SBDSA has inclusion at the heart of our mission.
Inclusion isn’t only about education.
We envision a society in which people with Down syndrome and similar disabilities are included in every part of our community.
Inclusion is about belonging. It is about being a member of a community that recognizes all its members as valuable.
Inclusion isn’t about being ‘let in’. It is about changing the environment in a way that acknowledges and values differences.
Inclusion vs Integration
Inclusion is for Everyone.
Inclusion is not only about disability – its about humanity. Our society is changing, including those who were previously excluded. What we have learned from all these social movements is that inclusion is not as easy as just letting someone join in and play in the game. It’s about changing the game – rethinking the rules so that their participation is meaningful and so that they also stand a chance of success.
In the Developmental Disabilities Assistance and Bill of Rights Act of 2000 (42 USC 15001 §101(a)(1)) the U.S. Congress found that ‘(d)isability is a natural part of the human experience that does not diminish the right of individuals with developmental disabilities to enjoy the opportunity to live independently, enjoy self-determination, make choices, contribute to society, and experience full integration and inclusion in the economic, political, social, cultural, and educational mainstream of American society.’
When students with disabilities are educated primarily in general education settings, these opportunities become far more likely. This is called an inclusive education.
An Inclusive Education
Historically, the term special education brought to mind a special place (a room or school). This educational delivery method has been evolving for the past 30 years. Now, special education is no longer limited to a specific location but can be a portable service brought to a child in their natural classroom.
A great deal of education research over the last 40 years has established that children learn best in classroom settings with their general education peers. Studies have shown that the benefits of including children with disabilities extend to typically developing children who form lasting friendships; learn empathy and problem solving skills. These are important skills for everyone in order to be successful in life.
SPLMeter.com (a sound device to measure sound in a room)
IAdvocate.com (very affective app) gives you step by step responses and strategies, resources great app
IEPChecklist.com this app shows you step by step about roles for each person on an IEP team
National Association of State Directors of Special Education, Inc. Meeting the Needs of Students Who are Deaf or hard of Hearing-Educational Services guideline
Inclusive Teaching: The Journey Towards Effective Schools for All Learners (2nd Edition) J. Michael Peterson & Mishael Marie Hittie
KIDSTOGETHER.ORG for information about inclusive communities
Using Visual and Behavioral Cues in the Home: Teaching Functional Life Skills to Young Children with Autism and Other Significant Developmental Disorders, presented by Robin D. Allen, Ph.D. Published by STEP Seminars, Inc. Distributed by Woodbine House
Visual Strategies for Improving Communication: Practical Supports for School & Home Linda A. Hodgdon, M.Ed., CCC-SLP. QuirkRoberts (1995)
Edhelper.com – great resources and curriculum planning
MDSC.org/infojustforyou (has a guide called Meaningful Inclusion)
Lessons from CA districts with strong Spec Ed Academic Performance
Essential Best Practices in Inclusive Schools Jorgensen, McSheehan, Schuh, Sonnenmeier
Responsive Teaching: Early intervention for children with Down syndrome and other disabilities Mahoney, Perales, Wiggers & Herman
Universal Design for Learning
Making It Happen: Using Differentiated Instruction, Retrofit Framework, and Universal Design for Learning Barbara “Pokey” Stanford Stacy Reeves
Response-to-Instruction and Universal Design for Learning: How Might They Intersect in the General Education Classroom? Strangeman, Hitchcock, Hall & Meo, et al. (2006)
Aides and Assistants
A Guide to Schoolwide Planning for Paraeducator Supports Giangreco, Edelman, Broer
Working with families
Parents’ attitudes to inclusion of their children with special needs Elkins, Van Kraayenoord, Jobling
How children benefit from inclusion Henninger & Gupta
Changing student teachers’ attitudes towards disability and inclusion Campbell & Cuskelly
Club 21 Educational Pathways
DSAOC Empowered Educator Project
Does Self-Contained Special Ed deliver
Tools for teachers: Curriculum Modifications & Adaptations
IDEA 2000 Sec. 300.116 Placements (Very useful bit of law to have with you in an IEP.)
Cases supporting placement in general education environment
Pohorecki v Anthony Wayne The IDEA does not require children be classified by their disability
T.M v Cornwall CSD ESY offer must include LRE.
Porter Vs Manhattan Beach The cost of not providing FAPE in LRE.
The Statewide Special Education Task Force Report
Learning Opportunities for Your Child through Alternative Assessment US Dept. of Education
For teachers working with kids with DS teacher2teacherLP