Week Nine: Inclusive Education in Elementary Schools April 10, 2007 A-117: Implementing Inclusive Education Harvard Graduate School of Education Dr. Thomas Hehir
Dec 30, 2015
Week Nine:Inclusive Education in Elementary SchoolsApril 10, 2007
A-117: Implementing Inclusive Education
Harvard Graduate School of Education
Dr. Thomas Hehir
A117 Hermeneutic SCHOOL
CLASSROOM
CHILD
From Nolet & McLauglin – 1st Edition
Executive Processes- Regulation of thinking processes,
behavior, and performance- How and when to use strategies
Stimuli fromExternal Environment
Senses
Attention/Recognition
Sensory Memory
Very limitedcapacity,
Visual .5 seconds, Auditory 3 seconds
WorkingMemory
Temporary holdings 7 units,
10-20 seconds
Long Term
Memory
Encoding and retrieval
Storage
Retrieval
Strategies - Multiple means of
presentations- Focus queues
- Repetition- Sub-vocalization- Chunking
- Distributive Practice
- Scaffolding- Multiple means
of presentation
- Rehearsal- Elaboration- Graphic Organizers- Comprehension Monitoring
Executive Processes
Stimuli fromExternal Environment
SensesSensory Memory
Working Memory
LongTermMemory
Storage
Retrieval
Affective Network
Recognition Networks
Strategic Networks
From Nolet & McLauglin – 1st Edition
(Lack of fluency interferes)
Activity Using figure 3.1 in Nolet and McLaughlin, consider the relevance of this
model and the concept of access to the curriculum for the following children for in-class discussion:
A third grader with significant emotional disturbance with grade level skills.
A tenth grader who is blind, a Braille reader with grade level skills. A sixth grader with dyslexia who reads independently at the third grade
level An eleventh grade student with mild mental retardation and forth grade
level skills An eighth grader who is deaf, fluent in ASL, reading English with
comprehension at the fourth grade level.
From Nolet & McLauglin – Chapter 3
Organize the information you want your students to learn before you teach it.
Provide direct assistance to help students activate prior knowledge already stored in long-term memory.
Help students make links between old and new information.
Incorporate elaboration tactics into your instruction.
From Nolet & McLauglin – Chapter 3Classroom Strategies to Improve Transfer
Provide opportunities for students to practice skills and apply knowledge in a variety of contexts.
Systematically vary types of examples from near to far transfer.
Model strategies that show how previously learned information can be used in a new situation.
Provide cues in situations where students are required to transfer previously learned information.
Accommodations & Modifications“A dyslexic needs extra time the same way a diabetic needs insulin” (Shaywitz 2003)
Accommodations: Alternative acquisition modes Alternative response modes Content enhancements
Modifications:
Universal Design (Classroom Level) Multiple means of representation
Multiple means of expression
Flexible means of engagement
The School Level
Towards Ending Ableism in EducationThe Promise of Universal Design
Universal Design and reading Universally designed preschool and kindergarten
options Universally designed early reading programs and
disability identification Universal Design and learning Universally designed support for positive behavior Universal Design and school organization
Students with Disabilities and Standards-Based Reform
Start early
Curriculum modification should be a last resort
Accommodations on tests should mirror instructional accommodations
Time devoted to learning may need to be lengthened
Restructure high school options through effective transition planning
The Importance of Beliefs Unconditional acceptance should be every
child’s right People support one another through
community Participation is an essential part of acceptance People should not have to pass a test or prove
themselves in order to be included in everyday life
(Biklen, p. 118)
Principles of (Full) InclusionThe 100% Club (Biklen, Jorgensen) School leaders set direction and climate Students attend school they would attend if not disabled Close school/family relations Natural proportions Natural supports Removal from regular class minimized or non-existent Services are brought to children Teachers work collaboratively or in teams De-tracked, heterogeneous grouping, instructional organization
follows mission (block scheduling) Deemphasize specialization and intervention Disability as diversity Aligned with general education “reform” All kids benefit Inclusion as a vehicle for social change
River Bend School Naturally occurring population Balancing needs for intervention with accommodation Addressing the harmful effects of pull-outs Universal Design, de-stigmatization RRT open to all who need support SBT problem solving mechanism available to all needing
support Efficiency Curriculum coordination Increased opportunities for inclusion
Teacher Working Conditions Contact teacher 4-5 classrooms Regular teacher 1 contact SBT availability RRT availability for any student
Importance of Structural Change Immersion blocks SBT Sped 50% instructional
O’Hearn School In class support (2 teachers) Non-naturally occurring population (large number of
students with significant disabilities allows for greater financial support)
Standards oriented (U.S. context) Very strong family involvement and support (parents
as co-producers) Strong emphasis on accommodations
Continuing Issues and Dilemmas Is special ed. support deluded?
ELL model?
Teacher collaboration time?