Making Differences

Ordinary in Inclusive
Classrooms
James McLeskey
October 15, 2010
 Inclusion in Alberta
•  “Creating a truly inclusive education system means
changing the way we think and the way we
act” (Minister Dave Hancock, June 11, 2010 speech)
•  Changing how we think and act…..
 Inclusion in Alberta

•  How we think and act, and

•  Dead Poets Society

   http://www.youtube.com/watch?v=wOENu0fK0uM
 Inclusion in Alberta
•  Words and ideas can indeed change the world!

•  But…if we are to “change the way we think and the way

we act”, we must
•  Examine our current thinking
•  Shift our paradigms
 Paradigms
  A set of rules and regulations that
  Sets limits or establishes boundaries
  Helps solve problems within those boundaries
 Paradigms
  Certain paradigms about schooling = problems with
inclusion

  Many think about schooling much like an egg crate

 Paradigms
  Sixth grade science teacher—”We can’t do inclusion
because students with disabilities can’t read the book,
or do the required work, or pass the tests!?!”
 Paradigms
  She was right….based on her paradigm, inclusive
education was impossible
 Paradigms
  But there are alternative paradigms. Different egg
crates? Or a different paradigm altogether?
 Examples of Paradigms
Paradigms can be complex, or very simple

Simple paradigms cause the most difficulty?

Example: First grade teacher’s comment: “I didn’t get into

education to teach students with disabilities”
 Paradigms and Defining
Inclusion
  We have changed our paradigm regarding how we
define inclusion.

  Mainstreaming….

  Integration…

  REI…

  Inclusion…
 Paradigms and Defining
Inclusion
  Definition for today and Setting the Direction
Framework—a good fit

  Students with disabilities are fully participating

members of the school community

  Students with disabilities belong to the school

community and are accepted by others
 Paradigms and Defining
Inclusion
  Actively participate in the academic and social
communities of the school

  Are provided supports that give them the opportunity

to succeed

  In short, students with disabilities are an ordinary or

natural part of the school community and school day
 Paradigms and Defining
Inclusion
  “Ordinary.” Run of the mill? Pedestrian? A pejorative?

  "Excellence is doing ordinary things extraordinarily

well" (John Gardner)
 Paradigms…
  To shift how we think
  Recognize our paradigms
  Step back, examine them
  Determine if we want to change

  Dead Poet’s Society

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

 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 schools and classrooms?
 How much do we value
students with disabilities?
  Importance of motivation 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

 How much do we value
students with disabilities?
  Value students with disabilities as much as other
students?

  Example: Negative words we use to describe groups of

people

  U.S. Congress recently removed the words ‘mental

retardation’ from all federal laws
Paradigms…and what we value
  Hypothetical example—tongue in cheek!

  Assumption--Funds are very limited

  Must reduce the school budget significantly

  Initially consider two alternatives

 What do we value…
  Alternative one--Eliminate Third Grade!

  Reduces accountability pressure

  Third grade students are a bit quirky

  Not yet independent
  Don’t want to be thought of as little kids
  Middle schoolers of elementary school

  Third grade teachers…….

 Paradigms…
  Alternative two--Eliminate inclusive education
  “We don’t 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 in
special education
 Paradigms…
  Alternative two--Eliminate inclusive
education
  General education teachers aren’t prepared to
address the needs of these students
  Other students need help too
  Don’t overlook gifted students
 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?
 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
 An example…
  A paradigm shift…
  No one questioned inclusion—”It’s just a fact.
It’s something we do”
  Paradigm shifted…
  Inclusive education became an ordinary part of
the school day, just like third grade
   Inclusion should never be an issue of ‘lack of
funding’, any more than third grade should
be…..both are too important
  Inclusion is just what we do…because we value all
students
   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!
 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 schools
and classrooms?
 Why Make Differences
Ordinary?
  We value students with disabilities so much…we want
to make them and the qualities they bring, an ordinary,
natural part of the school day
  A major goal of inclusive education--Creating schools
and classrooms where, as much as possible, differences
are an ordinary part of the school day
 Making Differences Ordinary
in Classrooms
  Think about this in relation to classrooms and the range
of behaviors that are ordinary within a classroom

  A teacher’s ‘circle of tolerance’ for different behaviors

 Increasing Capacity…

  Circle of tolerance within a classroom

  Academic skills and student behavior are ordinary if

they fit within the circle
 Increasing Capacity…
  Circles that represent classrooms are different sizes,
representing different capacity

  A broader range of student behavior and academic

skills is ordinary in some classrooms than others…
 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 resources—co-teacher, paraeducator,
volunteers
  Using technology
 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 more
efficiently
  Changing perspectives about what a teacher is willing to
do--Example from first grade teacher
 Increasing capacity…
  The core of inclusion---Making general education
classrooms more accommodating of student differences

  More differences ordinary

  Principal comment about inclusion….”No one can

really oppose inclusion…..”
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)
Providing Supports & Making
Differences Ordinary
  To ensure supports are used…keep 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 many
students, not just one group or a few students
  Fit the teacher’s repertoire of instructional methods
 Brief Thoughts--Providing
Specialized Supports in
Separate Settings
  Only when we must

  And then, only when they add value

  Do we provide these supports too often?

  In the US, far too often

 Scheduling and Making
Differences Ordinary
  Rhythm of the day—keep it as typical as possible

  Similar to schedules for other students

  Example of third grader, Gaby

 Why is scheduling important?
  Avoid schedules that
  Increase stigma
  Disrupt the student’s routine
  Limit friendship opportunities
  Reduce instructional time
  Increases complexity of student’s day
  Fragment the student’s curriculum
 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

  We’ve only addressed a few of these paradigms

 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?

 Final Thoughts
  I support inclusion because I remain, perhaps naively
convinced 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
 Final Thoughts
  Obviously inclusion in Alberta is not about what I
believe and think, but it’s about what you believe and
think
  Can you change the world for people with disabilities?

  Given the Setting the Direction Framework, you have

the potential, even an EXTRAORDINARY
OPPORTUNITY!
  Will every child in Alberta, regardless of where they
live, have an inclusive education?
 Final Thoughts
  To close, two final thoughts--a quote and a brief video
clip
 Final Thoughts
  “Don’t ever doubt that one person can make a
difference, 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…

   http://www.youtube.com/watch?v=dXYVVRwk1fY
 Final Thought
The powerful play goes on, and you may
contribute a verse

What will your verse be….

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

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

  McLeskey, J., & Waldron, N. (2007). Making differences ordinary in inclusive

classrooms. Intervention in School and Clinic, 42(3), 162-168.

  McLeskey, J., & Waldron, N. (2006). Comprehensive school reform and inclusive
schools: 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 through

comprehensive school reform. Journal of Educational and Psychological Consultation, 20(1),
58-74.