Inclusive

Education 101
A n Overview
 Itemize roles of
What really is educators in an
inclusive inclusive
education? learning
environment

Recognize SEN
Provision within
an inclusive
learning
environment
 TERMINOLOGIES

SPECIAL EDUCATIONAL NEEDS SEN

SPECIAL EDUCATION NEEDS & DISABILITIES SEND
SPECIAL NEEDS EDUCATION SNE
Special Needs SN
Special Education Teacher SET
Special Education SPED
General Education Gen Ed
Who are children with Special Needs?
Special needs is a broad term used to refer to children
determined to require additional attention and specific
provisions (which other children do not need) due to a vast array of
diagnoses and/or disabilities that makes learning or other
activities difficult.
T hat word - Disability
?
? ?
What comes to mind for y ou?
• A disability is any medical condition that makes it
more difficult for a person to do certain activities
or effectively interact with the world around them
(socially or materially).

• These conditions, or impairments, may

be cognitive, developmental, intellectual, mental, phy
sical, sensory, or a combination of multiple factors.
Impairments causing disability may be present from
birth or occur during a person's lifetime.
 !
PHYSICAL !
blindness,
emotional disturbance,
! deafness
! m e n t a l re ta rd a tio n ,
! cerebral Palsy,
!
HIDDEN !
down syndrome,
Disability can be: ADHD,
! autism,
! dyslexia
! orthopedic impairment,
! learning disability,
SINGLE ! speech or language impairment,
! t r a u m a t i c bra in injury,

*SORT*
MULTIPLE
What is Special Educational Needs?
A person with special educational
needs is someone whose “capacity
to participate in and benefit from
education is restricted or
incapacitated due to an enduring
disability”
‘A pupil has SEN where their learning
difficulty or disability calls for special
educational PROVISION, that is;
PROVISION different from or
additional to that which is generally
available to pupils of the
same age.’
What is Special Education?

Special education is defined as “specially designed

instruction, to meet the unique needs of a student with a
disability”
Why learn about Children with Special
Needs?

Because with proper care and education, every child can

reach his or her full potential.
Will you The presence of a Children with
play your special needs special needs
child in your class require extra
part?
is not an
accident! attention, teaching,
care – and love!
HOT
TOPIC!
 SEGREGATION
a keeping apart;
separation or isolation by
blocking of an
discriminatory means
entrance.

THAT BIG
CON VER S ATION !

The act of
Incorporation but no access. including.
“at” the party, but not “with” same rights, access
the party. and choices

“being there” and “taking part”

THE SALAMANCA STATEMENT
 World The government of Spain & UNESCO
Conference
brought together senior education
officials, administrators, policy -
makers and specialists, as well as
representatives of the United Nations
SALAMANCA,
SPAIN 92 and Specialized Agencies, other
governments
international governmental
organizations, non-governmental
organizations and donor agencies to
promote the PRINCIPLE OF
1994 INCLUSION
June
7th – 10th 300
participants

Equitable Education
Throughout the 19 th century, children with special needs CONCEPT OF INCLUSION
were institutionalised, segregated and blithely
discriminated.

Inclusive education refers to equitable and non-

discriminatory arrangement where each child is valued,
accepted and respected. Teachers
collaborate get Focus on abilities
All Students
Inclusion is a mindset learn together support rather disabilities

Inclusion takes into account that each child is unique

Inclusion is a basic human right and not a privilege.

Inclusion is a sense of belonging
Teachers get Cater to Honor the needs
regular training to
individual of all students
develop skills for
learning styles equitably
inclusive classroom
For children with special educational needs a
continuum of support should be provided, ranging
from minimal help in regular classrooms to
additional learning support programs within the
school and extending, where necessary, to the Celebrate Nurture shared
Value alternative
provision of assistance from specialist teachers and thoughts and diversity and respect and
external support staff. perspectives individuality empathy
 An Inclusive School

Is a school that Removes barriers

Inclusion p ro m o te s t h e
active participation of t h e
l e a r n e r a s t h e p r i m a r y aim
r a t h e r t h a n simple
placement
within and from education through
the accommodation and provision of
appropriate structures and
arrangements to enable each learner
achieve the maximum benefit from
his/her attendance at school
(Winter and O’Raw, 2010: 39)
integration prioritizes t h e
placement of pupils in
pa rt ic ula r settings
inclusion pr omo te s actual
participation a n d
accommodation.
SEN Provision
put effective
special
Where a pupil is identified as remove
educational
having SEN, to enable the pupil barriers to
provision in
participate, learn and make learning
place
progress; schools should take
action to:
Roadmap to SEN Provision

PLA N • Im plem en ta tion

REVIEW
Identify & a s s e s s
ne e ds of provision
• Tailor provision Mon it or in g
Progress,
Reporting
Outcomes
ASSESS DO
 ASSESS
This stage involves the whole school approach where all
stakeholders spend sufficient time to identify precisely
where the learners’ gaps lie and what barriers there are
to learning.
•Teacher a s s e s s m e n t a n d
knowledge of t h e learner.
•Data on learner ’s progress,
a t t a i n m e n t a n d behavior.
•The individual’s development
in comparison with peers.
•The views a n d experience of
parents.
• Learner ’s own views.
•Advice from e x t e r n a l s u p p o r t
services.
With the child and family at the
heart of the process, the learner’s
needs are identified and appropriate
provisions made towards best
outcomes.
If no progress is reported despite high- quality
provision, a closer identification of need
becomes necessary:
• Questionnaires for parents.
• Questionnaires for pupils.
• Screening assessments e.g
• Standardized tests. dyslexia.
• Profiling tools (behavior, • Specialist assessments by
speech, language and external agencies (speech
communication needs) and language
therapist/educational
• Criterion-referenced
assessments and checklists. psychologist)
• Observation schedules and
prompt sheets.
 PLAN
This stage involves using all of the valuable information
gathered at the ‘ASSESS’ stage to pinpoint the kind of
provision that is likely to be most effective in meeting the
learner’s needs.
• Key a r e a s t h a t a r e difficult for t h e l e a r n e r
•Practical strategies a n d tips to s u p p o r t
identified a r e a s of needs
•Agreed strategies a n d practical solutions
for t h e l e a r n e r
•Any additional s u p p o r t t h e l e a r n e r will
need (withdrawal classes, teaching a s s i s t a n t support,
speech a n d language t h e r a p y etc)
•Access a r r a n g e m e n t s : e x t r a time, a reader, assistive
technology, augmentative a n d alternative communication (all
forms of communication used to e x p r e s s thoughts, wants, ideas,
needs)
Targeted provision!
This is provision that is
additional to or different
from that made for the
majority of pupils in school.
A few things to reflect on:
Ø Does everyone have all the information necessary in the
plan to help the learner?
Ø Do teachers plan effectively to meet the needs of the
pupils with SEN in their class
Ø Are teachers at the heart of the process of planning
targeted support for pupils with SEN?
Ø Does the school draw on the latest research and training
on the effectiveness of strategies and interventions for
pupils with SEN?
Ø Teachers monitor progress towards meeting agreed
outcomes regularly, adjusting planning where needed
Ø Is the SENCO supporting the development of staff skills,
confidence and expertise in this area?
 DO Outstanding teachers
continually reflect on w h e r e
pupils a r e in t h e i r learning,
w h e r e t h e y a r e going a n d how
This stage involves the actual work. best to enable t h e m get the r e .

Here, it is very crucial to emphasize that class and/or subject

teachers are directly responsible and accountable for all A few things to reflect on:
pupils in their class. even when pupils are receiving support
from a teaching assistant or other specialist staff, within or
outside the classroom.
v Is the learner developing independence?

• joint planning, preparation and v Do teachers monitor progress within the

assessment targeted provision?
• all support staff to join planning and
departmental meetings
v Does SENCO support the class teacher in
further assessment of performance and
• quick and concise communication tools to convey the problem solving/ advising on the effective
outcomes of targeted provision implementation of the support?
• Having a forum in which professionals working with a
child can reflect together on what is going well, and
what can be done better.
 REVI EW
This stage involves a Whole-School monitoring and
review process.
• Has the child achieved the agreed targets?
• What is the evidence from day-to-day intervention
tracking?
• Are the skills acquired through targeted support
transferred back into class work?
• Has there being adequate support from home?
• What are the views of support staff, parents and the
pupil?
• How will the outcomes of this review feed back into
the analysis of pupils’ needs?
• What changes to support, provision and targets are
needed?
Teachers continually review
pupils’ progress, formally a n d
informally, a n d this should be
no different for pupils with
SEN.
A few things to reflect on:
v Are teachers well prepared to discuss the term’s
outcomes of pupils with SEN?
v Are all key people meaningfully involved in the
review process (parents/carers, pupil/ support
staff/specialists/peer advocates)?
v Are appropriate formats in place to collate the
outcomes of review and future adjustments to
provision?
v Are we supporting parents in understanding the
difference they can make in supporting their
child’s learning at home ?
v Are we involving parents and carers at the
centre of planning and reviewing of provision
Understand your ROLE

Lead by High Quality Support & Advocate &

example *** Teaching Nurture Educate
Common Roadblocks for SEN Provision….

Negative Lack of Availability

attitudes
- Myths
professionals and access to Administrative
- Scare of labels and best intervention bottlenecks
-
-
Denials
Sheer ignorance
practices services

Barrier of
Inadequate Time You tell me….
parental
funding constraints
involvement
Durojaiye Titilayomi
Head, Special Educational Needs (SEN) |Deputy, Head of Elementary
BLOOMING LIGHTS SCHOOLS
 References
• Koegel, R. L. & Koegel, L. K. (1995). Teaching children with autism: Strategies for initiating positive interactions and improving
learning opportunities. Baltimore: Paul H. Brookes Publishing Co.
• Stainback, S. (1996). Inclusion: A guide for educators. Baltimore: Paul H. Brookes Publishing Co.
• Wagner, S. (1999). Inclusive programming for elementary students with autism. Arlington, TX: Future Horizons, Inc.
• Danya International (2004) Life Journey Through Autism: An Educator’s Guide by Organization for Autism Research, Inc
• Bill Nason, MS, LLP. Reducing Problem Behavior
• AASEP, (2006) Roles and Responsibilities of the Special Education Teacher. Adapted from the Special Educator’s Survival
Guide/Pierangelo/Jossey Bass Publishers/2005
• Nwoagba, O. S. (2003). Accessibility: Removing barriers to the goals of inclusions for persons with special needs in Nigeria. In A.
Olabisi (Ed), Child Care and Special Needs Education in Nigeria (Vol. 4), pp 49 – 57. Abuja. Centre for Learning Disabilities and
Audiology.
• Adebisi, R.O. (2010). The inclusion charter: The prospects and challenges. Journal of Educational Studies, 15 (1), 122 – 128.
• Vandeh, C. M. (2013). Issues in inclusive education for children with special needs in Nigeria. National - Journal of Inclusive
Education, 1 (1), 71 – 77
• UNESCO (1999). Salamanca statement and framework for action: A review of UNESCO activities. Paris: UNESCO.

• Lenz, B. K., & Bulgren, J. (2013). Improving academic outcomes in the content areas. In B. B. Cook & M. G. Tankersley (Eds.),
Research-based practices in special education (pp. 98–115). Upper Saddle River, NJ: Pearson.
• Marchand-Martella, N. E., Slocum, T. A., & Martella, R. C. (Eds.). (2004). Introduction to direct instruction. Boston, MA: Pearson
Education.
• Hughes, C. A. (2011). Effective design and delivery of taskspecific learning strategy instruction for students with learning
disabilities. Focus on Exceptional Children, 44(2), 1–16. Retrieved from http://s101.podbean.com/pb/4da83704eb775f83
b117d5ac553977fd/5863dfca/data2/fs32/609421/uploads/70235641.pdf
• Horton, P. B., McConney, A. A., Gallo, M., Woods, A. L., Senn, G. J., & Hamelin, D. (1993). An investigation of the effectiveness of
concept mapping as an instructional tool. Science Education, 77(1), 95–111. doi:10.1002/ sce.3730770107