What is inclusive education?
Summary
TLDRThis video explains the concept of inclusive education by contrasting it with segregation, integration, and exclusion within schools. The speaker outlines nine key features of inclusive education, including strong leadership, natural proportions, and collaboration. Emphasis is placed on providing students with disabilities access to general education, ensuring they are valued and included socially and academically. Strategies like cooperative learning, portable services, and co-teaching are highlighted as essential for fostering an inclusive environment where all students can thrive.
Takeaways
- 📚 Inclusive education involves placing all students, regardless of their abilities, in general education classes in their local neighborhoods.
- 🚫 Segregation in education removes students with disabilities from regular classes and places them in special schools or units.
- 🔄 Integration often means placing students with disabilities in schools without changing the learning environment or school culture, which is not the same as inclusion.
- 🧑🤝🧑 Inclusive education fosters social connections, ensuring students with disabilities are valued and welcomed in the classroom.
- 📝 Strong leadership is essential for promoting inclusive education and ensuring students with disabilities thrive.
- 👫 Natural proportions in classrooms help avoid clustering students with disabilities, ensuring balanced representation in society.
- 💡 Teaching assistants should support all students, not just focus on one-to-one support, which can hinder interaction with teachers.
- ⏰ Planning time for teachers and assistants is crucial to ensure students with disabilities receive appropriate support and guidance.
- 🚪 Portable services should be brought to the student in the classroom rather than pulling the student out for special instruction.
- 👩🏫 Specialist teachers play a supportive role in helping general education teachers accommodate students with disabilities effectively.
Q & A
What is inclusive education?
-Inclusive education is when all students, regardless of ability, are placed in age-appropriate general education classes in their neighborhood schools. They receive high-quality instruction, interventions, and support to succeed alongside their peers without disabilities.
How does segregation differ from inclusive education?
-Segregation involves removing students with disabilities from regular education and placing them in separate environments such as special schools or classes. In contrast, inclusive education integrates all students in regular classrooms, ensuring they interact and learn together.
What is the main difference between integration and inclusion?
-Integration places students with disabilities in general education settings but doesn't change the environment, teaching methods, or culture to support their needs. Inclusion, on the other hand, involves modifying the school culture and environment to fully accommodate all students.
Why is the school culture important in inclusive education?
-The school culture is crucial because it reflects the values, language, and behaviors of the community. For inclusive education to work, the culture must embrace social justice, ensuring all students are valued, welcomed, and supported regardless of their abilities.
What are natural proportions in inclusive education?
-Natural proportions refer to distributing students with disabilities across classrooms in a way that reflects the general population. This prevents clustering large numbers of students with high needs into specific classrooms, which can hinder their social and academic integration.
Why should teachers avoid one-to-one support from assistants in inclusive classrooms?
-One-to-one support can lead to dependency, where students with disabilities interact less with the teacher and peers, limiting their learning and social opportunities. Instead, assistants should support the entire class while ensuring students with disabilities are not isolated.
What role do teaching assistants play in inclusive education?
-Teaching assistants play a vital role in supporting all students in the classroom. However, their role should be guided by teachers, with clear communication and planning, to ensure they provide assistance without replacing the teacher’s direct interaction with students with disabilities.
What does ‘presuming competence’ mean in inclusive education?
-Presuming competence means assuming that all students, regardless of their disabilities or ability levels, can learn and benefit from an inclusive education. There are no prerequisites for being included in general education, and students are not judged by psychological assessments before participation.
What is the significance of collaboration in inclusive education?
-Collaboration is key in inclusive education, involving students, families, teachers, and specialists working together in a respectful and trusting partnership. This ensures that all stakeholders contribute to the student’s success and create an inclusive, supportive learning environment.
Why are friendships important in inclusive education?
-Friendships are essential because they foster social connections, which help students with disabilities integrate into the school community. Building friendships in the classroom helps break down social barriers and supports the development of positive, equal-status relationships between students with and without disabilities.
Outlines
🎓 Introduction to Inclusive Education and its Misconceptions
The video begins with an introduction to inclusive education, explaining that it’s essential to understand what inclusive education is and what it is not. Leanne, from Inclusive Education Planning, highlights four structures within education, focusing on inclusive education and explaining common misconceptions. The distinction between inclusive education and segregation, where students with disabilities are separated into special environments, is emphasized. Visual aids illustrate the separation of disabled and non-disabled students in educational settings.
🔄 Integration vs. Inclusion in Education
This section discusses how integration is often confused with inclusion. Integration involves placing students with disabilities in schools without making necessary accommodations or changes to the school's culture or pedagogy. Inclusive education, by contrast, requires a school culture based on social justice, where students with disabilities are actively involved, valued, and welcomed. The video underscores the importance of social connections and critiques how integration often leads to students being physically present but socially excluded.
🚫 Exclusion from Education and its Impact
Exclusion, where students are denied access to education, is addressed next. Leanne mentions that many families in Adelaide resort to homeschooling their children with disabilities due to a lack of accommodations in schools. The concept of inclusive education is then revisited, highlighting that students, regardless of their disabilities, should be included in age-appropriate classes in neighborhood schools, where they receive quality instruction and support.
📊 Key Features of Inclusive Education: Leadership and Natural Proportions
This section introduces the key features of inclusive education. Strong leadership is the first essential feature, where disability is seen as a natural part of human diversity. Another important feature is maintaining natural proportions of students with disabilities in classrooms, avoiding clustering and instead distributing them evenly. By adhering to these natural proportions, inclusive education fosters genuine friendships and social connections.
👥 Support Roles and Effective Collaboration in Inclusive Education
Teaching assistants play a crucial role in inclusive education, but they should not take on the primary teaching role. Leanne explains the importance of spreading assistants throughout the classroom, rather than assigning one-to-one support unless medically necessary. Additionally, planning time for teachers and assistants to collaborate is vital for inclusive education to be successful, ensuring all students receive adequate support.
📦 Portable Services and the Role of Specialist Teachers
Leanne discusses how services for students with disabilities should be portable, meaning they should be provided within the general education classroom rather than pulling students out. Specialist teachers are also crucial, providing additional support and strategies to general education teachers, helping them better accommodate students with disabilities.
🌟 Presuming Competence and the Right to Inclusive Education
In this section, the concept of presuming competence is introduced. Every student, regardless of their ability or disability, has the right to inclusive education. There are no prerequisites for receiving an inclusive education, and teachers must assume that all students can learn, fostering an inclusive classroom environment for everyone.
🤝 Collaboration and Friendship in Inclusive Education
Collaboration among teachers, students, families, and guardians is critical for inclusive education. Students should be empowered to have a voice in their own education. Friendships play a key role in an inclusive classroom, and social connections should be encouraged through structured group work, avoiding micro-exclusions. Equal-status relationships are necessary to avoid stigmatizing students with disabilities.
💡 Strength-Based Learning and Equal Participation
The final section emphasizes the importance of using a strength-based approach to learning, where students with disabilities can showcase their knowledge and skills. Equal participation in group work and other activities helps break down stigmas and ensures that all students, regardless of ability, are valued and respected within the classroom environment.
Mindmap
Keywords
💡Inclusive Education
💡Segregation
💡Integration
💡School Culture
💡Natural Proportions
💡Presumed Competence
💡Teaching Assistants
💡Collaboration
💡Portable Services
💡Friendships
Highlights
Inclusive education involves welcoming all students, regardless of their ability, into age-appropriate general education classes in their own neighborhoods.
Segregation refers to separating students with disabilities into special schools, special classes, or disability units, which often results in them not being educated with their same-age peers.
Integration is often mistaken for inclusion but still keeps students with disabilities separate within the classroom, limiting their participation and social connections.
Exclusion occurs when students are directly or indirectly denied access to education, leading some families to homeschool children with disabilities due to lack of accommodations.
A key feature of inclusive education is that the school culture must embrace social justice, ensuring that all students are valued, welcomed, and celebrated for their diversity.
Inclusive education is considered a human right, emphasizing that students with disabilities should receive high-quality instruction and support to be successful in the classroom.
Strong leadership in schools ensures that students with disabilities are valued and that their needs are supported within the general education environment.
Students with disabilities should be distributed across classrooms in natural proportions, reflecting society's makeup, rather than being clustered together in specific settings.
The research indicates that students with disabilities can become dependent on teaching assistants, and one-on-one support should only be used when absolutely necessary.
Planning time between regular teachers, special educators, and teaching assistants is critical for ensuring that students with disabilities receive appropriate support.
Portable services, such as speech therapy or special education support, should be brought into the general classroom setting rather than removing students from the classroom.
Specialist teachers should support general educators by offering strategies and accommodations to better support students with disabilities.
Presuming competence is crucial in inclusive education, meaning that all students, regardless of ability, should be presumed capable of learning and participating without prerequisites.
Collaboration between students, families, teachers, and other stakeholders is essential in creating a successful inclusive education environment.
Friendships are critical for students' success in inclusive settings, and teachers should activate students as learning resources for one another, fostering equal-status relationships.
Transcripts
[Music]
[Music]
in this video
i'm going to tell you what inclusive
education is
and what it is not i'm also going to
share with you
nine key features of inclusive education
so welcome to this video my name is
leanne and i'm from
inclusive education planning so in
inclusive education planning
i work with schools and with teachers
and with parents
to support the inclusion of students
with disability
i'm going to share with you four
structures within
education one of these is inclusive
education
but to understand what inclusive
education is
you need to understand what it is not
and after that i will share with you
nine
key features of inclusive education
so segregation so segregation is very
common
within australian education and so
that's where students with disabilities
are removed from regular education and
they're placed in
separate environments so special schools
special classes
disability units behaviour units
we can also class schools and classes
for gifted students of segregated
education
and esl classes as well
and so you can see in the diagram where
we have
the non-disabled students are the
students within
the green circle and they are colored
blue
and so they are grouped together within
regular education
but students with disabilities or
other students are segregated so they
are in the black circle
and they are away from regular
education and often when students with
disability
are segregated they are often not
educated
with their same age peers
so integration integration is often
confused with
inclusion so
for the most part within australia we
have students with disabilities who are
integrated rather than
included so that is where students with
disabilities are placed
in schools with their similar hp's but
things
have not changed there are no limited
accommodations for them so the physical
environment may not change
the pedagogy remains unchanged
and the most important feature of
inclusive education is the school
culture
so the school culture refers to the
language the behaviours
the knowledge that um
that a certain group adheres to and the
school culture
for an inclusive setting needs to be
based on social justice but if that
school culture remains unchanged
it cannot be classed as inclusive
education
so integration limits a student's
ability to fully access or participate
in learning and it's not a step towards
inclusion
and you can see in the diagram here we
have the non-disabled students
in blue and students with disabilities
are
the colored circles and they're within
the regular classroom but they're still
kept separate they're in their own
little circle there so they're not being
involved they're not being welcomed
they're not being valued
they're not making those social
connections and that's really important
for them to have those social
connections
the next one is exclusion so exclusion
is where students are directly or
indirectly prevented from or denied
access to education
in any form and where i live in adelaide
in south australia there are a large
number of families
who homeschool children with
disabilities because
they feel that their child does not fit
into school
very well and they are not receiving the
accommodations that they need or the
supports that they need
so inclusive education and that is when
all students
regardless of their ability regardless
of whether they have
a severe intellectual disability or
severe multiple disabilities
so regardless of their ability they're
placed in age-appropriate general
education classes
in schools in their own neighborhoods so
they're welcome
to enroll in their school in their own
neighborhood so they're not
catching a bus for an hour to go to a
special school or a segregated setting
so they can enroll in their own
neighborhood and they receive
high quality instruction interventions
and supports
that enable them to be successful in the
classroom and you can see here the
students with disabilities
the orange pink and gray they are just
within
um in the classroom mixing socializing
in with the students without disability
and it's very important
and inclusive education is a human right
and one of the cultural aspects of
inclusive education is where
disability and diversity is celebrated
and welcomed so the features
of inclusive education what does it all
mean
because it's one of the most contested
terms within education there are great
debates about what
inclusive education is so
here are some features strong leadership
so it starts at the top doesn't it so
students with disabilities thrive in
schools where the leadership ensures
they are valued
and disability is viewed as a natural
part of human diversity
so just like some people have brown hair
some people have blonde hair some people
have black hair
some people have disabilities and some
people don't
natural proportions and this is a key
factor so students with disabilities
should be spread out in
natural proportions rather than
clustered together
so natural proportions as in society
so if we look at the proportion of
people in society with a disability that
should be replicated within
classrooms so that we don't place large
numbers of students with very high needs
in the one class
so just because you have a whole lot of
teachers and one happens to have a
degree in special education
who's working in in regular education
doesn't mean that they should have
10 children with severe multiple
disabilities in their class
in fact we need to look at natural
proportions and reduce that right back
so that the children with
high needs there is only one maybe two
at the most
in each classroom so that all those
natural processes of friendships and
connections
can grow and build in the classroom
so under the idea of natural proportions
we avoid grouping by the category of
disability and that means where
educators
remove children who have an intellectual
disability from the class
and group them in some way for literacy
or for numeracy
and and that can even be within the
class if we round up the children
and take them away from all the other
children and teach them in a corner of
the classroom
separately that is still
segregated education so we need to avoid
grouping by the category of disability
and use
pedagogical strategies like cooperative
learning
is a highly structured form of group
work that is quite effective
in inclusive classrooms
assistance so number three teaching
assistants
so support for students with
disabilities need to come from teachers
rather than assistants we need to move
away from one-to-one support
the research is very clear that students
with disabilities
can become dependent on their assistance
and that when we place an assistant
beside a student with a disability
in the classroom that they can actually
regress
and the assistant can avoid um
the student having interaction with the
teacher
and it's not very effective when we've
got the student with the highest needs
in the classroom having the least amount
of contact with the teacher
so assistant should be spread throughout
the classroom assistants will play a
very very important role so i'm not
minimising their role at all
they play a very important role but this
needs to come from the top
where leadership look at the research
regarding assistance
and how to achieve the best outcomes
for students with a disability
and that means not relying on
assistance to do the teaching because
that's only
a recent phenomenon that we have
assistance
doing direct teaching and i've heard
stories of teacher
assistants developing their own lesson
plans
and writing their own program without
any oversight from teachers which i find
quite alarming so that shouldn't be
occurring at all
it should be teachers developing the
program leading the program
and directing assistants who should be
spread throughout the classroom helping
everyone
the only time we would have one-to-one
support for a student
is if they have high medical needs such
as something like epilepsy
where it's quite severe and they need to
be watched at all times
or behavioral issues that are so extreme
that other people could be hurt and so
therefore the student needs one-to-one
so one-to-one support is is
we only use it if it is absolutely
necessary
otherwise spread that support throughout
the classroom
so other things planning time number
four is planning time
all teachers should have ample
co-planning time
to ensure students with disabilities
have adequate and appropriate
support so that might be regular
classroom teachers
having planning time with special
educators or inclusive educators
and to develop some co-teaching plans
it might also be with the assistant so
the assistant knows what's happening so
they're kept in the loop
because often assistants don't find out
until they actually turn up
for the day at work so there's very
little planning time for assistance
so wherever possible building that
planning time
so that teaching can be as effective as
possible
number five portable services so
services for students with disabilities
should be portable
and delivered in the context of the
general education classroom
so services should be taken to the
student
rather than the student removed and
taken to
you know for literacy instruction or
mathematical instruction
or speech pathology as far as possible
that should be delivered in the context
of the general education classroom
and most of those services are portable
there are very few services that are not
portable
unless a student is using large
equipment
um you know possibly a standing frame
but even standing frames can be
incorporated into a general education
classroom as long as there's enough
space
things like hydrotherapy obviously are
the sort of things that
students would be withdrawn from and
have to go to the pool because you
cannot put a pool
in a classroom as nice as it would be
the student would have to go to the pool
but for everything else and the majority
i would say
99 of things are portable
and can be taken to the classroom
where the student is so that they are
seen as being part of the classroom
that's really important so students that
are withdrawn all the time
are not considered to be a member of the
classroom
so membership and being a valued member
is very very important number six
specialist teachers so specialist
teachers in special inclusive education
should be supporting teachers in general
education whilst all teachers are
qualified
to teach or children teachers in general
education haven't
had that extra postgraduate degree in
special education
so whilst they are qualified to teach
students with disabilities
they may just need some extra support
and some ideas
around strategies to support students
with disabilities and their
the accommodations that they need number
seven presume
competence and that is a key part of
inclusive education so
receiving an inclusive education and
being placed
in an inclusive education classroom
does not rely on a psychological
assessment so there are no
pre-requisites
for inclusive education every child
every student with a disability has the
human right to have
inclusive education regardless of their
level of ability
regardless of whether they have a severe
intellectual disability
so presuming competence we assume that
every student can learn
without requiring evidence of their
capacity
there are no prerequisite skills at all
for
inclusive education number eight
collaboration so collaboration is really
important
we should have a partnership based on
mutual commitment trust and respect
with a student so the student should be
the center at all of this and the
students should have a voice
in this whole process and with the
family
and guardians so it should be a
partnership with all the key
stakeholders
involved with the student and their
education friendships number nine
friendships are really important so we
need to activate students as learning
resources for one another
to foster friendships and connections
and avoid micro
exclusions in the classroom
so activating students as learning
resources for one another is really
important
so students learn from the social
environment
in the classroom and that's really
important what that does not mean
is placing a student without a
disability with a student with a
disability
and the student without a disability
taking the lead
and telling the student with a
disability what to do
and being the instructor wherever
possible try to have
equal status relationships that's really
important because disability is easily
stigmatized
so it's really important that there are
equal status relationships within the
classroom
and in doing group work it's really
important to structure
um into the lesson plans ways that
students with disabilities can show
their knowledge
show their skills and and their their
expertise
and that's really important and that can
be by by carefully examining
a student using a strength based lens
and building into the curriculum things
that they
enjoy things that they are good at and
allowing them to shine
in that area
[Music]
you
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