INCLUSION IN SEVIER COUNTY’S SCHOOLS

Inclusion defined

Inclusion means students with disabilities are educated with non-disabled peers in regular classes and that whenever possible disabled students are not isolated from their nondisabled peers. Exceptions to this might include Interim Alternative Educational Placements. Inclusion implies that a separate education for a person with a disability is not equal, so from a civil rights perspective, inclusion is fair (Craft, 1994). Inclusion refers to specially designed instruction (including support services as needed) to students with disabilities within regular education environments. This is not to imply that Sevier County believes that some students might not be better served in other programs and placements outside of the regular classroom. A continuum of programs and placements ensures that the individual needs of each child will be met through a program specifically designed for that child.

Inclusion (quotes)

"Inclusion is a school by school process, of selecting and experimenting with techniques to see what works."

"An inclusive school has a philosophy and vision that all children belong and can learn in

the mainstream of school and community life."

Controversies about inclusion

Some believe inclusion means full inclusion, while others believe that inclusive schools welcome all children, yet realize that for some students the general education placement may not be the best option. Determination of necessary modifications and levels of support is not well defined or applied.

Controversial Comments from J. Kauffman (CEC, 1994)

“Special ed. is riding a bandwagon to its own demise. The basic tenet is that we do know that students with disabilities are not learning and assume it because of where they are placed. Research does not show us yet that we know how to teach for inclusion, nor does the research show negative outcomes of separation.” Kauffman suggests "to make all places good places" and focus on students’ learning/teaching strategies that work, not places.

Rationale for Inclusion

· Instructional needs of all students vary

· Dual system inefficient with competition and duplication

· Dual systems may foster inappropriate attitudes

General philosophies that support Inclusion

· chronological age appropriateness

· functionality

· community based programs

· choice making

· partial participation

· team approaches

· neighborhood schools

Philosophies that Support Inclusion

· Adapt the curriculum

· Integrate personnel and resources

· Utilize natural proportions

· Based in, not confined to

Characteristics of Inclusive Schools

· A sense of community

· leadership

· high academic standards for all

· collaboration and cooperation

· changing roles and responsibilities

· provide an array of services

· partnership with parents

· flexible learning environments

· strategies based on research*

· continuing professional development

Models and Practices that Support Inclusion

· Co-teaching model

· Parallel teaching

· Co-teaching/consultant model

· Team model

· Methods and resources teacher model

(based on NCERI recommendations)

Components of Appropriate Inclusion

· establish a philosophy that supports inclusive practice

· plan extensively as a team

· involve principal and parents in planning

· develop disability awareness with school (staff/students)

· provide staff training

· adequate support needed

· establish policies for evaluation of students/program

Costs of inclusion

Overall costs are not clear, but there are areas where districts may realize cost savings:

· transportation costs

· hiring teachers with dual licenses

· decreased referrals (fewer assessment/less administration)

· out-of-district payments go down

Costs of inclusion

Cost increase likely in:

· staff development

· hiring more paraprofessionals

· updating physical equipment

School reform and inclusion

· educational reform reflects broader focus and aims for high achievement

· desired educational outcomes tied to business and community

· parents are strengthening their involvement in schools

· new standards for assessment, designed to include all students (TCAP-ALT)

Inclusion:

Responsible

· student first

· teachers choose to participate

· resources made available

· models developed at school-based level

· a continuum of services is maintained

· evaluation on-going

· on-going professional development

· curricula and instruction always refined

Irresponsible

· place first

· teachers are mandated to participate

· resources not considered as part of inclusive classes

· district, state or federal mandates provide guidelines

· full inclusion model only

· service delivery model established and implemented (w/o evaluation)

· no professional development

· curriculum for all students not considered

Barriers to Inclusion

· lack of programs at secondary level

· limited information to guide teaching practices

· little district/state data concerning costs

· lack of staff development or teacher training

· limited parent involvement in program development and support

· inadequate evaluation designs/measures

· limitations of evaluationss on IEP’s in inclusive programs

· absence of administrator or school board training

· others??

Appropriate implementation

· seeks to meet the needs and enhance the education of all students

· teachers must be in communication early and often about student needs, services and placement

· inclusion without support will not help students achieve better outcomes

As you consider adopting more inclusive programs and practices, be advised that you need to be prepared. Simply stating that you are an inclusive school will not work. You must notify this department, apply to the state for status as an inclusive school, and train your teachers. You must also be prepared to allocate resources to your teachers to provide equipment and materials for implementation. No one’s attitude is more important than that of the school administrator. You will decide whether or not inclusion succeeds in your building.

If you do decide to make the transition from primarily exclusive to inclusive programming, there are several resources available. I would recommend that you talk with Bobby Harper at Pigeon Forge High School about their skills program or with Kathy Catlett at Pigeon Forge Middle School about their inclusive approaches to resource. Both of these individuals has been an integral part of the success of their school’s program, yet these are not the only successful programs in our county. We have many, and I believe that most if not all of our teachers would be happy to offer you information and support in your efforts to develop inclusive programs and strategies for your schools.