University Center for Excellence in Developmental DisabilitiesLouis de la Parte Florida Mental Health Institute

University Center of Excellence for Developmental Disabilities

Inclusion: Learning, Playing, Living, and Working in Community

The Social Value of Inclusion

Freedom

Human Value

Civil Rights

Policies and Inclusion PL 94-142 (1975), now the Individuals with

Disabilities Education Act Americans with Disabilities Act of 1990 Olmstead Decision 1999 on ADA

• “Nation is committed to community-based alternatives …and recognizes that such services are in the best interests of Americans” (Bush, 2001)

Developmental Disabilities Act (2000)• “achieve full integration and inclusion in society, in

an individual manner, consistent with the unique strengths, resources, priorities, concerns, abilities, and capabilities of each individual”

Community Living Live and participate fully in community

Have satisfying lives and valued social roles

Have choice in supports and control how resources are used to support

Access to health, safety, and support to manage life’s risks

Research – Community Living Comprehensive community care averages

about 85% of the costs of institutional programs (Lakin et al., 2005).

People who move into communities from institutions show improvements in daily living skills, community participation, frequency of contact with family members and others in the community, greater choice, and satisfaction (Kim, Larson, & Lakin, 1999).

Consumer-directed care results in improved quality of life and reduction of costs for services and supports.

Inclusive Education Attend school you would attend if you

did not have a disability

Primary placement in age-appropriate grade level general education classroom

Receive supports and services necessary to receive an effective education

Research – Inclusive Education Superior outcomes in academic,

communication, social, and behavioral skill acquisition

Teachers who teach students with disabilities well, are more confident in their ability to teach all students

No negative effect (socially, academically) on nondisabled students

Nondisabled students are more positive and accepting of persons with disabilities than students in the no-exposure group

Barriers Readiness

Safety

Special care

Lack of programs

Lack of knowledge

Lack of commitment

Inclusion – Making it work It’s not readiness

It’s not finding the right program

It’s not providing services

It’s about support

Support Presumption you will live in community

• What supports are needed?

Presumption you will be in general education• What supports are needed?

Presumption you will pursue the recreation and social activities that you have an interest in • What supports are needed?

Presumption that you will access post-secondary education and/or work as an adult• What supports are needed?

Phases of Inclusion Efforts Integration into the general education

classroom - Integration

Improving practice in general education for inclusion - Inclusion

Quality of the educational program provided in general education – Access to the general education curriculum

Switching from “where” to “what”

Access to the General Education CurriculumA different perspective about instruction

• Identify instructional unit• Define outcome for all students• Prioritize the outcome for the student

with a disability• Identify instructional activities for students

• Identify mechanisms for participation for the student with a disability

• Identify IEP objectives for embedded instruction within the unit

Instructional Modifications Changes in what will be learned and

demonstrated• Expectations are below grade level• Partial completion of what is required• Alternate curriculum goals are supported

Can the Student Participatein the Same Activity as Peers …

1. Just like other students in the group? Same outcome with accommodations.

2. With lower-level objectives in the same curriculum area (modifications) ?

3. With alternate objectives from other curriculum areas embedded (modifications)?

4. Or work on a different activity in the room related to his/her learning priorities?

1. Same as all students, with accommodations Listen to story and then respond to

opinion questions using communication device

Create art project using adapted materials

Conduct science experiment using peer assistance

2. Lower level objectives, same curriculum unit During a lesson on responsibilities of the president

• Identify the president’s picture and tell his name

During a lesson on telling time to the 1/4 hour• Use a digital clock to tell time to the hour

During a lesson on budgeting• Match coins (penny, nickel, dime) to a sample

During history lesson on Florida’s first people• Match key concepts to visuals to show understanding of the shelters,

food, and activities of Florida Indians

During math activity worksheet to practice multiple digit addition• Use manipulatives to group items together and then count the sum

During science activity on whale identification• Sort pictures of whales from other animals

During science activity on rock formation• Sort rocks by color

3. Alternate skills During a science activity

• Interact appropriately with others, use mobility skills, and use one-to-one correspondence (count out materials)

During an American history discussion• Maintain an upright position and answer questions using a

communication device

During classroom reading• Use adapted book to match and place pictures on the

page

During science class on recycling• Pick up and place recycled item in appropriate bin

During social studies group activity to develop presentation on racism

• Walk to front of class using walker, operate computer to change slides using switch

4. Different Activity Use visual schedule to organize

instructional day and activities (brief within transition)

Use self-management chart to self regulate behavior (brief within transition)

Massed practice on learning new vocabulary using AAC device (with specialist)

Reading Simplify texts

Add representational objects

Use photos or visuals

Use technology for access (slant boards, page turners, digital books)

Taped reading materials

Embed preferences

Offer choices

Use technology- leap frog device, computer program

Adapt response expectations

Peer partner reads

Use interactive strategies to support participation – place visual, turn pages, record response on AAC device

Provide objects connected to content material to support the reading experience – read with your hands.

Mount symbols, pictures or tactile objects that represent concepts being taught

through a textbook.

Writing Alternatives to a pencil

• Stamps• Stickers• Magnetic letters• Markers• Tape recorder for dictation• Keyboard• On-screen keyboard• Touch screen selection• Arrange pictures, cards

Use objects or manipulatives connected to content material to describe an event, give information, use non-slip matting to keep them in place.

Use objects or manipulatives to “write” words or numbers – place the objects in order to “tell” the story, or give information about the concept being taught.

Collect the items in a bag or basket to represent a collection of information. Take a digital picture.

Pair the objects with words, symbols, or numbers.

Have a peer scribe to record the event.

Provide a choice of two objects to give a “written” answer to a question – accept direct selection, gesture, eye gaze or other mode of student communication.

Mark answer, select answer from cards, point to answer, select using AAC or digital display

Making it work! High expectations

Ongoing, frequent collaborative teaming

Development of a menu of modifications and supports

Special education consultation and support

Peer involvement

Systematic instruction

Our Role Conduct research to answer the “How”

Translate research to practice

Scaling up effective practices

Ensuring qualified professionals

Supporting families

Supporting individuals with disabilities

Work in partnership with agencies, policy-makers, communities, families, and individuals to implement systems change

Let’s Talk Sharing concerns, experiences,

hopes, fears, and dreams

Working together to change the opportunities for achieving inclusion