Title: GailPathways to Inclusive Practices: Systems Oriented,Policy-Linked, and Research-Based Strategies That Work.
Type of the resource: Handbook/Guide/Manual
Funded by: Special Education Programs (ED/OSERS), Washington, DC.
Authors: Salisbury Christine; Strieker Toni; Roach Virginia;McGregor Gail
Type of disability: ALL TYPES
Target education level: Primary education
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
This guidebook was developed for parents, practitioners,administrators, ond policy-makers seeking to make schools and classrooms more responsive to the educational needs of all students,including those with disabilities.Our specific intent is to share information that can help others think about and advocate for inclusive approaches to policy and practice at the state and district level. We focus on large-scale strategies that have changed the way that states, districts, and schools think about services, and the way they use resources to ensure that on children and youth,including those with the most signihcant disabilities, are meaningfully included in neighborhood schools.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
- Develop Inclusive, philosophy, Policies,Structures, and Practices.
- Build Capacity.
- Approach Change Systemically.
- Link Change to Policy.
- Use General Education as the Context
Sources and means of verification: (What are the sources of information for these indicators?)
Using tables, questionaries and tests based on the content of the book to monitos, asess and improve methods and approaches.
Risks and Challenges:
Many state and district programs operate within an environment of policies, structures, and practicesthat create barriers to inclusion.Sometimes, these barriers can beat tributed to tuft battles, ingrained relationships, and/or non-use of current research-based information.In other situations, long-standing practices simply have never been questioned or examined with an inclusive lens.
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
Gathering and synthesizing information that will assist others in their efforts to develop more inclusive educational systems (cf.,McGregor & Vogelsberg, 1998).During the project period, a considerable amount of information was gathered about promoting systemic change related to the incorporation of students with disabilities in general education systems. Activities included in-depth work in three very different states over a period of four years.In addition, collaboration with individuals involved in systems change efforts focused on inclusive schooling practices in eighteen other states across the country.From these various information sources, they developed a framework for thinking about large-scale change, documented strategies that contribute to changes at the state and local level, and developed some theories about why certain approaches may work better than others. information derived from this framework and the implementation activities provide the information ond experience base for what is shared in this guidebook.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
The tables given in this guide will help to asess the situation in each classroom and then choose a set of approaches that will help trainees and students to create/ improove an inclusive classroom.
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
The trainees should be informed about following mistakes that can happen:
- Teachers make announcements in class that publicly identify students who are eligible for free/reduced lunch;
-The use of separate school schedules, classrooms, events,seating arrangements, and transportation systems for students with disabilities;
-Failure to actively encourage parents of students with disabilities to become involved in the school PTA, supporting instead, a separate "parent group" for families that have children with disabilities;
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
Individual sections of the guide focus on the following aspects:(1) a nintroduction to the defining elements of the approach;(2) developing inclusive philosophy, policies, structures, and practices;(3) capacity building;(4) approaching change systemically;(5) linking change to policy;(6) using general education as a context; and (7) pitfalls and difficult situations. A summarizing table lists the strategies and challenges addressed across key areas of the large-scale change framework.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
Each approach in this book cointains mini-indicators that will help to measure to what extent action achieves the expected results.
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
The school plan should provide a few school hours a year for performing questionaries and tests.
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
This guidebook describes large scale change strategies to develop inclusive approaches to educational policy and practice at the stateand district levels. The information was developed under the auspices of a 5-year federally funded project, "The Consortium on Inclusive Schooling Practices," which gathered and synthesized information about systemic changerelated to the incorporation of students with disabilities in generaleducation systems. The project included in-depth work in three states over 4 years and also involved collaboration with individuals involved in systems change efforts focused on inclusive schooling practices in 18 other states.
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Sources and means of verification: (What are the sources of information about action progress?)
Regular monitoring is the key to success.
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
No special pre-conditions are requiered. Students with disabilities should be willing to participate in the questionaries and tachers on the other head should perform monitoring pretty regular.