making differences ordinary in inclusive classrooms_mcleskey

8/8/2019 Making Differences Ordinary in Inclusive Classrooms_McLeskey

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Making DifferencesOrdinary in Inclusive

ClassroomsJames McLeskeyOctober 15, 2010


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Inclusion in Alberta

Creating a truly inclusive education system meanschanging the way we think and the way we

act (Minister Dave Hancock, June 11, 2010 speech)

Changing how we think and act..


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How we think and act, and Dead Poets Society


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http://www.youtube.com/watch?v=wOENu0fK0uM


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Words and ideas can indeed change the world! Butif we are to change the way we think and the way

we act, we must Examine our current thinking Shift our paradigms


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Paradigms

A set of rules and regulations that Sets limits or establishes boundaries Helps solve problems within those boundaries


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Paradigms

Certain paradigms about schooling = problems withinclusion

Many think about schooling much like an egg crate


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Paradigms

Sixth grade science teacherWe cant do inclusionbecause students with disabilities cant read the book,

or do the required work, or pass the tests!?!


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Paradigms

She was right.based on her paradigm, inclusiveeducation was impossible


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Paradigms

But there are alternative paradigms. Different eggcrates? Or a different paradigm altogether?


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Examples of Paradigms

Paradigms can be complex, or very simple

Simple paradigms cause the most difficulty?

Example: First grade teachers comment: I didnt get into

education to teach students with disabilities


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Paradigms and Defining

Inclusion We have changed our paradigm regarding how wedefine inclusion.

Mainstreaming.

Integration REI Inclusion


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Inclusion

Definition for today and Setting the DirectionFrameworka good fit

Students with disabilities are fully participatingmembers of the school community

Students with disabilities belong to the schoolcommunity and are accepted by others


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Inclusion

Actively participate in the academic and socialcommunities of the school

Are provided supports that give them the opportunityto succeed

In short, students with disabilities are an ordinary ornatural part of the school community and school day


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http://www.youtube.com/watch?v=eEYIhulK8S0


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Paradigms

Constantly look at things in a different way Just when you think you know something, you must

look at it in a different way Dare to strike out and find new ground!


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Two BIG Paradigms and

Inclusion 1. How much do we value students withdisabilities?

2. How do we make differences ordinary as we includestudents with disabilities in schools and classrooms?


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How much do we value

students with disabilities? Importance ofmotivation when changing schools Source of motivation? Value for students involved Do we value students with disabilities? the issue is HOW MUCH we value these students


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How much do we value

students with disabilities?

Value students with disabilities as much as otherstudents?

Example: Negative words we use to describe groups ofpeople

U.S. Congress recently removed the words mentalretardation from all federal laws


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Paradigmsand what we value

Hypothetical exampletongue in cheek! Assumption--Funds are very limited Must reduce the school budget significantly Initially consider two alternatives


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What do we value

Alternative one--Eliminate Third Grade! Reduces accountability pressure Third grade students are a bit quirky

Not yet independent Dont want to be thought of as little kids Middle schoolers of elementary school

Third grade teachers.


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Paradigms

Alternative two--Eliminate inclusive education We dont have enough money to do inclusion

in Alberta (direct quote)

Changing schools and classrooms is difficult,frustrating, stressful, anxiety producing

These students have the help they need inspecial education


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Paradigms

Two alternatives Eliminate third grade Eliminate inclusive education

Which alternative is more reasonable? Are both inconceivable? Do all parents agree? Do all teachers agree? Do all administrators agree?


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An example

A paradigm shift in a highly effective,inclusive elementary school

Kindergarten teacher Too many students who did not have expected

skills related to reading


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An example

A paradigm shift No one questioned inclusionIts just a fact.

Its something we do

Paradigm shifted Inclusive education became an ordinary part of

the school day, just like third grade


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Inclusion should never be an issue of lack offunding, any more than third grade should

be..both are too important

Inclusion is just what we dobecause we value allstudents


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Could we do third grade better with more money? Could we do inclusive education better with more

money?

But we must do both with the funds we have.Anything else is inconceivable!


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Two BIG Paradigms and

Inclusion? 1. How much do we value students with disabilities? 2. How do we make differences ordinary as we

include students with disabilities in schoolsand classrooms?


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Why Make Differences

Ordinary?

We value students with disabilities so muchwe wantto make them and the qualities they bring, an ordinary,

natural part of the school day

A major goal of inclusive education--Creating schoolsand classrooms where, as much as possible, differences

are an ordinary part of the school day


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Making Differences Ordinary

in Classrooms

Think about this in relation to classrooms and the rangeof behaviors that are ordinary within a classroom

A teachers circle of tolerance for different behaviors


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Increasing Capacity

Circle of tolerance within a classroom

Academic skills and student behavior are ordinary ifthey fit within the circle


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Increasing Capacity Circles that represent classrooms are different sizes,

representing different capacity

A broader range of student behavior and academicskills is ordinary in some classrooms than others


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Increasing Capacity

How to expand the circle (or increase capacity)? Teacher learns new skills Students help out (peer tutoring, peer buddies, think-

pair-share)

Additional resourcesco-teacher, paraeducator,volunteers

Using technology


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Increasing Capacity

How to expand the circle (or increase capacity)? Organize classroom differently (student grouping,

centers, differentiated instruction) Develop curriculum that is more accommodating,focusing on student strengths (Planning Pyramid; UDL)

Reorganize the school day to use resources moreefficiently

Changing perspectives about what a teacher is willing todo--Example from first grade teacher


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Increasing capacity The core of inclusion---Making general educationclassrooms more accommodating of student differences

More differences ordinary

Principal comment about inclusion.No one canreally oppose inclusion..


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Providing Supports & Making

Differences Ordinary General education teachers often do not use

accommodations we (SPE) recommend

Supports (focused) are often too specialized "Some kind of help is the kind of help that helping is

all about, and some kind of help is the kind of help we

all can do without (Shel Silverstein)


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Providing Supports & Making

Differences Ordinary To ensure supports are usedkeep them as ordinary as

possible

More likely to use and sustain supports if they Fit the ebb and flow of the classroom Are the least intrusive and most natural in the

classroom

Are perceived by teachers as being useful for manystudents, not just one group or a few students

Fit the teachers repertoire of instructional methods


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Scheduling and Making

Differences Ordinary Rhythm of the daykeep it as typical as possible Similar to schedules for other students Example of third grader, Gaby


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School Change and Making

Differences Ordinary

Changing schools is very difficult Change the way we think about many things Change the way we act in many different situations

Weve only addressed a few of these paradigms


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School Change and Making

Differences Ordinary What people think and feel are most important Do we value students with disabilities enough to

change schools and make differences ordinary?

Will we risk the pain, frustration, anxiety? And make more differences ordinary?


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Final Thoughts

I support inclusion because I remain, perhaps naivelyconvinced that words and ideas can change the

world..and that we (those in this room) can change

the world

And improving the lives of persons with disabilities,giving them more options to live a rich life, is an

important part of that change


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Final Thoughts

Obviously inclusion in Alberta is not about what Ibelieve and think, but its about what you believe andthink

Can you change the world for people with disabilities? Given the Setting the Direction Framework, you have

the potential, even an EXTRAORDINARYOPPORTUNITY!

Will every child in Alberta, regardless of where theylive, have an inclusive education?


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Final Thoughts

Dont ever doubt that one person can make adifference, and a few dedicated people can change the

course of history. Indeed, it is the only thing that ever

does. (Margaret Mead)

And from Dead Poets Society


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http://www.youtube.com/watch?v=dXYVVRwk1fY


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Final Thought

The powerful play goes on, and you may

contribute a verse

What will your verse be.


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References

McLeskey, J., Rosenberg, M., & Westling, D. (2010). Inclusion: Effective practices for allstudents. Upper Saddle River, NJ: Prentice Hall.

McLeskey, J. & Waldron, N. (2010). Educational programs for students with learningdisabilities: Can they be both effective and inclusive. Unpublished manuscript.Gainesville, FL: University of Florida.

McLeskey, J., & Waldron, N. (2007). Making differences ordinary in inclusiveclassrooms. Intervention in School and Clinic, 42(3), 162-168.

McLeskey, J., & Waldron, N. (2006). Comprehensive school reform and inclusiveschools: Improving schools for all students. Theory into Practice, 45(3), 269-278.

McLeskey, J. & Waldron, N. (2000). Inclusive schools in action: Making differences ordinary. Alexandria, VA: ASCD.

Waldron, N. & McLeskey, J. (2010). Establishing a collaborative school culture throughcomprehensive school reform.Journal of Educational and Psychological Consultation, 20(1),58-74.

making differences ordinary in inclusive classrooms_mcleskey

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