Inclusive Education and Family Partnerships
CONNECTING FAMILIES AND TEACHERS IN HAWAII
Here’s what we’ll cover in this presentation…
What is Inclusive Education?
Hawaii’s Board of Education in developing it’s 2016 policy on Inclusion described it this way:
“Inclusion is defined as the provision of education to each student with a disability with support services in the school or classroom they would otherwise attend to the maximum extent appropriate and in the manner which benefits the student with a disability.”
Inclusion is also a philosophy
What does inclusion really mean?
Students are educated in the general education classroom to the extent appropriate.
The curriculum for all students is the general education curriculum.
Expectations are high for ALL students.
All instruction is standards-based.
Decision making is based on student needs, not on labels or places.
Individualized supports are available when needed.
Placement
Instruction
Expectations
Curriculum
Decisions
Supports
What are some of the instructional benefits of inclusive education?
Higher
Expectations
Differentiated
Instruction
Effective Use of Resources
Improved
Behavior
What are some of the social-
emotional benefits of inclusive education?
A Culture of
Belonging
Peer-to-Peer
Interactions
Here are more findings from research:
Students with disabilities who spend more time in general education classes are closer to grade level in their reading and math abilities, and have higher test scores than student in more segregated settings. Included students also experience fewer disciplinary incidents.
(Wagner & Blackorby, 2007)
Students without disabilities in inclusive classrooms also make positive academic gains in reading and math.
(Waldron, Cole and Majd, 2001)
Language skills of preschool children improve in an inclusive setting.
(Justice, Logan, Lin & Kadervavek, 2014)
Students with disabilities who are educated alongside their peers without disabilities have better outcomes related to graduation, postsecondary education and employment.
(Hehir et al., 2014 and Wagner et al., 2007)
What does I.D.E.A. say about inclusion?
School districts must ensure that “to the maximum extent appropriate, children with disabilities… are educated with children who are nondisabled; and
“Special classes, separate schooling, or other removal of children with disabilities from the regular education environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.” (§300.114)
IDEA does not use the term “inclusion,” but one of IDEA’s main principles is least restrictive environment (LRE). Here’s what IDEA says about LRE:
LRE & Alternative Placements
IDEA requires that a continuum of alternative placements be made available to meet the needs of students with disabilities for whom the general education classroom is not appropriate.
This continuum includes instruction in regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions. (§300.115)
Inclusion compared to LRE
Inclusion is more than just moving students to a least restrictive environment.
It’s also important to be sure students with disabilities are learning (academic inclusion) and building friendships and a sense of belonging (social inclusion).
How successful are Hawaii public schools in including students with disabilities?�
Hawaii has been last in the nation in including students with disabilities for decades. In 2017, the Hui Pu Project was initiated – a partnership with the Department of Education and Stetson & Associates to improve inclusion rates.
In SY 2018-19, the average inclusion rate of the first 50 schools to embrace the Hui Pu philosophy and practice
was greater than the national average.
The Department of Education has trained complex area staff to support the scale up of these inclusive efforts across the state.
Inclusive Education is both a National and a Hawaii priority
The Office of Special Education Programs requires states to report every year on the percentage of students who spend the majority of their time in the general education classroom.
When the issue of placement is decided�through due process, courts across the U.S. have historically ruled that when a full-time placement in general education is not appropriate, schools must still ensure that the student is educated with nondisabled peers to the maximum extent appropriate.
Inclusion Rate is a key Student Success Indicator in the Hawaii Strategic Plan. Through the Inclusive Practices Scale Up, schools are getting the training and tools to include more students with disabilities.
What strategies support inclusion?
Multiple teaching/learning approaches
Nonacademic, extracurricular services and activities supports
Professional development for staff on Inclusive Practices
Flexible Grouping
What strategies support inclusion?
Student-centered Decisions
Appropriate staffing, planning and collaboration.
Supporting the needs of ALL learners
Family Engagement
Accommodations & Modifications
Modifications
A change in WHAT the student is expected to learn and/or demonstrate. While a student may be working on modified course content, the subject area remains the same as the rest of the class.
A change made to the teaching or testing procedures in order to provide a student with access to information and to create an equal opportunity to demonstrate knowledge and skills.
Accommodations & Modifications Examples
Modifications
Presentation Accommodations:
Timing Accommodations:
Curriculum Modifications:
Accommodations & Modifications Examples
Modifications
Response Accommodations:
Setting Accommodations:
Assignment Modifications:
What is the decision-making process �for classroom supports?
Can the student participate in the lesson or activity without additional support?
With accommodations?
With modifications?
With assistive technology?
With behavioral supports or personal supports?
What do most families want from inclusive classrooms?
From Inclusive Schools: Good for Families, 2003 funded by the Office of Special Education Programs
Research has shown that families choose inclusive education for a variety of reasons, including:
What can families do to partner with schools for inclusive education?
Ask your school about inclusive education. Talk to other parents and parent organizations.
Inclusion does not have to be “all or nothing.” If you are hesitant about your child being in an inclusive classroom, ask IEP team members to identify opportunities with gen-ed peers that would beneficial for your child to participate in.
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What can families do to partner with schools for inclusive education?
Talk to your child about being in an inclusive classroom. They may be nervous, if they have been learning in a separate classroom. Let them know that supports will be provided to help them be successful.
As the IEP team is discussing goals, talk through the opportunities for those goals can be met in the general education class with supports.
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Resources
4 Benefits of Inclusive Classrooms, Understood
A Summary of the Evidence on Inclusive Education, Thomas Hehir et al., 2016
SEAC’s Vision of Inclusive Education, Hawaii Special Education Advisory Council, 2019
School Inclusion Resource Page, Center for Parent Information & Resources, 2017