1 Part I: Inclusive Education: What We Know about Its Effects.

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Part I:

Inclusive Education: What We Know about Its Effects

Algozzine et al.,1988; Gelzheiser et al., 1998; Hollowood et al., 1995; Logan & Keefe, 1997; Raudenbush et al., 1992; Ryndak et al., submitted; Sontag, 1997; Vaughn et al., 1998

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Efficacy of Segregated Settings Resource rooms provide primarily whole group reading

instruction with little differentiated materials Few differences in instructional methods across self-

contained classes for students with various disabilities More instructional time and 1:1 in general classrooms IEP-specified peer interactions were not implemented in

segregated settings Placement & labeling lowered teachers’ perceptions of

students’ efficacy Less learning over time for students with similar

diagnoses in segregated settings Better life outcomes for students with inclusive services

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Provide Strategies for Fostering Class Membership

Achieve Social Outcomes

FosterSocial Relationships

Social Aspects of Inclusion

Evans et al., 1992; Odom et al., in prep 4

Fostering Class Membership & Belonging

Why foster class membership? Students with disabilities are at an increased

risk of social rejection if they are: Socially withdrawn Display aggressive and/or conflictive qualities, and Lack an effective communication system

Number of social interactions received from students without disabilities may decline over time

Fryxell & Kennedy, 1995; Kennedy et al., 1997 5

Social Outcomes for Students With Disabilities

Have more contact with students without disabilities across a wider range of settings and activities

Receive and provide higher levels of social support

Enjoy larger friendship networks

Develop longer-term relationships with peers without disabilities

Fisher & Meyer, 2002; Logan et al., 1998; Ryndak et al., 1995 6

Social Outcomes (continued) Achieve higher scores on

measures of social competence

Exhibit more displays of happiness behaviors

Report increases in children’s participation in extra-curricular activities and decreases in inappropriate social behaviors

Evans et al., 1994; Favazza & Odom, 1997; Fisher et al., 1998; Helmstetter et al., 1994; Kishi & Meyer, 1994; Peck et al., 1990; Staub et al., 1990

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Social Outcomes for Students without Disabilities

Increased acceptance and tolerance of others More developed sense of responsibility and

positive self-concept Realistic expectations and perceptions of

students with disabilities

Janney & Snell, 1996; Schnorr, 1990, 1997; Staub et al., 1990 8

Strategies for Fostering Class Membership

Provide access to peers without disabilities during social times

Provide meaningful ways to participate Use cooperative instructional strategies Provide student age-appropriate materials

during class activities Know when to “Back Off”

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Communication/Literacy for Children with Disabilities

Develop Literacy Skills

Achieve Communication Outcomes

Provide Strategies to EnhanceCommunication

Downing, 2001;Erickson & Koppenhaver,1997; Ryndak, Morrison, et al., 1999 10

Communication Outcomes for Students with Disabilities

More opportunities to engage in meaningful communication occur in inclusive settings

More opportunities for communication occur naturally throughout the day in inclusive settings

Ryndak, Downing, et al., 1995; Ryndak, Morrison, et al., 1999 11

Communication Outcomes for Students with Disabilities

Demonstrate growth in articulation, language use, and vocabulary

Participate actively in conversations

Hunt et al., 1996; McSheehan, Sonnemeier, et al., 2002 12

Communication Outcomes for Students without Disabilities

Increased reciprocity of interactions, so children without disabilities received support, as well as gave support

Improved ability to interpret communicative intent of students with disabilities (i.e., providing natural supports)

Downing, 2001; Erickson & Koppenhaver, 1995,1997; Ryndak, Morrison, et al., 1999 13

Strategies for Enhancing Communication

Recognize that opportunities for communicative exchanges exist

Build communicative opportunities into the activities throughout the day

Foster responsive communication partners

Ryndak, Morrison, et al., 1999 14

Literacy Skills for Students with Disabilities

“…allows individuals with severe disabilities to improve & maintain interpersonal interactions, convey needs and wants, exchange information, and express their feelings and ideas”.

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Academic Aspects for Students with Disabilities

Academic Achievement

Service Delivery

Learning Opportunities

Academic Performance

Ferguson et al., 1993; Gilbert et al., 2001; Hunt & Farron-Davis, 1992; Hunt, Farron-Davis, et al., 1994; Hunt, Stab, et al., 1994; Logan & Malone, 1998; McDonnell et al., 2001

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Service Delivery in Inclusive Settings

Higher quality IEP: high overall quality, emphasis on basic skills (academic, social, and communication) along with functional skills

Increased task-related interactions with others Increased use of various learning formats: peer-

tutoring, cooperative learning

Ferguson et al., 1993; Hollowood et al., 1995; Janney & Snell, 1997; Logan & Malone, 1998; Ryndak et al., 1999 17

Service Delivery in Inclusive Settings

Higher expectations for student performance Increased teaching support: teacher

collaboration Improved match of instructional contexts to

students’ educational needs Comparable time allocated and used for

instruction between inclusive and segregated settings

Cooperland et al., 2001; Fisher & Frey, 2000; Ferguson et al., 1993; Giangreco et al., 1997; Gilbert et al., 2001; Janney & Snell, 1997; McDonell et al., 2001; Ryndak et al., 1999

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Learning Opportunities in Inclusive Settings

Learning opportunities are increased by: Using accommodation and modifications of

curriculum, instruction, activities, classroom routines, and settings

Providing appropriate peer or adult support (proximity of instructional assistant)

Teaching self-monitoring for classroom survival skills or study skills

Fisher & Meyer, 2002; Hollowood et al., 1995; hunt, Farron-Davis et al., 1994; Logan & Malone, 1998; McDonnell et al., 2001; Mills et al., 1998

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Academic Performance in Inclusive Settings

Students with disabilities in inclusive settings displayed: Higher level of engaged behavior in inclusive

settings than in segregated settings Slightly less actively engaged behavior than

students without disabilities Similar or better scores in developmental

assessments than students in segregated settings

Increased responding to academic tasks, prompts, and directions

Gilbet et al., 2001; Kliewer & Biklen, 2001; Ryndak et al., 1995; Ryndak et al., 1999 20

Academic Achievement in Inclusive Settings

Parents perceived their children’s dramatic growth in communication after the placement in inclusive settings

Better acquisition of academic skills and behavior

Better maintenance and generalization of academic skills and behavior across time and settings

Dugan et al., 1995; Maheady, et al., 1987; Manset & Semmel, 1997 21

Academic Outcomes for Students without Disabilities

Positive gains in basic skills for students without disabilities

High school math study showed achievement scores increased by 20 points and the number of students earning an “A” rose by 40%

Fisher & Meyer, 2002; McDougall & Brady, 1998 22

Academic Outcomes for Students without Disabilities

Students increased math fluency and self-monitoring

Equal or better norm-referenced test scores

Cole & Meyer, 1991; Giangreco et al., 1993; Hunt, Farron-Davis, et al., 1994 23

Development of Motor Skills for Students with Disabilities

IEP goals are met in inclusive environments

Acquisition through infused instruction from peers & paraprofessionals

Improved motor skills