Chapter+2+Summary

=**Chapter 2 Summary**=


 * Academic Achievement**

Research indicates that segregated special education classes with smaller class sizes and additional adult resources have not led to improved learning. Research also indicates that Inclusive education featuring greater academic expectations, a richer learning environment, more effective teaching strategies, and modeling by more able peers has enhanced learning.


 * Social and Emotional Well-Being**

Parents and teachers have believed that for students with cognitive and physical disabilities, segregated special education would protect students from ridicule or harm. For students with behavioural difficulties, segregated special education would allow for greater control and more nurturing environments. On the other hand, those calling for inclusive education have been concerned about isolation. For students with behavioural problems, inclusive educators have feared that removing students does not build a supportive community, and that this damages students' self-esteem. Research has shown that there are problems for students as a result of segregated programs such as dropping out, being arrested, being imprisoned, or being unemployed. Research has shown inclusion to be much more positive.


 * Research and Change**

Many studies make it clear that efforts to create an inclusive school can be invigorating for students and teachers, but some researchers argue that educators are neither willing nor able to innovate. However, many schools are moving toward inclusive education. When change involves thorough preparation, the attitudes of teachers are positive.


 * Implications of Research**

The most important research for the future are not //whether// we should build inclusive schools but //how// we may do so well. "Business as usual" is not possible.


 * Inclusive Teaching: //Key Elements of Schooling for All Children//**

Inclusive teaching is //to educate all children together well.// In most schools this will mean shifting students from special classes into general education. Staff must commit to //heterogeneous grouping// across and within classes. Inclusive schools:
 * Reach out to parents and children
 * Provide support for teachers and children
 * Offer multilevel instruction
 * Build community in the school and with parents
 * Design the physical environment of the school for inclusion
 * Demonstrate leadership through dialogue and democratic decision making

Peterson and Hittie agree that a particular child may be better off, at least semester by semester, in a special education class, but this does not negate the importance of inclusive education. No students in a class should be able to identify a "high" or "low" group.


 * Partnering with Parents**

Parents are immediately invited to have their children in inclusive classes. We must meet with parents and listen to them. Parents can also help in or with classes and are seen as a part of the team.


 * Providing Support for Teachers, Students, and Parents**

Support staff and the general education teacher work together with the whole class, and students with special needs are not taught at the back of the class. //Support teams// including //paraprofessionals// should meet at least every two weeks and teachers should meet regularly to learn new strategies.


 * Offering Authentic, Multilevel Instruction**

Inclusive education means //designing for diversity// using //universal design.// This means we design engaging, multilevel lessons geared towards multiple intelligences and learning styles which involve group work. Group work helps children draw from the knowledge and skill of their peers.


 * Building Community and Meeting the Needs of Children with Behavioural Challenges**

Children need to feel comfortable, protected, safe, and secure if they are to learn. Therefore, teachers must build classroom community. Teachers should work to cultivate relationships with staff, parents, and the community, build community between students, and give children choices to teach them responsibility. This makes behaviour problems less frequent. Staff develops proactive solutions with the students and has respect for the students. Sometimes schools create behaviour problems. Inclusive teachers understand that //all behaviour communicates a message.// Children act out to communicate a need. Motivation must be intrinsic, not extrinsic. Teachers may need to meet with parents, the child, and staff. Inclusive teachers avoid rewards and punishments, keep students in the classroom, and work hard for the children and their needs.


 * Classroom Design**

Teachers can use assistive technology or various complexity to aid students.

//All information taken from "Inclusive Teaching:Creating Effective Schools for All Learners" (2003, Allyn & Bacon) by J. Michael Peterson and M.M. Hittie.//

//Tyler Steiner 2/11/08//