Inclusion of Special Populations in the Regular Education Classroom

By:

Deana Sword

Let's begin with an activity

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1. Read the information on the card.  

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                What color is the cat?

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                                                  BLACK

2. Read the information on the card.  

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 Where was the car?

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Freeway

3. Read the information on the card.

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What did the kite do?

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FLEW

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• Did everyone understand the information presented to them?

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• Did everyone feel like the information was presented in a manner that you could understand?

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• Did everyone feel included in the activity?

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This activity included information that provided answers to my questions. Most people read the information and comprehended what was written, however some cards had crucial words for comprehension that were in German …."foreign words".  Far too often, special education students feel like they are trying to learn in a foreign language. The general curriculum is not presented to them in a manner they comprehend easily. �

Questions:

1.Who had the German words?

2. Did you feel lost?

3.Did you feel left out?

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When kids are found eligible for special education services, families and teachers  often have concerns. A common  concern is that their child will be placed in a different classroom, apart from other kids- A resource classroom. 

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A resource classroom is often  the most appropriate setting for students who are considered  to have a Functional Mental Disability (FMD) . These students often split part of the school day in a resource classroom and a general education classroom. Both environments provide the student opportunity  to receive small group instruction, 1:1, individualized instruction, content instruction and socialization with non-disabled peers.   

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HOW IS THIS POSSIBLE???

Most Kentucky school district utilize a co-teaching model for ALL students (regular education and special education). This model for Inclusion has two teachers (teacher candidate and cooperating teacher) these teachers are often a general education teacher and a special education teacher.  The teachers work together with groups of students; sharing the planning, organization, delivery, and assessment of instruction, as well as the physical space.              

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All students can benefit from this model, it allows for students with disabilities including those with a Functional Mental Disability (FMD) to better participate in the general education curriculum.  Inclusion of all populations is the focus.

The IDEA defines Inclusion as:

Inclusion is the principle that supports

the education of children with disabilities, alongside their non-disabled peers rather than separately. 

Functional Mental Disability (FMD) Defined:

The ARC determines a student to have a functional mental disability and is eligible for specially designed instruction and related services when:

• Cognitive functioning is at least three standard deviations below the mean.
• Adaptive behavior is at least three standard deviations below the mean.
•  A severe deficit exists in overall academic performance including acquisition, retention and application of knowledge.
• Manifestation is typically during the developmental period.
• Evaluation information confirms there is an adverse effect on educational performance.
• Evaluation information confirms lack of instruction in reading and math is not a determinant factor in the eligibility decision.
• Evaluation information confirms limited English proficiency is not a determinant factor in the eligibility decision.
• The student meets the eligibility criteria for a functional mental disability, which adversely impacts his/her education, and is eligible for specially designed instruction and related services.

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���Ponder this...is your school�practicing inclusion?����

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• Are students embraced without condition and viewed as equals by their peers?
• Are they receiving the assistance they need to participate fully in all aspects of the class? 
• Are the perspectives of students sought out, listened to, and respected by others?
• Are students developing relationships with their peers that are mutually wanted and enjoyed?

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Make mental check marks in your mind.         �

• Are ALL students(special education and general education) involved in ALL of the same places, programs, and activities as their peers in your class?
• Is their presence and participation actively sought out and encouraged by others in your class?
• Are ALL students received by others in your class with warmth, friendliness and authentic delight?
• Are ALL students treated as unique individuals, recognized for their strengths, and appreciated for who they are? 

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• If you answered yes to all questions, then you are practicing good inclusion!

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• If you answered NO to 1 or more, then you need to improve your inclusion of special populations practices. 

For the No questions consider....

• Are you leaving any student out of instructional activities (this  may be unintentionally)
• Is the curriculum individualized for students learning? styles. 
• What should you be doing entirely differently?
• What are the next steps?

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SUGGESTIONS for better inclusion:

• Challenge Students
• Emphasize how the student can be successful when given appropriate supports.
• Be Flexible 
• Provide individualized supports, including accommodations and modifications. (make the content as close as possible to the others)
• Use grade and age-appropriate materials.
•  Communicate with students with disabilities the same way you communicate with their non-disabled peers.

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Continued......

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• Encourage Independency
• Allow students with disabilities to make their own choices and even their own mistakes, (that is how we learn). 
• Promote appropriate communication with both adults and peers.
• Deliver appropriate SDI,  Specially designed instruction provided by a special educator to meet the unique academic and/or functional needs of a student with a disability.

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Lastly, Set High Expectations

When students with disabilities are held to high expectations, they are more likely to make progress and, ultimately  succeed. Low expectations can lead to less-challenging instruction that limits their potential.