creating and maintaining inclusive schools

Creating and Maintaining Inclusive Schools

1. Creating and Maintaining Inclusive Schools Prepared by: Dr Daniyal Mushtaq

2. Objectives Defining Inclusive Education Identify the characteristics of inclusive school Learn about the philosophy of inclusive education Format rationales for changes to create an inclusive school Develop strategies to support inclusive schooling To know the responsibilities of teacher, administration and other staff in creating and maintaining inclusion in schools To review the provisions for special needs students to satisfy their diverse needs in inclusive settings

3. Inclusive Education Inclusive education  is when all students, regardless of any challenges they may have, are placed in age-appropriate general education classes that are in their own neighborhood schools to receive high-quality instruction, interventions, and supports that enable them to meet success in the core curriculum (Bui, Quirk, Almazan , & Valenti , 2010; Alquraini & Gut, 2012). The school and classroom operate on the premise that students with disabilities are as fundamentally competent as students without disabilities. Therefore, all students can be full participants in their classrooms and in the local school community. Much of the movement is related to legislation that students receive their education in the least restrictive environment (LRE). This means they are with their peers without disabilities to the maximum degree possible, with general education the placement of first choice for all students ( Alquraini & Gut, 2012).

4. Every School: An inclusive school Inclusive education suggests that it is the right of all children to get education in regular schools of their community. It further directs that classroom teachers are responsible to educate the children and they are the final authority to make adaptations to accommodate SENC with regular school children without special needs. This does not mean that all children will necessarily receive all instructional services in the regular classroom and it doesn’t aim that students must spend all the day in general education classes. The target of the inclusive school is total inclusion of the child in the society therefore regular community schools should accommodate SENC in education and other socialization activities.

5. 1. Enrolment Drive and Measures for Retention From enrollment drive we mean a desire or compulsion to send the SENC to school or a need to be enrolled in the school. If no children are enrolled no education can be imparted to them. Enrollment drive is very important in order to provide education to all the 203 children especially to the children with special needs. To increase and maintain enrollment drive in population parent contact program and community awareness program can be conducted. Rate of enrollments in schools is not so encouraging in rural areas and particularly for girls and children with special needs. There is a dire need of taking measurements to guarantee maximum enrollment. Government can start stipend for students who are enrolled in the school specially for SENC, teachers and school administration can play an important role in this context too and create awareness about the benefits of being educated.

6. 2. Early Identification and Assessment of Special Needs Children The success of inclusive school depends on considerably early identification, assessment and stimulation of very young child with special educational needs. Early childhood care and education programs for children aged up to 6 years ought to be developed and/or reoriented to promote physical, intellectual and social development and school readiness. These programs have a major economic value for the individual, the family and the society in preventing the aggravation of disabling conditions. Programs at this level should recognize the principle of inclusion and be developed in a comprehensive way by combining pre-school activities and early childhood health care (The Salamanca statement, 1994).

7. In recognizing that there is a continuum of needs, the Code sets out a five stage approach to the identification of children having learning difficulties, the assessment of their special educational needs and the making of whatever special educational provision is necessary to meet those needs. The first 3 stages are based in the school, calling as necessary on external specialists; at Stages 4 and 5 the Board shares responsibility with schools. Stage 1: teachers identify and register a child’s special educational needs and, consulting the school’s SEN coordinator, take initial action. Stage 2: the SEN coordinator takes lead responsibility for collecting and recording information and for coordinating the child’s special educational provision, working with the child’s teachers. Stage 3: teachers and the SEN coordinator are supported by specialists from outside the school. Stage 4: the Board considers the need for a statutory assessment and, if appropriate, makes a multi-disciplinary assessment. Stage 5: the Board considers the need for a statement of special educational needs; if appropriate, it makes a statement and arranges monitors and reviews provision.

8. 3. Heterogeneous Grouping When two or five students of varying educational and academic abilities gather together for learning in a group the group is heterogeneous. Heterogeneous grouping is one of the five basic components of inclusive education ( Giangreo et al, 1994). It has strong positive effects on learning. It is evident that heterogeneous grouping has positive effects on achievement, self-esteem, intergroup relations, and greater acceptance of mainstreamed students, ( Slavin , 1991). To make a true heterogeneous group the teacher needs to systematically select among the students. To perform this systematic process the teacher will have to identify the educational competency of her/his students and then add them in a group. This group can comprise of children high performance along with lower one. You need to put mixed ability groups together systematically to ensure true heterogeneous composition.

9. In latest educational trends you might have come across the classes in which groups are formed within a class. When young kids enter school they are made to sit with a particular group of children in the class, sometimes the teacher make a group of a naughty student and three studious students to train naughty one to calm down and extremely studious to socialize.

10. ESTABLISHING A SCHOOL PHILOSOPHY There is always a philosophy behind every school system. In turn the philosophy is based on our concepts and attitudes. When we have a philosophy of creating an inclusive school the objectives will be modified accordingly. Here we will see the child with his strengths rather than weaknesses and will try to identify his needs.

11. While building the physical infra structure we will build a barrier free school then we will try to train teachers accordingly. We will also focus to make learning inclusive as much as possible. Finally we will be able to provide education in a least restrictive environment. Excellence of inclusive school plan is based on the organization of school philosophy that is independent, democratic principles of inclusion, belonging and provision of quality to all children.

12. Every child belongs to the school. Every child is welcome to the school. It is the right of the every child to get quality education. There should be no discrimination in the children with special needs and all of them are equal. Every child is able to learn. Children with special needs should be educated in regular classroom/school. Disability is not the reason for denial to admission in school. Educating each and every child is the responsibility of teacher. School should be supportive for learning and teaching.

13. The philosophical view of inclusive education is to bring all students together in one classroom and community, regardless of their strengths or weaknesses in any area, and seeks to maximize the potential of all students. Inclusion is an effort to make sure that diverse learners – those with disabilities, different languages and cultures, different homes and family lives, different interests and ways of learning – are exposed to teaching strategies that reach them as individual learners. Inclusive schools ask teachers to provide appropriate individualized supports and services to all students without the stigmatization that comes with separation. Teachers in inclusive classrooms vary their styles to enhance learning for all students.

14. 1. Avoiding Psychological Separation Inclusion is the process of acknowledging the fact that all members of humanity are one despite their differences and that they have the right to access all the resources and privileges available. Inclusion encompasses the fight against social evils that have propagated exclusion in the past. This means that there is no room for racism, handicapism or even sexism. Consequently, there is a need to acknowledge the fact that everyone is born equal and no one has the right to deny them opportunities just because they think that they are different from them. (Hanson, et al, 1998).

15. 2. Developing Friendship Schools are important places for children to develop friendships and learn social skills. Children with and without disabilities learn with and from each other in inclusive classes. Students in an inclusive classroom are generally placed with their chronological agemates , regardless of whether the students are working above or below the typical academic level for their age.

16. Also, to encourage a sense of belonging, emphasis is placed on the value of friendships. Teachers often nurture a relationship between a student with special needs and a same-age student without a special educational need. Another common practice is the assignment of a buddy to accompany a student with special needs at all times (for example in the cafeteria, on the playground, on the bus and so on). This is used to show students that a diverse group of people make up a community, that no one type of student is better than another, and to remove any barriers to a friendship that may occur if a student is viewed as "helpless." Such practices reduce the chance for elitism among students in later grades and encourage cooperation among groups.

17. Teachers use a number of techniques to help build classroom communities: Using games designed to build community Involving students in solving problems Sharing songs and books that teach community Openly dealing with individual differences by discussion Assigning classroom jobs that build community Teaching students to look for ways to help each other Utilizing physical therapy equipment such as standing frames, so students who typically use wheelchairs can stand when the other students are standing and more actively participate in activities Encouraging students to take the role of teacher and deliver instruction (e.g. read a portion of a book to a student with severe disabilities) Focusing on the strength of a student with special needs

18. 3. Encouraging Participatory Learning In traditional teaching in schools, the teacher often directly instructs the children and has complete control over the learning process. In adult non-formal education, this traditional approach is not always appropriate. So learning is not just about a teacher giving information. Learning is an active process where a learner goes through an experience and learns from it. There are many ways that we can think of to involve learners in their learning. Lecturing adults is easier but in case of children specially the children with diverse educational levels and needs the teacher cant lecture. Further learning is an active process therefore everyone should participate in this activity actively. Mostly the teachers complain that the special needs children have little to do with learning in inclusive school settings due to the hurdles created by their disabilities.

19. PROFESSIONAL DEVELOPMENT OF TEACHERS The professional development of teachers and other staff through pre service and in service training is the key issue in the development of inclusive schooling systems. From pre service it is meant that the teacher has been trained before joining the job and in service training is the training received while working in the inclusive set up. Both the trainings are planed and organized with an aim to train teachers to work with children with special needs in inclusive education. An inclusive system of professional development supports and encourages the involvement of all personnel in addressing the learning needs of students with a full range of abilities and disabilities.

20. Key factors for university preparation and school-based staff development include the following: 1. Professional training that addresses the learning needs of students with a full range of abilities, 2. Licensure and certification requirements that develop a broad cadre of effective teaching practices for all students; and 3. Trans-disciplinary training of general and special education teachers.

21. 1. Adapting the Curriculum Curriculum is everything planned by educators and school that will help develop the learner. It means all the activities and experiences a student can interact with during the learning process. Curriculum is also often referred to as learning content, activities, and structures as experienced by students.

22. Curriculum adaptations are modifications that relate specifically to instruction or content of a curriculum. Further, these could be adjustments or modifications to: i . Teaching and learning environment, ii. Teaching and learning techniques, iii. Teaching and learning support material that enhances a learner’s performance or allows at least partial participation in a learning activity iv. Learning programs and v. Assessment.

23. 2. Positive Attitude of Teachers Teachers who have taught or are teaching in an inclusive classroom say the philosophy of inclusion hinges on helping students and teachers become better members of a community by creating new visions for communities and for schools. Inclusion is about membership and belonging to a community.

24. Dr. Chris Kliewer , assistant professor of special education, taught second grade in an inclusive school in Syracuse, New York for four years. Based on this experience, he explains: “Inclusion involves all kinds of practices that are ultimately practices of good teaching. What good teachers do is they think thoughtfully about children and develop ways to reach all children.

25. At times it is observed that some teachers do not pay due attention as per needs of the special students. And such students are not accepted as important and special. The students with special needs have to face negative attitudes which serve as a fundamental obstacle in their education. Some teachers find it difficult to manage educating students with special needs in the regular classroom as they claim that it is difficult a problematic job to educate the normal students and placing the special students adds to these difficulties.

26. 3. Encouraging Quality Education An inclusive school for all must put flexibility and variation at the centre, structurally as well as in terms of content, with the goal of offering every individual a relevant education and optimal opportunities for development. Characteristics of “a school for all” include exercising flexibility with regard to the individual pupil’s capabilities and placing his/her needs and interests at the core. The school for all is therefore a coherent, but differentiated learning environment. All knowledge and experience about the development of children says that this can best take place in an environment where selfesteem and positive conception of oneself are strong, i.e. an environment where real participation and fellowship are experienced and actively promoted. Placing the pupil at the centre does not imply that students need to be taught and will learn subject matter and content separately.

27. The quality inclusive system believes in taking the student’s needs as “the whole child” and not only on academic achievement. At least, the three aspects are to be considered significantly; the social & emotional development, and personal & collective responsibility and citizenship. Different countries maintain the philosophies with a few variations such as the following.

28. It is very important to identify the special needs children primarily at home by the parents and later by the teachers in schools. For following reasons, the early identification signifies a lot. a) Early diagnosis of child’s needs and difficulties. b) Obtaining appropriate and equipments according to their needs. c) Better exposure to education. 204 d) Better psycho-social development. e) Better achievement of special needs children.

29. Provisions of Facilities, Aids and Equipments Talking of inclusion we mean to allow a SENC to learn in a least restrictive environment. The environment can only be least restrictive if the child has freedom to participate in all activities in the school. If there is a student with special educational needs with capacity to participate in and benefit from education is restricted due to an enduring physical, sensory, mental health or learning disability this requirement should be fulfilled as per policy. The policy should focus to provide special needs education in mainstream settings as far as possible. In 1973, Congress passed Section 504 of the Rehabilitation Act of 1973 (Section 504), a law that prohibits discrimination on the basis of physical or mental disability (29 U.S.C. Section 794).

30. Some of the various types of auxiliary aids and services may include: Taped texts Note takers 3 Interpreters Voice synthesizers Open and closed captioning Closed caption decoders Readers Videotext displays Voice synthesizer Television enlargers Talking calculators Electronic readers Calculators or keyboards with large buttons Braille calculators, printers, or typewriters Reaching device for library use Raised-line drawing kits Telephone handset amplifiers Specialized gym equipment Assistive listening devices Assistive listening systems Telecommunications devices for deaf persons.

31. 1. Provision of Adequate Staff It is important to note that the provision of inclusive schools is not only essential for the expansion of inclusive education. It is also significant to have adequate number of regular education teachers to serve the actual aim of inclusive education. The current situation is that some of the schools are stuffed with surplus teachers on the contrary some lack in teaching staff. Rationalization of staff is required to fulfill the needs of special children. Principally, every school should have minimum five teachers. Moreover, an inclusion facilitator is also required and any experienced teacher can serve the purpose of inclusion facilitator.

32. 2. Removal of Architectural Barriers The interventions for inclusive education are identification, functional and formal assessment, appropriate educational placement, preparation of Individualized Educational Plan, provision of aids and appliances, teacher training, resource support, removal of architectural barriers, research, monitoring and evaluation and a special focus on girls with special needs. Curb cuts, ramps, automatic door openers, elevators, braille signage, telecommunication devices, and similar accommodations (or the lack thereof) send a message that people with disabilities are or are not welcome.

33. 3. Making the School Effective School leaders play an important role in promoting and sustaining inclusion in schools. Without their efforts, schools cannot change or improve to become places where all students are welcome, and where all students learn essential academic and non-academic lessons in preparation for life in the community. Much effort has been devoted to understanding the process of change in school settings.

34. While it is a complicated process, there are some commonly agreed upon findings that are helpful in understanding, how change happens: Change is a process, not an event. Getting ready for change (development) is vastly different from the implementation of school level changes. Organizations do not change until the individuals within it change. Changes come in different sizes and take different amounts of time and resources to take hold. Change happens from the top-down, the bottom-up, and horizontally. Administrative leadership is essential to long term change success. Mandates set the course, but a sound process will make or break success. The school is the primary unit for change. Facilitating change is a team effort. Appropriate supports and interventions reduce the challenges of change. The context of the school influences the process of change.

35. Checklist to Help Identify which Supports will be the Least Intrusive (Additionally Supportive Checklist with Detailed Notes) When considering the need for personalized supports, aids, or services for a student, use this checklist to help identify which supports will be the least intrusive, only as special as necessary, and the most natural to the context of the classroom. Environmental Pacing of Instruction Presentation of Subject Matter Materials Specialized equipment or Procedure Wheelchair Assignment modification Self-Management/Follow-Through Testing Adaptations Social Interaction Level of Staff Support (Consider after considering previous categories) Support (Time Needed)

36. Top 10 Things to Create & Maintain Inclusive Schools 1.See disability as an attribute 2.Re-think the dual system 3.Placement matters 4.Create an inclusive climate 5.Support students academically a. Differentiate b. Re-think support 6.Re-think Challenging Behavior 7.Make learning fun 8.Collaborate 9.Problem solve creatively 10. Take care of yourself

37. Suggested Readings Kunc , N. (1992). The need to belong. Rediscovering Maslow’s hierarchy of needs. Villa, R. A., & Thousand, J. S. (Eds.). (2005).  Creating an inclusive school . ASCD. Armstrong, F., Armstrong, D., & Barton, L. (2016).  Inclusive education: Policy, contexts and comparative perspectives . Routledge . Thomas, G., & Vaughan, M. (2004).  Inclusive Education: Readings and Reflections. Inclusive Education . Open University Press. The McGraw-Hill companies, Order Services, PO Box 182605, Columbus, OH 43218-2605. Farrell, P., Hick, P., & Kershner , R. (Eds.). (2009).  A Psychology for Inclusive Education: New Directions in theory and practice . Routledge . Barton, L., & Armstrong, F. (Eds.). (2007).  Policy, experience and change: Cross-cultural reflections on inclusive education  (Vol. 4). Dordrecht: Springer.