Welcome to Beginning to Understand Inclusion

Please take a handout and have a seat. Thank-

you for coming to my presentation and it will
begin shortly.

Inclusion In General Education

Jennifer Gentry
Grand Canyon University SPD 550
Agenda

• Ice Breaker- People Bingo

• The main sections of an IEP
• The basics of an inclusive classroom environment
• Teaching models for the inclusive classroom
Understanding the IEP Sections

Present Levels of Academic Achievement

And Functional Performance (PLAAFP)

Measurable Annual Goals

Reporting Progress to Parents

Recommendations for Special Education

Programs and Services
Duration of Services

Participation with Non-Disabled

Peers

Testing Accommodations

Transition Goals

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Inclusion Explained
What is inclusion ?

Inclusion means providing equal access and participation in

both academic and social activities to students with
disabilities alongside their nondisabled peers (White, 2019).

Most Common Inclusive Models :

General Education Classroom with support

General Education Partial Day

What is not inclusion ?
Contained Classroom

Special Education Schools

Exclusion

Segregation

Integration
Benefits of Inclusion
• What are the benefits to students with disabilities ?
• Least Restrictive Learning Environment
• In secondary and high school students can benefit from a
blend of academic and vocational opportunities to promote
transition into the job field after high school (Downing, 2005)
• Increased social and communication skills
• Increase in self esteem and sense of belonging (Blazer, 2017).

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Examples of Inclusion

Do non-disabled peers' benefit from

inclusion ?

Increased friendships with students with

disabilities(Downing, 2017).

Universal Learning Design (UDL) or

Differentiated Instruction ( Blazer, 2017)

Greater academic progress than non-

inclusion peers (Blazer,2017).
Examples of Inclusion

• Student spends majority of the day in the general education

classroom and receives support services in the classroom rather than
being pulled out for services.
• Student attends extracurricular activities with their peers such as
recess, lunch, assemblies, field trips and classes such as music, art or
physical education.
• Student is included in curriculum planning with activities being
modified or adapted to meet the needs of the student.
• Student is part of the classroom culture and is included in social
activities such as group projects or games.

Figure 4 stock photo

Team Teaching Models

Figure 5 Co-Teaching Model,( Friend & Cook, 1996 )

One Teach One Observe

• In this model one teacher has primary responsibility for

teaching while the other teacher walks around the class
helping students or gathering data. (Friend , Cook, Hurley-Chamberlin and
Shamberger, 2010).

• Advantages of this model include students do not have to wait

for help, saves time when one teacher can hand put materials
while the other continues teaching, one teacher can monitor,
document and handle behaviors (Friend , Cook, Hurley-Chamberlin and
Shamberger, 2010).

• Disadvantages of this model include differentiated instruction

may not occur, students may respond better to one teacher
and/ or see one teacher as an assistant and teacher parity may
be decreased.
Station Teaching
In this model three stations are created with teachers teaching
at two stations and one station students work independently
(Friend , Cook, Hurley-Chamberlin and Shamberger, 2010).

Advantages of this model include social opportunity since

students are working in small groups, groups can be arranged
based on the strengths and weaknesses of students and
paraprofessionals or volunteers can work a station (Friend & Cook,
1996).

Disadvantages of this model include one group must work

independently, materials need to be organized and planned in
advance and challenging behavior may increase for students
that do not do well in group activities (Friend & Cook, 1996).
Parallel Teaching
• In this model both teachers teach half the class teaching the same
material to offer differential instruction (Friend , Cook, Hurley-Chamberlin and
Shamberger, 2010).

• Advantages of this model include teacher collaboration during

planning, groups can be based on strengths and lower student to
teacher ratio (Friend & Cook, 1996).
• Disadvantages include increased noise level, both teachers must
know and be comfortable teaching the curriculum so both groups
learn the material equally and teaching is stopped if behaviors
occur.

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Questions?
 References
Downing, J. (n.d.). Inclusive education for high school students with severe intellectual
disabilities: Supporting communication. AUGMENTATIVE AND ALTERNATIVE
COMMUNICATION, 21(2), 132–148. https://doi-
org.lopes.idm.oclc.org/10.1080/07434610500103582

Friend & Cook (1996) Interactions: Collaborative Skills for School Professionals retrieved from
https://www.anderson5.net/cms/lib/SC01001931/Centricity/Domain/3345/Co-Teaching
%20Models.pdf

Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-Teaching: An
Illustration of the Complexity of Collaboration in Special Education. Journal of Educational &
Psychological Consultation, 20(1), 9–27. https://doi-
org.lopes.idm.oclc.org/10.1080/10474410903535380

White, A. (2019, January 23) Inclusion: Helping All Students Belong in Your Classroom retrieved
from https://schools.magoosh.com/schools-blog/inclusion-helping-all-students-belong-in-your-
classroom

Figure 1 ,4,6 and 7 stock photo PowerPoint Gallery

Figure 2 White, A. (2019, January 23) Inclusion: Helping All Students Belong in Your Classroom
retrieved from https://schools.magoosh.com/schools-blog/inclusion-helping-all-students-belong-
in-your-classroom

Figure 5 Friend & Cook (1996) Interactions: Collaborative Skills for School Professionals
retrieved from https://www.anderson5.net/cms/lib/SC01001931/Centricity/Domain/3345/Co-
Teaching%20Models.pdf