British Columbia Association for Community Living MAKING THE CASE FOR INCLUSIVE EDUCATION IN BRITISH COLUMBIA. everyone belongs in our schools

British Columbia Association for Community Living MAKING THE CASE FOR INCLUSIVE EDUCATION IN BRITISH COLUMBIA everyone belongs in our schools ackn...
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British Columbia Association for Community Living

MAKING THE CASE FOR INCLUSIVE EDUCATION IN BRITISH COLUMBIA

everyone belongs in our schools

acknowledgements We gratefully acknowledge funding support received from Human Resources Development Canada’s Community Inclusion Fund. BC Association for Community Living WRITTEN BY Jackie Brown and Patty Gibson DESIGNED AND PRODUCED BY Working Design PRINTED BY Marine Printers COVER PHOTOS Ka-Kei Law and the Canadian Association for Community Living ADDITIONAL PHOTOS BY Nancy Bleck and Ka-Kei Law with contributions from family members and the BCACL photo archives. PUBLISHED BY

All individuals, regardless of their differences, must be regarded as an unusual gift, not a burden, to the broader social structure. People must see that differences do not have to be fixed or cured. Instead, each individual’s gifts must be discovered, accepted and shaped.” Judith Snow

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What’s the mandate? What’s the reality? Inclusive education at a crossroads Shattering myths: the case for inclusion Students who are doing it Five stories from learners in BC classrooms

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What creates success and how to achieve it?

While the British Columbia government has a policy on inclusive education, the reality for most students with special needs continues to be overt and subtle exclusion from the province’s regular classrooms.

What’s the mandate? A (school) board must provide a student with special needs with an educational program in a classroom where that student is integrated with other students who do not have special needs, unless the educational needs of the student with special needs or the other students indicate that the educational program for the student with special needs should be provided otherwise. BRITISH COLUMBIA’S SCHOOL ACT, MINISTERIAL ORDER 150/89

What’s the reality? “BC’s supposedly inclusionary policy, in fact, systematically excludes many students. The exclusion is disguised, as most school-aged students with special needs are physically in schools, but the system does exclude, by systemically withholding the supports needed for those students with special needs who are not recognized, or who might be designated but receive minimal service.” CHARLIE NAYLOR, BC TEACHERS’ FEDERATION RESEARCH REPORT, 2002

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introduction

Ours is a vision that celebrates every child’s potential to learn, to grow, and to make a meaningful contribution to their school community

Inclusive education at a crossroads We’ve come a long way since the 1950’s when children with developmental disabilities were entirely excluded from BC’s public school system. Thanks to the tenacity of parents and their advocates who believed children with disabilities had a right to learn and belong, our school communities have now progressed to a point where it is becoming common practice for a diverse group of learners to have their educational needs met in regular classrooms.

The right to inclusive education For BCACL, the struggle to secure the fundamental right to an education for students with developmental disabilities has spanned our entire history as an organization. When BCACL was initially created in 1955, education was the founding issue. In the decades that followed, we fought for the recognition, resources, policies and legislation needed to bring about many of the inclusive practices that are now in place today. In 1990, BCACL produced a booklet of students’ success stories entitled “Learning Together.” Back then, most of our evidence of success was anecdotal; there was little in the way of hard data to support the positive experiences reported by teachers, parents, and advocates. Back then, we also talked about “integration” and how far it had come at that time. Between then and now, however, the concept of “integration” (physically placing a student in a classroom) has been replaced with the broader goal of “inclusion” – which calls for fully engaging and supporting students to belong in a wholistic learning environment with their non-disabled peers.

Our concern now is that inclusive education is too readily being viewed as an “add-on” that can be cut back or reduced.

The goal at the heart of inclusive education is providing all students with maximum opportunities to succeed.

Unfortunately, despite the many gains students with developmental disabilities have made in the past few decades, alarm bells have begun to ring in our province and across the nation as decision-makers attempt to meet the needs of our public education system with fewer resources. In many communities fiscal pressures are putting inclusive education into question. Our concern now is that inclusive education is too readily being viewed as an “add-on” that can be cut back or reduced. This thinking, if it is allowed to continue, could gradually move us back to segregated

Scientific evidence is exploding many of the myths surrounding inclusion

schooling. In response to these concerns, in March 2002 BCACL brought teams of participants from six school districts throughout the province to a workshop to share the strategies they use to support inclusion. The teams included students, their parents, teachers, teaching assistants, and school administrators. This booklet shares the success stories of five very diverse students with disabilities and the recommendations brought forward by workshop participants. It also includes a variety of information from recent studies that provide the “hard evidence” for what advocates and practitioners have long known – inclusion benefits all students, regardless of their diverse learning needs.

Inclusive education benefits the school community While inclusion is about membership, belonging, and learning for students with disabilities, it is important to stress that it is an approach that is increasingly being recognized for its benefits to the entire school community. Scientific evidence is exploding many of the myths surrounding inclusion, key among them that typical students “lose out” when students with disabilities are in regular classrooms. In fact, the data shows that all students do better — both academically and socially – as a result of inclusion-based policies and teaching practices. Given our developing understanding of children’s different backgrounds and learning styles, inclusive teaching practices have much to offer. Your support can help ensure inclusion remains a vital part of BC’s school system.

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making the case

A growing body of research shows that the case for inclusive education has never been stronger

Shattering the myths: the case for inclusion While many parents, educators, and advocates of inclusive education have been steadily working over the past 15 years to create a truly inclusive education system in British Columbia, they have consistently come up against the view that students with developmental disabilities cannot learn or benefit from participation in a regular classroom. In defending inclusive education practices, advocates have relied primarily on individual success stories, both inside and beyond the classroom, to promote inclusion as a right and as a necessary foundation for the future belonging of people with disabilities in our society. In recent years however, a number of research studies on inclusion have emerged – the results of which support the belief that everyone benefits from the inclusion of students with disabilities in regular classrooms. Thanks to this growing body of evidence, the case for inclusion has never been stronger than it is now. And yet, a variety of myths and stereotypes continue to abound.

All students benefit Contrary to popular belief, we have learned that students with disabilities achieve more when they are part of inclusive learning environments and are far more likely to realize economic and other successes when they leave the school system. These successes include more income potential, increased community involvement, better social connections, and a greater quality of life (Crawford, 2001). Not surprisingly, it is also well documented that children and teens with disabilities who have been part of the regular school community have increased peer connections, friendships, and greater social skills as a result of their inclusive experience.

Research shows that students with disabilities who are part of an inclusive learning environment attain higher academic outcomes.

Studies demonstrate that parents of typical students increasingly recognize the benefits of inclusion for their own children

We have also learned that, as students with disabilities who are included in regular classrooms attain higher academic and social outcomes, the benefits of their inclusion extend to all students, and that typical peers are not negatively impacted by the presence of students with disabilities. For example, as noted by Katz and Mirenda (2002 a, b), typical students experience gains on many fronts: opportunities to learn new skills; improved values and attitudes related to human difference; more sophisticated interpersonal skills; as well as greater maturity, self confidence, and self esteem. In addition, a 1998 survey of the attitudes of typical students at two high schools that had implemented various inclusive practices concluded that inclusion tended to improve attitudes. The study found that students recommended inclusion be continued as a matter of human rights and said that having students with disabilities in regular classrooms was an expectation (Fisher, Pumpian, & Sax, 1998).

Parents are supportive And, while parents of typical students have been most likely to express concerns related to how their children could be negatively impacted by inclusive education, the first studies in this area are showing that these parents increasingly recognize the benefits of inclusion for their own children. For example, a 1993 study involving 81 parents with typical children showed that the vast majority believed their children felt positively toward their disabled classmates and experienced positive growth because of their interactions with disabled peers. These parents also said that they did not believe their children’s education was at all compromised by the presence of disabled peers (Giangreco, Edelman, Cloninger, & Dennis, 1993). While many parents of students with disabilities have been trailblazers in fighting for the right to an inclusive education for their children, some parents have been reluctant to embrace an inclusive setting for their children. Understandably, these parents have held deep

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fears that their children would not fare well in an inclusive setting and for that reason have tended to support segregated settings where they believed their children would be more protected and would receive a higher of level of support. It will be of some comfort to those parents to learn that a 1995 study of parents’ perceptions regarding the effects of including their previously segregated children in regular classrooms reported academic, behavioural, and social achievements they believed could not have happened had their children remained in segregated classrooms. (Ryndak, Downing, Jacqueline, & Morrison, 1995).

Educators develop new practices Of course the case for inclusion could not be made without considering the views and experiences of educators who are charged with creating inclusive learning environments. Overall, we know that teachers’ support for inclusion has increased over the past decade – particularly when they are able to access the support of the school team and have acquired teaching strategies for diverse learners. While teachers generally believe that additional resources and training are necessary to support inclusive education, there is a strong belief that all students benefit from inclusion and that the provincial government needs to maintain a clear philosophical and financial commitment if we are to move forward with continued success. (Naylor, 2002). While there are many questions that continue to spark important discussions among educators about how best to implement inclusion practices, it is interesting to note a recent study examining useful practices in inclusive education. In it, Jackson, Ryndak, and Billingsley (2000) recommended that special educators should see themselves as service providers supporting general education rather than providing

Inclusive education counts National research by the Roeher Institute has identified the following: • Inclusive education early in life is associated with favourable economic outcomes later in life.

• Employment income increases with an increased level of education, regardless of disability status. • Earnings income increases with education, regardless of ‘severity’ of disability… although a gap persists.

• Disruption in the child’s education and exclusion from regular education are associated with adverse economic outcomes for the family.

Presented at the 2001 North-South Dialogue on Inclusion in Mumbai, India)

support exclusively to groups of students with specific disabilities. The authors also pointed out that educators must view different teaching practices not as isolated but rather as potentially useful additions to teaching strategies and practices in general education settings. This is a critical discussion for educators who are working toward meeting the needs of an increasingly diverse population of learners within their classrooms. We are encouraged, however, that this discussion is increasingly centered around how best to include students with disabilities, not whether to include them at all. The above information represents only a fraction of the wealth of documentation about inclusion that is now available. We encourage you to familiarize yourself with some of the many studies that have been done and to share them with others. What available research demonstrates is that the hopes, dreams, and ideals of almost two decades ago are well fortified by increasing scientific evidence showing that educating students with special needs in regular classrooms is the right thing to do for the school community as a whole.

References Crawford, C. (2001, February). Continuous and Inclusive Education: Economic and Legislative Implications Drawn from the Canadian Experience. Paper presented at the North-South Dialogue on Inclusive Education. Mumbia, India: Roeher Institute. Fisher, D., Pumpian, I., & Sax, C. (1998). High school students attitudes about and recommendations for their peers with significant disabilities. Journal for the Association of Persons with Severe Handicaps, 23, 272-282 Giangreco, M.F., Edelman, S., Cloninger, C., & Dennis, R. (1993). My child has a classmate with severe disabilities: What parents of nondisabled children think about full inclusion. Developmental Disabilities Bulletin, 21, 77-91. Jackson, L., Ryndak, D.L., & Billingsley, F. (2000). Useful practices in inclusive education: A preliminary view of what experts in moderate to severe disabilities are saying. Journal of the Association for Persons with Severe Handicaps, 3, 129-141 Katz, J., & Mirenda, P. (2002a). Including students with developmental disabilities in general education classrooms: Educational Benefits. International Journal of Special Education, 17, 14-24. Katz, J., & Mirenda, P. (2002b). Including students with developmental disabilities in general education classrooms: Social Benefits. International Journal of Special Education, 17, 25-35. Naylor, C (2002) B.C. Teacher’s Views of Special Education Issues, British Columbia Teachers’ Federation Research Report. Ryndak, D.L., Downing, J.E., Jacqueline, L. R., & Morrison, A. P. (1995). Parents’ Perceptions After Inclusion of Their Children with Moderate or Severe Disabilities. Journal of the Association for Persons with Severe Handicaps, 20, 147-157.

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students who are doing it

Overcoming obstacles The following stories illustrate the experiences of five students with developmental disabilities and how they were supported to achieve success in their regular classrooms. Each student entered the public school system with his or her own unique challenges. And each student experienced a variety of hurdles in becoming a part of their school community. While they differed in their ages, backgrounds and educational support needs, all were supported by families who had an unwavering desire to see their children learn and grow in an inclusive educational environment.

students who are doing it

Knowing what to expect Kevin

| RICHMOND

Before Kevin started elementary school, his mother wrote a letter to School board officials in her area that described his likes, dislikes, personality traits, and abilities. She talked about Kevin’s love of music, his sensitivity to his surroundings, the best ways of interacting with him, and how he communicates. She also was straightforward about the high level of support that Kevin would need. But most of all, Kevin’s mom talked about how much her son enjoyed being with other kids and how he benefited from being included. Like many other parents, she knew the value of letting school officials know ahead of time what to expect and, equally important, what not to expect when kids with disabilities go to school. Today, as he is preparing to enter Grade 8, Kevin and his family can look back on what everyone agrees was a terrific elementary school experience. The usual “ups and downs” aside, Kevin was a fully participating member of his school community as he attended classes, took part in extra curricular activities, or just “hung out” with his pals. If inclusion was good for Kevin, it also benefited his classmates and teachers, who worked individually and as a team to make sure he belonged. “There was never a time when staff questioned whether Kevin would fit in,” said his former principal.

We were somewhat anxious at first, but we were confident the school could support Kevin and make sure his peers would understand that they too would benefit from his inclusion. KEVIN’S MOM JOHANNE

“Special classes” made for lonely, isolating experiences. By introducing students with special needs to others, they learn that children with disabilities are approachable and valuable members of the school community. KEVIN’S FORMER TEACHER ROSAMAR

Inclusion is about attitude. When it’s successful, it’s because of talented and committed teaching staff, who never say never and are focussed on the student. TRAVIS’ DAD JOHN

Whenever possible, grab that “teachable moment” – find a way to turn a positive or negative event into a lesson everyone can benefit from. TRAVIS’ TEACHING ASSISTANT KARI

A “handful” of success Travis

| REVELSTOKE

When Travis started middle school in his hometown, he was, to put it bluntly, a “handful.” That’s because Travis loved to explore and was forever wandering off to discover new and exciting things to do. So, while Travis’s parents and teachers wanted him to be able to be part of a regular classroom setting, their first priority was to make sure he would be safe. They achieved their goal with a creative plan that centred on having expectations of Travis rather than trying to protect him. They used social stories, picture books, and other tools to teach Travis “how to be” at school; and they made it clear that he would have to follow the rules just like every other kid. Although the first couple of years were difficult (“Some days we were all exhausted by the effort,” recalls a former teaching assistant, describing how Travis could be gone “in a flash”), the team persevered and Travis gradually adjusted to school life, going from one-to-one direct supervision, to unsupervised recesses, to being able to walk to and from school on his own – small things that represented enormous achievements. Today Travis is a successful, 2nd year high school student who takes a variety of academic classes, enjoys drama and sports, and has a solid network of friends.

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students who are doing it

Teen exceeds expectations Bree Anna

| PRINCE GEORGE

To say that Bree Anna’s grade school inclusion experience was a positive one would be somewhat of an understatement. Not only did she attend regular classes, take part in after-school activities, and develop a supportive network of teachers and friends, she also won a citizenship award. But it might not have been that way had Bree’s parents not been prepared to advocate for her every step of the way. Before she entered kindergarten, as part of a small pilot project on inclusion, kids with developmental disabilities in her area attended segregated classes. So, while Bree’s family knew her capabilities, they encountered some resistance from those who didn’t think she should be in a regular classroom because of her many physical requirements. But there were also those who saw Bree’s potential and made every effort to ensure that her time at school would be both fun and productive. One of the team’s proudest achievements was finding the right communication equipment so that Bree could connect with others and they could see her hidden talents and abilities. As time went on and she exceeded everyone’s expectations, the doubts gradually disappeared. Today, Bree Anna is a 16-year-old high school student who takes the same classes as her peers, loves going to dances, sometimes falls asleep or talks too much in class, and continues to exceed expectations.

Bree was welcomed into a regular kindergarten class as part of a small pilot program … but it’s not enough to get your child in the door. You have to be prepared to stay with it. BREE’S DAD GORD

Having the right communication technology allows a student to truly express him or herself, and it allows others to see that there is so much more going on inside than meets the eye. BREE’S OCCUPATIONAL THERAPIST VIVIANNE

My first goal was that I wanted everyone to understand Delayne, and teaching staff to recognize that the small things, not only academic achievements, were also achievements. DELAYNE’S MOM WENDI

Inclusion’s been a wonderful experience at our school. If something doesn’t work there’s a willingness to make changes to fit the students’ needs. DELAYNE’S FORMER PRINCIPAL RALPH

A journey for mom and daughter Delayne

| SURREY

Delayne’s inclusion was as much a journey for her mom as it was for Delayne. She admits she had very high expectations for her daughter and at times was a little more protective than she needed to be. But above all, she wanted Delayne to be happy at school and from that place she worked hard with the school team to create success. She is grateful to have had the support of teachers and other school staff who used a collaborative approach to inclusion that included Delayne’s classmates and adopting creative teaching strategies. Equally important, Delayne’s teachers received unqualified support from their principal – a critical component of any successful inclusion program. Together, Delayne’s family and the school team identified strategies designed to make Delayne an accepted member of her class and to address any problems or issues that arose. Their efforts were successful and Delayne’s elementary school years were characterized by positive learning experiences; a strong social network; and Delayne’s giving back to the school community by, among other things, volunteering to support other children with special needs (for which she won two school service awards). Today, she is a happy, welladjusted high school student who continues to enjoy school and contribute to her community.

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students who are doing it

Teamwork and collaboration key Johnathon

| MAPLE RIDGE

When Johnathon first started school, he was so aggressive towards his teachers and classmates that he couldn’t be part of the regular kindergarten class. Today, Johnathon is a fully participating Grade 2 student, thanks to a dedicated school-based team who believed in his abilities and worked with his family to devise effective behavioural support and individualized education plans. Now, when Johnathon wants or needs something, he communicates appropriately through a combination of signing and Picture Communication Symbols, which are also used to organize his daily school activities. No longer ostracized from his peers, Johnathon’s classmates like having him around and have even learned how to sign with him. They accept his differences and are benefiting from his presence as much as Johnathon is benefiting from being in the class. As Johnathon has grown more comfortable with the rhythms and routines of the classroom, he has also increased his academic workload, which now includes learning how to read and write. And, like other kids his age, he likes to take part in a variety of other school activities. The keys to Johnathon’s success have been teamwork and collaboration. His teachers, principal, and other school staff recognized the importance of including Johnathon and worked together to meet his unique requirements, solve problems, and implement support strategies that are in tune with his particular learning style.

In the period of a school year Johnathon’s behaviour challenges decreased so that he became a welcome member of his classroom and his school. JOHNATHON’S FORMER TEACHER CHRISTI

Once Johnathan’s communication needs were met, he was able to engage with his classmates and make his own choices clear. JOHNATHAN’S TEACHING ASSISTANT SHARON

making the case

What creates success and how do we achieve it? When educators, families and students gathered to discuss the strategies for creating successful inclusion experiences in March 2002, family members grounded the discussion by speaking of the tremendous difference inclusion has made in their lives and the lives of their children. Teachers and administers shared their challenges and achievements and emphasized the importance of working collaboratively to ensure that children with disabilities participate fully in the classroom and beyond. Everyone, however, agreed that successful inclusion depends on having the right attitude, which begins with the belief that all children with disabilities can learn, want to learn, and have a right to be fully included in their neighbourhood schools. The right attitude – which is not something that can be legislated – is what determines whether a child is truly included or merely an onlooker. As such, the participants also agreed that, while there is no question that inclusion has made great inroads over the past decade, there is still much to be done.

Shared vision School based teams and families who work together to assist the full inclusion of a student with special needs will be far more successful if practices and problem solving approaches are rooted in a shared vision and commitment to make inclusion work. • Believe all students are able to learn, and want to learn. • Believe all students have a right to an education amongst their peers. • Foster a spirit of diversity by recognizing the unique needs of all students. • Commit to building a school system that supports and values all students.

Participation and belonging Just like every other student, those with disabilities need to experience successes that extend beyond academic achievement. For all of us, school

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is the primary place where we first gain an understanding of ourselves as part of a larger social group. The participation and sense of belonging attained during our school years creates an important foundation for our future social identity and ability to negotiate the adult world. • Ensure all children have the opportunity to attend their neighbourhood school and participate actively in their regular classroom. • Ensure all children have the opportunity to participate in the life of the school including events, assemblies, field trips, group lunches and other extracurricular activities. • Use creative strategies to help students with and without disabilities create peer connections and friendships that can extend beyond the classroom.

Educational planning Teamwork and collaboration have proved to be the most effective way of meeting the unique needs of diverse learners. Without sound planning that includes educational and social goals that have been established by a variety of people who know the student best – success will most certainly be compromised. • Design and implement an Individual Education Plan (IEP) so that students receive the physical, social, behavioural, materials and education supports necessary for learning and participation to occur. • Ensure the meaningful involvement of family members and others who know the student best in creating and reviewing IEPs. • Develop IEP goals that are specific and achievement oriented, illustrating how they will be met in all parts of the school – regular classroom, library, gym, computer lab. • Do not use materials that are age-inappropriate or instill a negative image of the student. • Work collaboratively to ensure that IEP goals are met, and to address any challenges that may arise. • Learn from experience and do not be afraid to try new approaches or strategies that could bring about success for the student you are supporting. In the spirit of collaboration, be open and receptive to the ideas of others.

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• Develop plans that ensure a smooth transition from elementary to high school and from high school to adult life. • Become knowledgeable about educational practices that teach to the diverse learning needs of all students.

Advocacy and support The continued success of inclusive education will be entirely dependant on the support of decision-makers and the broader public. Families, educators and concerned citizens must continue to promote the benefits of inclusion and work together to create a public education system that is responsive to all students needs. • Advocate for adequate levels of services and supports that are responsive to students needs. • Reduce isolation by supporting families of children with developmental disabilities and teachers or other school personnel who believe in inclusion. By sharing strategies and successes we can strengthen the expertise and commitment of people who work for inclusion and broaden our base of support. • Become involved by participating on Parent Advisory Committees, School Planning Councils, attending meetings and assisting with school events. • Help broaden public understanding of the benefits of inclusion by keeping informed, speaking out in public forums, and using local media to publicize success stories or address current issues. • Encourage and support the development of more college level, undergraduate and post-graduate courses about inclusive education in particular and students with developmental disabilities in general. • Support school board trustees who believe in and will advocate for inclusive schools.

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everyone belongs in our schools

Including students with developmental disabilities in regular classrooms is proving to be a tremendous benefit for the entire school community. As decision-makers attempt to meet the needs of our public education system with fewer resources, however, inclusive education is too readily being viewed as an “add-on” that can be reduced or cut back altogether. Whether you are a parent, teacher, student, community advocate, or interested member of the public your support is now essential to ensuring that inclusion remains a vital part of British Columbia’s school system.

British Columbia Association for Community Living

30 East 6th Avenue Vancouver, BC V5T 4P4

PH 604.875.1119 FAX 604.875.6744