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Inside InformationSpring-Summer 2007 Contents:
Inclusive EducationWhat is it?In this edition of Inside Information, we focus on Inclusive Education. A primary goal of the Institute, "inclusive education," is based on a belief system that each person has the right to belong in his/her school, classroom and community and that this right extends to family, work, and recreation. In an inclusive school, each student is accepted as a valued and contributing member. All decisions in inclusive schools are based on HOW to successfully include all students, not IF all students SHOULD be included. By definition, inclusive education is when students of the same age, with and without disabilities, are educated together in their neighborhood school with supplementary supports and services provided as needed in the general education classroom. When each student is participating as a valued and contributing member of the classroom, the goal of inclusive education is achieved. As early as the 1980's, studies measuring the effectiveness of special education demonstrated that separate special education services have little or no positive effects for students regardless of the intensity of their needs for supports or types of disabilities (Lipsky & Gartner, 1989). Other studies indicate that students with disabilities educated in the general education classroom do better academically and socially than comparable students educated in non-inclusive settings (Baker, Wang, & Walberg, 1994). Researchers have also found that students with significant disabilities do not have adverse effects on non-disabled classmates' academic or behavioral success as measured by standardized tests and report card grades (Hollowood, Salisbury, Rainforth, & Palombaro,1994; Sharpe, York, & Knight, 1994). In addition, the inclusion of students with significant disabilities in general education classrooms enhances their achievement, self-esteem, and school attendance as well as that of their peers (Cole & Meyer, 1991; Costello, 1991; Kelly, 1992; Strain, 1983; Straub & Peck, 1994). So what do parents and teachers say about inclusive education?Teachers who have taught in an inclusive classroom say the philosophy of inclusion hinges on helping students and teachers become better members of a community by creating new visions for communities and for schools. Inclusion is about membership and belonging to a community. Here's what some teachers say about inclusion:"Inclusion is based on the belief that people/adults work in inclusive communities, work with people of different races, religions, aspirations, disabilities. In the same vein, children of all ages should learn and grow in environments that resemble the environments that they will eventually work in." "When good inclusion is in place, the child who needs the inclusion does not stand out. The inclusive curriculum includes strong parental involvement, students making choices, and a lot of hands-on and heads-on involvement." "If you view schools as inclusive and are looking for ways to educate that benefit all students, then that's inclusive." "The millions of non-disabled students currently enrolled in schools are future firefighters, nurses, store clerks, teachers, job coaches, legislators, secretaries, physicians, school board members, employers, voters, doctors, lawyers, budget determiners, policy analysts, co-workers, police officers, and taxpayers. Approximately 15% of them will become parents of children with disabilities. A larger proportion will have a friend, neighbor, or relative who is the parent of a child with a disability and many others will be paid to provide services to people with disabilities." And From Parents..."After my son is out of public school, he'll be living and working with a diverse population of people. I want him to be accepted after he's out of school as much as when he's in school. For me, that's why inclusion is a key while he's in school." "You could just see the difference in him; he had done like a 180 degree turnaround. He was just so happy—and he talked about kids in school all the time." "She's done wonderfully and every year she's made great gains and I have every belief that she's made great gains because she's in an inclusive setting." These quotes can be found at: Best Practices in Inclusive Education: Strategies for SuccessMany factors contribute to creating inclusive schools. Parents, students, teachers, administrators and paraprofessionals can all do their part to support inclusive schools. Here are just a few tips for what each can do:
This summary was developed from the ideas of Heather Raymond, M.Ed and other leaders in the field of inclusive education. Message From The Director
Diane Nelson Bryen, PhD Professor and Executive Director Our MissionIn partnership with people with disabilities, families and allies from diverse cultures, the Institute on Disabilities works to change systems so that people can live, learn, work, play and worship in communities of their choice. The Institute on Disabilities is committed to supporting individuals with disabilities in their pursuit of interdependence, contribution, and inclusion. This mission is accomplished through training, technical assistance, services and supports, research, dissemination, and advocacy. In MemoriamOn February 27, 2007 Lisa Matz, Administrator of the Institute on Disabilities at Temple University, College of Education, passed away after a brief illness. Ms. Matz joined the Institute on Disabilities staff in 1994 as Administrator and was responsible for the fiscal management of more than six million dollars in grants and contracts. She was a proud alumnus of the Fox School of Business and Management at Temple University, having earned a Master of Business Administration in the Executive MBA program, prior to coming to the Institute. Lisa was a passionate theater-goer and subscribed to several Philadelphia theaters. She kept abreast of the city's restaurant scene, taste-testing all of the new ones and offering her critique to all who asked. Lisa was an attentive homeowner, with special love for creating and maintaining her beautiful garden. And, Lisa loved to travel! Her last trip was a three week jaunt to Seattle, Alaska and San Francisco to sightsee and visit friends. Lisa Matz will be greatly missed by her family and a large circle of supportive, loving friends in addition to "work family" at Temple University and most especially here at the Institute on Disabilities. DONORSMany thanks to our friends listed below for supporting the Institute on Disabilities and our special funds... Institute on Disabilities
Assistive Technology Lending Library
Pre-Service Teachers Reflect on Exlusion and InclusionStudents in the Teacher Preparation Program at Temple University share thoughts, insights and creative writing inspired by course projects and program principles: This project has made me think about the times I have been left out and also the times I left others out. I know now what it feels like to be excluded and how it can damage one's self image and self worth. Excluding students can make them feel like they are not good enough or like they don't belong in the class." "One time in our lives we will be put in a situation where we feel excluded. I realized that when you go into someone's territory you have to make the effort to talk and present yourself to the group. I no longer go into a situation and expect that the other people are going to make me feel included. As a result of this experience, I make the effort to introduce myself to others so that they will know me. If I am part of a group and someone new comes I always try to make that person feel comfortable. We should make the effort to learn about other people and not make anyone feel excluded from any group or activity." THE UNSPOKEN TRUTH I ncludes all persons regardless of ability N o one is excluded in a classroom C hange the norm of regular education classrooms L earn to accept one another U nderstand that everyone has individuality S urround yourself with acceptance I nitiates teachers to challenge their teaching styles O ur future depends on every student N ever underestimate anyone! Written by: Kristina Powers and Ashley Pickering /Class of 2007
Competence and Confidence: Partners in Policymaking Inclusive EducationAs part of its mission to promote inclusive education, the Institute has completed its first Competence and Confidence: Partners in Policy Making: Inclusive Education (C2P2 IE), a new leadership development training program in which teams of educators, administrators, and parents learn about promising practices in inclusive education. Nearly 50 people attended for 8 weekends during 2006-2007. The program's mission is to create a successful inclusive education experience for the individual student who is supported by the team, to develop the team as "the local expert" for the school, the school district, and other families and to increase inclusive practices in the school district. Each team works toward creating schools that include all students. They are offered technical assistance to identify problems and find solutions in developing an inclusive environment. In turn, each team is expected to provide technical assistance to their school districts about promising practices in inclusive education. Institute Executive Director Introduces "ACES" Around the WorldIt's been a busy few months for Dr. Diane N. Bryen, Executive Director of the Institute on Disabilities as she extends the reach of the Institute throughout the world. In January, Dr. Bryen traveled to the Indian Institute on Cerebral Palsy in Kolkata (formerly Calcutta), India, on a Fulbright Senior Scholar grant. During her three week stay, Dr. Bryen conducted the "Daring to Dream," workshop which she has developed over the past 20 years as part of Institute's Augmentative Communication and Empowerment Supports (ACES) program. The workshop, titled in the language of Bengali "Disha," meaning "the hope," helps participants identify their goals and establish a vision for their future. Bryen said the people she met in Kolkata were "most open and most interested in learning. There was a passion for stretching themselves and having a commitment to change and to build India and build Kolkata." In March, Dr. Bryen traveled to Melbourne, Australia to conduct what she called a "modified" ACES program. "We only had one week to conduct the normally two-week long program," Dr. Bryen said. "We had 11 people in the program, called 'Daring to Dream: Out of the Box Through Technology'; people with disabilities, support staff and family members attended." The goal, according to Dr. Bryen, was to both run the program and to train others, including people with disabilities, to run the program without her. ACES has now traveled all over the world. In addition to India and Australia, the program was launched in South Africa, where its name, "Fofa" translates to "spreading your wings" or "soaring." Founded in 1987, ACES is a year-long augmentative communication and empowerment program designed to increase the communication effectiveness of adults with significant speech disabilities. The next ACES program is scheduled for the summer of 2008 and will focus on transition-aged youth. For more information, log onto our website at http://disabilities.temple.edu or call 215-204-1356. PSHA Honors Institute's Associate DirectorAmy S. Goldman, Associate Director of the Institute on Disabilities at Temple University, has been awarded Honors of the Pennsylvania Speech-Language-Hearing Association (PSHA) at their annual luncheon on Friday, March 23, 2007 in State College, PA. In bestowing the honor, the PSHA board cited Amy's extensive and varied experience and contributions in the field of speech-language pathology and augmentative and alternative communication (AAC). They went on to note Amy's service to the Executive Board between 1998 and 2005 as Vice President for Governmental Affairs, President-Elect, President, and Past-President, and her involvement at the local, state, and national levels. A past treasurer of the Council of State Association Presidents and a representative on the Legislative Council of the American Speech-Language-Hearing Association (ASHA), Amy currently serves on the Steering Committee of ASHA's Special Interest Division on AAC, and on Pennsylvania State Board of Examiners in Speech-Language and Hearing. Update on PIAT, Pennsylvania's Initiative on Assistive TechnologyPIAT now implements the TDDP, Telecommunication Device Distribution Program. REEP, Recycled and Exchanged Equipment Partnership will soon offer service ONLINE! Find out more by visiting, http://disabilities.temple.edu/programs/assistive/piat/ CALENDARUpcoming Events
Coming This Summer
The Training Partnership for People with Disabilities and FamiliesFor information on trainings for self-advocates & families in Pennsylvania, log on to The Partnership website at www.TheTrainingPartnership.org Suggestions or Comments About Our Newsletter?Contact Susan Fullam, Dissemination Coordinator, Institute on Disabilities at Temple University: sfullam@temple.edu. Available in alternate formats, upon request. Para información en español: 215-204-9348 o por correo electrónico al latino@temple.edu Institute on Disabilities, Pennsylvania's University Center for Excellence in Developmental Disabilities Education, Research and Service at Temple University |
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This issue of Inside Information focuses on inclusive education. More than 25 years after the passage of IDEA (then known as the Education for Handicapped Children's Act) and 50 years after Brown v. Board of Education, many still believe that "separate is equal." It is time that we stop having to defend educational inclusion and start asking its critics to defend educational exclusion! In Pennsylvania, we must strive to make inclusive education a reality for the more than 280,000 students with disabilities. Let us all work to improve Pennsylvania's rank of 48th among states in achieving inclusive education for its students with disabilities.