Inclusion Reform- Is It Really An Education Innovation? (Repost)

I decided to re-post this entry, as I have found it to be continually relevant in regard to the design and redesign process associated with inclusive educational practice, the evolution of Response to Intervention, and the national focus on reducing drop-out rates. Slight changes have been made, but the essence remains the same.

When I think of reform, change and innovation in education I think of growth.  I try to be continually aware of the processes associated with this change. However when thinking about the impending changes to The ESEA and its increasingly direct link to The IDEA I find myself with some curiosities. 

How are our systems changing to meet the requirements, needs and directives of legislation and the push for evidence based practices?

Weather we acknowledge these changes as innovation or otherwise, education in this country is in a state of transition. As we look for ways to build capacities within our students we are concurrently struggling with the fundamental aspects of how to transform the capacity of the system. This requires systems-wide transformation, a paradigm shift, the wholehearted embrace of change.

As we look at inclusive practices and its role in the change process, educators, administrators and policy makers will be well served to view these initiatives as transformational. It is important that entire school communities be involved in thoughtful, carefully researched transition. Dramatic and imposed directives will polarize parents and teachers and create environments that are resistant to any change.

When we inquire about the nature and realization of  inclusive practice, we often ask questions about the values and priorities that guide our practice. Research has identified that in order for inclusion reform to be successful, the organizations (in this case the LEAs) guiding systems and strategies must change with the innovation.

Additional thoughts that arise when inclusion reform is on the table seem to focus on some recurring issues. Issues related to pedegogical philosophy and foundation seem to be at the root of addressing inclusionary practice.

Thought 1--Do we value all children equally?

This is a loaded question. Is there really such a thing as equal treatment? Should there be such a thing? Most teachers do value their students equally. In fact, I can’t imagine a single teacher who does not truly believe that they value all children equally.  Educators are passionate, and they must be. The issue however, lies in the term “equally”. The paradigm of inclusive practices is not dependent upon the “equal value” of all children, but rather respect, care and concern for the individual and the “unique value” of all students. So, I challenge that we adjust the question, thus giving us the information to establish a foundation for further dialogue.

Maybe the question should be- What does it look like when we value each student for their independent and unique ability?

Once we identify our collective and diverse answers to this question, only then can we explore what inclusion and inclusive practice indicates in regard to successful and purposeful implementation.

Next steps then lead to discussion of what inclusive practice means.

Inclusion

An aggregate definition of inclusion from multiple resources provides us with the following:

Inclusion and inclusive practice expresses commitment to educate each child, to the maximum extent appropriate, in their neighborhood school and in the typical school and classroom environment with their peers. It involves bringing support services to the child, an integrated set of coordinated services, providing means and ways to increase access to learning opportunities (rather than moving the child to the services).

Above all, inclusive practice entails a spirit and belief in each child’s ability to attain, and maintain a reasonable benefit from being in the classroom.

What does this mean for practice, and for transformation? While our research will most likely inform our practice, it is important that our systems are developed with student-centered, outcomes focused planning. Our beliefs and values will inform our individual investment in any process we undertake. However, we must not forget the one constant within any reform movement, it's not our education, it's theirs.

Co-Teaching: Relationships, Identity, Values...

Relationships, Identity, Values--

Picture this....Desks in teams (communities) of 4. Eight teams dispersed across the room. Groups of 4, and the rare 3 form teams (communities) of learning. Each member of the team is responsible for each other. They work with one another, support one another, experience success with one another, learn together. This is the foundation for the class that my co-teaching partner, Mr. Van Tress and I begin the 2010-11 school year.

As of the first week we have impacted this class in a way that I believe is very positive. Students of all abilities are interacting directly with their teachers, with each other, and with the content. Students who are typically shy, reserved or disinterested are asking questions in front of the class. I have seen volunteers make mistakes and discuss alternative ways to solve problems. I have seen acceptance and empowerment, group and individual decision making, the acceptance of personal challenges, and what feels like comfort and safety. I have witnessed and observed growth in one weeks time. Growth in ways one can only experience when connection, identity and values are shared openly and with trust and care.

We have a foundation! Now we must build, grow, reflect and discover as a class, as a co-teaching partnership, as a community. This is the power of inclusion!!

I am excited to continue onward on this adventure, I hope to see you along the way.

We all have something to bring to the table.

As I wrap my head around the beginning of another school year, prepare my body for the change of pace, and renew my purpose as an educator, I think about what it is that I can bring to the table. All of the following come from a sense of hope and the desire to remain open minded in the upcoming year. These..., reminders so to speak, are what I hope I can bring to the table.

*Embrace your dreams. Allow others to pursue theirs.
*When you see yourself doing something badly and nobody says anything that’s a bad thing. —Nobody cares anymore.
*Experience is what you get when you don’t exactly get what you want.
*Most of what we learn, we learn indirectly. -We may not even know it until it's needed.
*The brick walls are there to show us how badly we want something.
*When you are angry and feel wronged by another, be patient, they will probably impress you at some point.
*It’s important to know when you’re in a pissing match.
*Embrace others excitement.
*If you don’t know where the bar is, than don’t set it. You may stunt creativity.
*One of the best things you can do is give others the chance to do something to make others happy.
*Group feedback can be a highly self-reflective task.
*The best way to teach them something is to have them think they’re learning something else. HAVING FUN WHILE LEARNING SOMETHING HARD!!
*Approach teaching as if telling a story.
*Loyalty is a 2 way street.
*Fashion and trend are short, sincerity is long.
*Apologize when you screw up.
*Don’t bail. Stick with it. -The best crap is always at the bottom of the pan.
*When and if you have someone who tells you what you need to hear. -Listen
*Show gratitude
*Find the best in everybody- nobody is all evil.
*Being a teacher is like having a job in PR and marketing, you have to sell your success and show off your students’.
*We are all capable of far more than we give ourselves credit. Find out what else you are capable of.
*Know your passion & never, never lose sight of it.

The co-teaching experience

As the school year closes in on us I have been reflecting and contemplating upon how to best utilize this blog. Well...so far I think I've found one way. As the year begins I will be joining a colleague of mine in a co-teaching endeavor. The formalized process of co-teaching will be new to both of us, at least in practice. We will be co-teaching a 6th grade math class, a class he has taught for many years. I look very much forward to this opportunity and the potential for personal and professional growth, as well as the opportunity to apply new strategies to increase student success.

Stay Tuned....