Inclusive Special Education: An Introduction

Inclusive education, also known as inclusion, has been a part of our school system in some form or another for many years. Since the passing of Public Law 94-142, the Education for Handicapped Children Act, in 1975 (updated as IDEA, or Individuals with Disabilities Education Act, in 1990), classrooms and schools across the United States have brought children with disabilities into regular classrooms as part of their learning experience. There are many ways to provide an inclusive education, and not all of these methods may be beneficial to the student with disabilities or his peers. As a former special education teacher, a longtime volunteer with special populations groups, and an advocate of inclusive education, I would like to share what I know about inclusion--what I believe works, and what doesn't, in inclusive education.

The early name for the method of including children with disabilities or special needs in the "regular" classroom was mainstreaming. Today, by definition, mainstreaming focuses on a student's part-time attendance in regular education groups, while inclusion professes to do just what it says--include all children, regardless of skill level or needs, in age-appropriate classrooms as long as the guidelines of IDEA are followed--the placement must be an appropriate educational program, and it must be the "least restrictive environment."

There is a wide range of possible placements along the inclusive education spectrum. From segregated schools, to entirely inclusive placement with minimal "pullout," parents and educators have options to work with. Most children with diagnosed disabilities attend school somewhere along that spectrum. The only exception might be children qualified as extremely "medically fragile," who may be taught through home-based services due to their medical needs. Every child is an individual, and every educational programming solution will be different. Parents should be prepared to ask questions about their child's individualized education program (IEP), and the teacher should be prepared to answer those questions and provide ongoing resources and support for families.

When I was a student intern, as part of my credit hours I assisted special education programs at two local elementary schools and also a high school. The high school program was for severely/profoundly disabled students (students with high levels of physical and developmental disability) and was almost completely segregated from the rest of the school. Although the classroom was in the same building, students received all services outside of lunch and gym class, in that special education classroom. A "buddy" program allowed "typical" (nondisabled) students to spend their free periods as mentors and helpers in the special education room. Unfortunately, because of closeminded attitudes through the school, instead of being truly inclusive, this brought the regular students in as mini-teachers, rather than peers or friends for the disabled students.

The two elementary schools displayed two very different models of "inclusion."

One school was still in the early stages of trying to include children with special needs in regular classes. They placed a large twelve year old with a developmental disability in a first grade classroom reading group because she was "on the same level" as the six year olds. She was bigger than the other children, aware enough to be embarassed, and it was not a comfortable situation for any of the children. Another classroom identified the "slow learners" and separated them into math groups based on ability. This is a process known as tracking. Everyone's kind of at the same ability level, so it supposedly makes teaching easier. There are many differing opinions about this widespread practice. Another option might have been to split the math groups up with a few of the less able students and a few of the more capable students working together, so that the struggling children might learn from their peers (who love teaching what they can do!)

Nothing about what this first school did was inherently bad, but there was a lot of room to grow and improve.

The second school spent a great deal of time preparing an inclusive, supportive environment. Teachers, students, and all other staff (even kitchen and janitorial workers) were trained and educated in how to include ALL learners in the school and its activities. Differences were recognized but not ridiculed. I worked as an intern in a second grade classroom that had included at least one severely autistic, nonverbal child since kindergarten. Because he was familiar to the students, because instead of constantly being removed from the class to do "special ed" stuff,he was assisted in daily classroom activities by both regular and special education teachers; the other students saw him as a valid, important member of their class, not as an outsider who was only around once in a while. Despite the fact that he didn't talk, and had some behavior issues, this child received regular phone calls and play invitations from his peers.

The second model of inclusion described here is NOT idealistic. It CAN be done, but it will take a huge amount of commitment and collaborative effort by all participants.

In Part Two of this introductory article about inclusion, I will discuss more specifics on how to create a more inclusive school environment.

Mild Intellectual Disability, MID/ Mild Mental Retardation

What Is Mild Intellectual Disability (MID) also Referred to as Mild Mental Retardation?

Many of the characteristics of MID correspond to those of Learning Disabilities. The intellectual development will be slow, however, MID students have the potential to learn within the regular classroom given appropriate modifications and/or accommodations. Some MID students will require greater support and/or withdrawal than others will. MID students, like all students demonstrate their own strengths and weaknesses. Depending on the educational jurisdiction, criteria for MID will often state that the child is functioning approximately 2-4 years behind or 2-3 standard deviations below the norm or have an IQ under 70-75. The intellectual disability may vary from mild to profound.

How are MID Students Identified?

Depending on the education jurisdiction, testing for MID will vary. Generally, a combination of assessment methods are used to identify mild intellectual disabilities. Methods may or may not include IQ scores or percentiles, adaptive skills cognitive tests in various areas, skills-based assessments, and levels of academic achievement. Some jurisdictions will not use the term MID but will use mild mental retardation.

Academic Implications

Students with MID may demonstrate some, all or a combination of the following characteristics:

• 2-4 years behind in cognitive development which could include math, language, short attention spans, memory difficulties and delays in speech development.
• Social Relationships are often impacted. The MID child may exhibit behavior problems, be immature, display some obsessive/compulsive behaviors and lack the understanding of verbal/non verbal clues and will often have difficulty following rules and routines.
• Adaptive Skill Implications. (Everyday skills for functioning) These children may be clumsy, use simple language with short sentences, have minimal organization skills and will need reminders about hygiene - washing hands, brushing teeth (life skills). etc.
• Weak Confidence is often demonstrated by MID students. These students are easily frustrated and require opportunities to improve self esteem. Lots of support will be needed to ensure they try new things and take risks in learning.
• Concrete to Abstract thought is often missing or significantly delayed. This includes the lacking ability to understand the difference between figurative and literal language.

Best Practices

• Use simple, short, uncomplicated sentences to ensure maximum understanding.
• Repeat instructions or directions frequently and ask the student if further clarification is necessary.
• Keep distractions and transitions to a minimum.
• Teach specific skills whenever necessary.
• Provide an encouraging, supportive learning environment that will capitalize on student success and self esteem.
• Use appropriate program interventions in all areas where necessary to maximize success.
• Use alternative instructional strategies and alternative assessment methods.
• Help the MID student develop appropriate social skills to support friend and peer relationships.
• Teach organizational skills.
• Use behavior contracts and reinforce positive behavior if necessary.
• Ensure that your routines and rules are consistent. Keep conversations as normal as possible to maximize inclusion with peers. Teach the difference between literal/figurative language.

• Be patient! Assist with coping strategies.

Reading Readiness Skills

Understanding Text: At this stage the child: pretends to be a reader; holds books the right way; turns pages at appropriate times; can discuss what is happening and relate it to their own experiences; knows that the reader is focusing on the print and that it is conveying the message; makes inferences on both what is read and the pictures; enjoys stories being re-read and chimes in regularly; likes to turn the pages and knows when to and will make attempts to re-read the story from memory and picture cues.

Using the Context of the Story: The child can determine meaning from context by saying things like: 'I like dogs too' and will bring their own experience as it relates to what is being read. Relating their experiences to strories, television shows, or even ads becomes a popular behavior when the child uses context to make sense.

Word Meanings: Although the child isn't yet reading, they recognize their own name, brands (McDonald's 'M', Stop Signs etc.) Recognizes the sounds of letters and makes references like, 'that ones starts the same as my name, or snakes start with the same letter that Stop Signs do.

Reading and Print Attitudes: The child starts to demonstrate an interest in printing and will pretend to print or write. They will ask more questions like 'What does that say?' They like to chime in when familiar stories are being read. They like to take part in daily reading and never want to miss their bed time story or story time. They show a greater interest in books and will enjoy looking at them more frequently even though it may seem that they're looking mainly at the pictures.

Summary: When a child displays the attitudes described above, they are most likely at the stage where they are ready to learn how to read. The child will benefit from many alphabet activities, exploring with the sounds that letter make and reading early stage books. These children will also benefit from making books like 'A is for Apple and Ate. B is for black bugs. C is for Cinderella and Candy.

The idea behind this type of book is that the children are encouraged to use the sounds that letters make (long and short sounds, 'r' controlled sounds - a as in car, and hard and soft sounds as in Cindy and Candy. When children are encouraged to make these books, they can read them on their own as they have made the pictures to help them.

Pattern books are another great early writing and reading activity. Again, children draw the pictures and use patterns like: Blue is for the Sky. Blue is for the Bluejay. Blue is for blueberries. Or I like books: I like to run. I like to jump. I like to play.

Lots of praise at this stage will encourage the young reader to develop confidence and will move foward in their ability to read.

Direct Teaching for Students with Special Needs

This is one of those good for all but essential for some strategies for direct teaching. Direct teaching means being very specific in everything you do to ensure student learning occurs. All too many times we hear "Well I taught it, I don't know why they don't get it". The emphasis needs to shift from teaching to learning, when this shift happens, the result is improved student learning. Here are a few points to ensure that your lessons maximize student learning outcomes:

1.) Know your big idea or main essential learning outcome.

• Can you state very precisely what the lesson outcome is?
What is the one thought or main idea of your lesson?
• Are you certain that the student(s)is ready for this learning outcome?
• How are you tapping into prior learning?

2.) Know your sequencing.

• What is the step by step procedure for this lesson?
• How will you make this lesson concrete?
• What are all the resources you need?

3.) Remain concrete.

• How will the skill be modeled?
• What do your examples look like?
What prompts will you use?
• Have you allowed time for guided practice?

4.) How will you check for understanding?

• Checking for understanding is essential, it lets you know if your instruction works or if additional intervention or remediation or re-teaching is required.
• How will the child demonstrate that the learning outcome has been mastered? Will you use questioning? Observation? Show me approach?
• Many students with special needs have difficulty with self-monitoring, have you allowed for some opportunity for independence? The goal is to ensure all learners become independent, self-monitoring may require appropriate prompts from you, for example "Are you on task?"
• What and how are you giving in the way of feedback to the student?

5.) Follow up

• How will you record the student learning of this lesson?
• What is the follow up to this lesson?
• Is there a component worth involving parents or professionals for additional support?

In Summary:
Simply put, effective teaching/instruction means that learning has taken place. If learning hasn't taken place, the teaching and instructional strategies need to be re-visited.

Augmentative and/or Assistive Communication

What is Augmentative Communication?(AC or ACC)

Augmentative, sometimes referred to as alternative communication (AAC) is a method of communication used by individuals with severe speech and language disabilities, those who have Cerebral Palsy, Autism, ALS, suffered from a stroke, etc. AAC is for those individuals who are unable to use verbal speech yet are cognitively able or when speech is extremely difficult to understand. These individuals will use gestures, communications boards, pictures, symbols, drawings or a combination of all of these. An individual would point to a single meaning picture - for instance if the individual was hungry, the picture may look like somebody eating. If the individual is also physically impaired, a head pointer may be worn to indicate the picture which would relay the feeling. The methods of AAC will vary and be personalized to meet the needs of the individual. Many forms of AAC with have an assistive technology component which will come in both high tech or low tech strategies. You don't need special skills for understanding an individual who is using ACC as the processes are self-explanatory.

What is the Process? According to Kangas and Lloyd (1998) there are three areas for consideration in the AAC process:

1. A Method to Represent Symbols (objects, words, drawings, symbols, photographs, line drawings etc.

2. A Method to Select Symbols (point directly or use a scanning device such as a head pointer

3. A Method to Transmit the Message (visual or auditory output)

Prior to Considering AAC
1. What are the individual's cognitive abilities?
2. What are the individual's physicall abilities?
3. What is the most important vocabulary relevant to the individual?
4. Consider the individual's motivation to use ACC and select the ACC system that will match.
5. Always enlist the expert help of: Speech language pathologists Occupational therapists, and Computer specialists to help with the decision.

There are many AAC Associations and Organizations. You'll want to contact the speech/language pathologists for organizations specific to your area.

Getting Ready for the IEP Meeting

The assessments have been done and the needs of your child are relatively well known. You have the background information you need to proceed. You have thought about the goals your child needs. You have also familiarized yourself with SMART goals to better understand the contents of the IEP. You have familiarized yourself with the types of instructional assistance and program types that are available for your child. You have fully explored the types of support available including placement and program. If you are seeking a special placement, you have also pre-arranged to visit the placement site to be sure that this will be a good educational fit for your child. You should be informed of who will be attending the IEP meeting which will enable you to address your concerns to the right people. You may want to make a list of the atendees and keep it in your IEP binder or portfolio. You are also encouraged to bring somebody to represent you if you feel it's necessary and in the best interest of your child. This could be your spouse, close relative, or a professional or attorney working on your child's behalf. In some cases, the child will also attend the IEP meeting.

What to Bring

Be sure to have a binder or an IEP portfolio. This should contain all assessments and/or evaluations on your child. If this isn't your first IEP meeting, you should have previous IEPs. You should have work samples from your child and any letters from the teacher and/or school board. Report cards and test results from previous terms and years will also be helpful to have. If you have had negative or positive feedback in writing from the teacher, be sure it too is included. If your child is reading and or writing, samples of the level of reading and examples of writing will be helpful. Any medical reports will also be helpful. Depending on how much material you have, it would be very wise to organize the material into sections or tabs so that you can easily find everything. Making copies in the event that somebody on the IEP team asks for a copy is always helpful. There should be no surprises in your IEP binder or portfolio, your team needs to be well informed and any document they may not have should be provided to them prior to the IEP meeting.

What Does IDEA Say About IEP Meetings?

• The IEP meeting must be held at a location and a time that is convenient to all individuals attending. You are entitled to input as to the time of the meeting. The educational jurisdiction cannot simply establish the time and place without your input.
• IEP meetings MUST be held once per year.
• The IEP meeting must be long enough to address all concerns. If you feel the length of time of the scheduled meeting may not fit your needs, discuss this with the principal of your school and state your reasons why.
• If this is not the first meeting and you are in agreement with the child's IEP, you can forgo the meeting and agree to the IEP.

The Agenda for the IEP Meeting

You may or may not see an agenda ahead of the scheduled meeting. However, you can expect the following:

• Current level of progress of your child
• Specific goals for your child
• Type of support or instructional/assessment strategies and or services required
• Type of placement
• Specific program

You'll also find that curricula or alternate curricula, teacher strategies, transition plans, special education support people and extra curricular activities will also be discussed.

The IEP

IDEA also requires that the IEP be written together with input from you and the educational jurisdiction. However, there will most likely be a draft IEP at the meeting. Remember that this draft should be treated as a working copy for the meeting and not a final version. The meeting will provide you with the time to address, change, and revise any part of the draft IEP. In some cases, you may be sent a copy of the draft IEP ahead of the scheduled IEP meeting.

Some Final Thoughts

Remember that the IEP meeting is really an informal meeting established to support the best interest of your child. Reduce your anxiety about attending the meeting by being well prepared and having a supportive individual attend with you. You do have the right to tape record the meeting as proof of what was said. If you decide to tape the meeting, let the school know in advance and keep the tape recording as a part of your IEP binder/portfolio.

If you have everything in place as mentioned above, you should be more than ready to attend the IEP meeting.

Behavior Disorders in Children

Help for Children With Behavior Disorders or Disabilities

This article is written to assist and provide support to parents and teachers involved with behavior issues that are causing some concerns both at home and or at school. There is much that can be done to help, however; the focus here is on the preventative approach which is key to maintain positive behaviors.

A consistent approach when dealing with children with behavioral concerns most often leads to more productive and positive behaviors. It is highly recommended that you plan strategies that you can implement regularly. Whether the child is acting out, involved in conflicts, bullying, or being verbally or physically aggressive; it is important to ensure that you have positive interactions and that you refrain from calling the child 'bad', it is the behavior being exhibited that you are unhappy with and the child needs to know it is not him/her it is the behavior. Acceptable and appropriate behavior is developmental - it happens over time and is greatly influenced by parental support and guidance, peers, previous experiences and the intervention techniques employed by teachers, caregivers and parents. As Dr. Phil often says: "You teach people how to treat you".

Occasionally, despite your ongoing efforts using consistent applications of interventions and techniques, some children will continue to display ongoing behavioral difficulties. You cannot be all things to your child at all times. You may need to seek the advice and assistance of professionals.

The Basics:

• Promote self-esteem and confidence every chance you can. Catch your child doing something great and praise him/her.
• Provide opportunities for the child to become responsible. When they take responsibility well, let him/her know.
• Always be objective and understanding - do not lose your patience even though you are tempted to.
• Use your best judgment at all times, remain objective and seek to understand.
• Patience, patience, patience! Even though you may be very frustrated.

Next Steps:

• Communicate your expectations with a minimal number of rules and routines to be followed. Think big, start small.
• Involve the child when you are establishing rules and routines. Ask for his/her assistance. Make sure they repeat them - this will help them remember.
• Emphasize the child's [link ur=http://specialed.about.com/cs/behaviordisorders/a/rules.htm]strengths[/link] and minimize the weaknesses.
• Set your child up to be successful when the opportunity presents itself.
• Provide opportunities for the child to reiterate expectations. For example: "What always needs to be done before bed?"
• Encourage the child to participate and monitor their own behavior. For example: "What is terrific about what you're doing right now?"
• AVOID power struggles - nobody wins!
• Take time to discuss appropriate and inappropriate behaviors. This should be done when a chilling out period has occurred.
• Routines - children with behavior difficulties benefit from clearly established routines/structure, I can't say enough about this.
• Role play some situations based on unacceptable behaviors and discuss them.
• Set up practice situations and role play those. For example: Tommy just came and stepped on your toe, you even though he did it intentionally. How will you handle this situation?
• Teach the skills necessary for appropriate behaviors.

In Summary:

If you're this far - you're concerned and you want some strategies. Now you're ready for the implementation stage. You are now ready for the 5-step plan:

1. Pinpoint the behavior that you want to change. Be specific.
2. Gather your information. When does the unacceptable behavior occur? How often does it occur? Under which circumstances does it occur? What event precedes the behavior? What is the child's view of the behavior? Does the inappropriate behavior always happen when the child is alone? Supervised? With others? At a specific time?
3. Now it's time for you to interpret what the information may mean from the previous step. Give it your best shot when trying to analyze the information you've gathered.
4. Plan for Change! Now it's time to set your goals - with the child. What are the short term goals? What are the long term goals? Who's involved, what will happen. The plan for change should be collaborative between you and the child. Be specific, for instance: Johnny will not yell and scream when it's time to do homework - or time to go to bed. In your plan for change, some rewards and or a reward system should be in place. For instance, when 5 instances of appropriate behavior happens, Johnny will have .............(opportunity to indulge in his favorite activity, a new sticker book etc.
5. Evaluate how your plan is working. If it isn't working, make the necessary changes collaboratively.

Once again, if after several consistent tries you find your plan isn't working and there is no noticeable change in the unacceptable behaviors, the child may need to be referred to a specialist.