final main point of the video. In order to handle a non-consensus ARD, alternate method must be provided by the agency. ARD meetings are not a democracy; a majority vote cannot be used to determine the provisions set forth in the IEP. Parents may also ask for a recess if a consensus cannot be reached. The recess must not exceed ten days. After such recess, if a consensus still cannot be reached then the district can put forth an IEP that they feel suits the student’s needs. However, when the student’s behavior is a danger to himself or others, or when the student has done something that can cause him to be expelled, then a recess is not required. Though adhering to the law is important, the most important part of the ARD is to listen to what the parents have to say.
Application of the Essential Points
This video has helped me understand when I begin to teach that I must adhere to the law. When I am part of an ARD committee, I will know to make sure that everything is done in proper order. I must also remember that what I think is important is not as important than what the student’s parent(s) think is important. I should also make sure that I listen to specialists’ and experts’ recommendations when helping to construct the IEP. Once the IEP is in order, I must make sure that I follow the IEP closely. I should not change anything or discontinue any modifications unless an ARD has been called, and the IEP is changed. I must remember that it is my responsibility to make sure that the child receives all services that have been implemented. On a more personal note, I have learned when a teacher stops using the assistive technologies that are in my son’s IEP, this is a violation of his rights, as well as a violation of law. I will not plan or threaten to file a lawsuit on the teachers that have told me that he does not need what is in his IEP. However, I do know, now, how to handle situations like this, and think I will be able to make sure that he does not get left behind just because it is an “inconvenience” to the teacher.
Personal Reaction
I enjoyed this video. It was very goofy, but also informative. I feel the way the film was made, helps the viewer remember what was said and done in the video. I liked it better than the RTI video because it was quite a bit more interesting and less difficult to understand. The reason that I feel this video was easier to understand is when they would say something in legal terminology; they would then explain in English what they mean.
Thursday, March 14, 2013
Educating Peter
This video was made not to take sides with the controversy between integration of children with disabilities into regular education, but to give us some insight into the world of one little boy. It was made to help the general public understand what integration of children with disabilities means to everyone affected by such integration.
Major Points
Everyone, including the teacher, is afraid of Peter. As the film begins, we see how everyone’s attitudes toward Peter are more or less negative. Though the teacher clearly states that her role as a teacher is to educate every student in her classroom, she states that she is worried that something will go wrong. She stated that she must be vigilantly on guard in regard to Peter and the other students. She also states that she is frightened that something will happen when she is not there. The other children state that they are frightened of Peter. It seems to me that no one stopped to think how Peter must feel to be in an environment that he does not quite understand.
Peter’s behavior is a major issue throughout the film. As with many students with disabilities, Peter tends to act up more that the other kids. His behavior is inconsistent and unpredictable. In the beginning Peter is very aggressive. Peter kicks, hits, chokes, pushes, tackles, and bangs other students’ heads together. The teacher decided it was time to give the children a more active role in the classroom. She had the other students get involved in the “peer planning” process of the classroom. They asked the children if they knew why Peter acted up in the classroom. She asked for suggestions from the classroom on how to redirect Peter’s behavior. She taught them what they can and cannot do to help Peter. One of the things pointed out was that the children should not give Peter attention for negative behavior, but should give him attention for positive behavior. The teacher took a more active approach toward Peter’s behavior as well. First she gives him tangible consequences for his behavior. She gives him the choice to either talk to her now about his behavior, or to speak with her during recess about his behavior. Then, she asks him what he did wrong and relates the problem to him directly. She asks Peter if he would he like being treated the way he treats the other students? She then has him apologize for his behavior.
The other students’ attitudes toward Peter are a major point. They admitted that they stared because he does not look like any of them. They do not know what to think of Peter because he makes loud noises. One little boy wonders why Peter is even there. He says that Peter will probably not learn anything. In the beginning, before the peer planning, the other children would shove back. However, they learned how to deal with Peter without using force. This caused his outbursts to be less and less frequent. Later in the video the students in the classroom state that they enjoy having Peter around. One little boy thought that he would not like Peter in the beginning, but ended up considering Peter one of his best friends. The overall attitude toward Peter in the end was best summed up by a little freckle-faced girl, “He changed because we changed. He changed because we changed our minds about him. He changed because we helped him.”
Peter’s self image is an issue in the film. Peter’s mother said that Peter comes home from school and is very happy. He is also tired, but he is still happy that he is given the opportunity to go to school. He has less and less outbursts throughout the year, which leads me to believe that he is no longer frustrated about the classroom. He feels comfortable and is made to feel comfortable in the classroom. He realizes that it is just not Peter, but he is part of something bigger. This does not mean that Peter does not continue to get frustrated. When working on his own, Peter feels bad about himself because he does realize that he is not able to do the same things that the other children are doing. He complains, “I’m stupid.” The teacher responds, “No you’re not.” Again, Peter says, “I’m stupid.” Then the teacher states, “You are not, you are a smart little boy.”
In the end, everyone felt they benefited from having Peter integrated into the classroom. One girl in the classroom says that they may have taught him how to do things, but he taught them how to think more and react to other problems. The teacher stated that she would gladly teach Peter again, if given the opportunity. She changed her expectations from, “I don’t think you can do this” to “I expect you to do this because I know you can.” Peter benefited as well. He learned academics, social skills, and how to control his behavior. Peter made many great friends and the rest of the classroom gained one amazing friend.
Personal Reaction
This is my favorite video by far. Watching this movie was a rollercoaster ride. To start with I, of all people, thought maybe there should be a limit for what types of children are integrated into regular education classrooms. I was taken back. I did not think I would ever feel that way about this topic. Me of all people, I have an uncle who is mentally retarded, and realize how unfair it was that he was always separated from the rest of the students. Me of all people, I have a son who I have fought all of his school years to keep him with his peers. I wonder if this was just my mothering response kicking in. I have been in a similar situation with Damien. At one point in his life he was extremely aggressive toward his little brother. When I caught him choking his little brother, and his little brother’s face turning blue, I wondered if Damien and Dylan would be better off if my husband and I separated residences taking only one to each home. I could not bear to do this and had to find another way to deal with the problem. From time to time, not very often, Damien is still aggressive toward Dylan, but Dylan knows how to handle the problem now. Peter, like Damien, just seemed so out of control and a danger to himself, and the other students. I understand that children like Peter, my uncle, and my son get frustrated so easily, but it seemed so unfair to the other students who were getting injured in the process. However, after the teacher implemented the peer planning process to the classroom, the out-of-control behavior began to subside. This made me cry because I thought I would be the last person to discriminate against anyone with a disability. I realize now that I am not perfect, and was too quick to judge Peter. I know that Peter was introduced to an entirely new environment that he had not been prepared for, and this must have been overwhelming and difficult for him. He did learn to adjust, which seemed to surprise everyone involved.
Application
I will not be quick to judge a student with disabilities. I will make sure that the other children in the classroom understand why the student acts the way they do, and give them ideas on how to solve the problem without the use of force. I will also be more accepting to all students and make sure that I am patient with them.
Major Points
Everyone, including the teacher, is afraid of Peter. As the film begins, we see how everyone’s attitudes toward Peter are more or less negative. Though the teacher clearly states that her role as a teacher is to educate every student in her classroom, she states that she is worried that something will go wrong. She stated that she must be vigilantly on guard in regard to Peter and the other students. She also states that she is frightened that something will happen when she is not there. The other children state that they are frightened of Peter. It seems to me that no one stopped to think how Peter must feel to be in an environment that he does not quite understand.
Peter’s behavior is a major issue throughout the film. As with many students with disabilities, Peter tends to act up more that the other kids. His behavior is inconsistent and unpredictable. In the beginning Peter is very aggressive. Peter kicks, hits, chokes, pushes, tackles, and bangs other students’ heads together. The teacher decided it was time to give the children a more active role in the classroom. She had the other students get involved in the “peer planning” process of the classroom. They asked the children if they knew why Peter acted up in the classroom. She asked for suggestions from the classroom on how to redirect Peter’s behavior. She taught them what they can and cannot do to help Peter. One of the things pointed out was that the children should not give Peter attention for negative behavior, but should give him attention for positive behavior. The teacher took a more active approach toward Peter’s behavior as well. First she gives him tangible consequences for his behavior. She gives him the choice to either talk to her now about his behavior, or to speak with her during recess about his behavior. Then, she asks him what he did wrong and relates the problem to him directly. She asks Peter if he would he like being treated the way he treats the other students? She then has him apologize for his behavior.
The other students’ attitudes toward Peter are a major point. They admitted that they stared because he does not look like any of them. They do not know what to think of Peter because he makes loud noises. One little boy wonders why Peter is even there. He says that Peter will probably not learn anything. In the beginning, before the peer planning, the other children would shove back. However, they learned how to deal with Peter without using force. This caused his outbursts to be less and less frequent. Later in the video the students in the classroom state that they enjoy having Peter around. One little boy thought that he would not like Peter in the beginning, but ended up considering Peter one of his best friends. The overall attitude toward Peter in the end was best summed up by a little freckle-faced girl, “He changed because we changed. He changed because we changed our minds about him. He changed because we helped him.”
Peter’s self image is an issue in the film. Peter’s mother said that Peter comes home from school and is very happy. He is also tired, but he is still happy that he is given the opportunity to go to school. He has less and less outbursts throughout the year, which leads me to believe that he is no longer frustrated about the classroom. He feels comfortable and is made to feel comfortable in the classroom. He realizes that it is just not Peter, but he is part of something bigger. This does not mean that Peter does not continue to get frustrated. When working on his own, Peter feels bad about himself because he does realize that he is not able to do the same things that the other children are doing. He complains, “I’m stupid.” The teacher responds, “No you’re not.” Again, Peter says, “I’m stupid.” Then the teacher states, “You are not, you are a smart little boy.”
In the end, everyone felt they benefited from having Peter integrated into the classroom. One girl in the classroom says that they may have taught him how to do things, but he taught them how to think more and react to other problems. The teacher stated that she would gladly teach Peter again, if given the opportunity. She changed her expectations from, “I don’t think you can do this” to “I expect you to do this because I know you can.” Peter benefited as well. He learned academics, social skills, and how to control his behavior. Peter made many great friends and the rest of the classroom gained one amazing friend.
Personal Reaction
This is my favorite video by far. Watching this movie was a rollercoaster ride. To start with I, of all people, thought maybe there should be a limit for what types of children are integrated into regular education classrooms. I was taken back. I did not think I would ever feel that way about this topic. Me of all people, I have an uncle who is mentally retarded, and realize how unfair it was that he was always separated from the rest of the students. Me of all people, I have a son who I have fought all of his school years to keep him with his peers. I wonder if this was just my mothering response kicking in. I have been in a similar situation with Damien. At one point in his life he was extremely aggressive toward his little brother. When I caught him choking his little brother, and his little brother’s face turning blue, I wondered if Damien and Dylan would be better off if my husband and I separated residences taking only one to each home. I could not bear to do this and had to find another way to deal with the problem. From time to time, not very often, Damien is still aggressive toward Dylan, but Dylan knows how to handle the problem now. Peter, like Damien, just seemed so out of control and a danger to himself, and the other students. I understand that children like Peter, my uncle, and my son get frustrated so easily, but it seemed so unfair to the other students who were getting injured in the process. However, after the teacher implemented the peer planning process to the classroom, the out-of-control behavior began to subside. This made me cry because I thought I would be the last person to discriminate against anyone with a disability. I realize now that I am not perfect, and was too quick to judge Peter. I know that Peter was introduced to an entirely new environment that he had not been prepared for, and this must have been overwhelming and difficult for him. He did learn to adjust, which seemed to surprise everyone involved.
Application
I will not be quick to judge a student with disabilities. I will make sure that the other children in the classroom understand why the student acts the way they do, and give them ideas on how to solve the problem without the use of force. I will also be more accepting to all students and make sure that I am patient with them.
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