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Expanding our Understanding of Inclusive Education, FAPE & LRE

  • Alston, R. J., Russo, C. J., & Miles, A. S. (1994)

    • The idea that one’s race, culture, or nationality is superior to others is the basis of the idea. This idea motivates the disempowerment of the individual which is a barrier separating achievement. Those with a disability are often seen as damaged and not able to learn the same as others. Race also plays a factor because the individual is also seen as damaged or ill-prepared to learn within the curriculum taught. The inferiority automatically allows one to think their status is inevitable. African-American’s experience this through a “double whammy” of racial and physical impairment due to the racial prejudice of the individual combined with an unseen disability.  

    • With knowledge of the ADA and its mandates helps to provide schools with the guidelines to start to achieve educational equity and helps to improve educational experiences.  Knowing student rights within the environment can also with enacting the ADA and mandates accommodations can be implemented for the students in the classroom. The mandate of reasonable accommodations helps the empowerment of social justice in the school community. It also allows schools to evolve and provide educational training about the students in their school.

    • All private schools and colleges are subject to the provisions of Title I of the ADA, while public schools and colleges are covered by Title II.  Several factors are taken into place when deciding this such as the number of people, costs, financial ability, and location.   Schools and colleges currently are subject to many regulations through the rules enacted pursuant to Section 504 of the Rehabilitation Act of 1973. The language of the ADA is important. For example, the word "disabled" replaces "handicapped"; and instead of the term "otherwise qualified individual," as used in Section 504 of the Rehabilitation Act, the ADA speaks of "qualified individuals with a disability." These changes underlie the prescriptive direction of the ADA and portend requirements for schools and colleges to adopt measures aimed at eliminating discrimination against those with disabilities (Alston, Russo & Miles, 1994).

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  • DeMatthews, D. E., & Mawhinney, H. (2013)

    • Researchers have noted that districts often fail to move away from top-down management with local schools and in doing so, fail to provide schools with the ability to establish meaningful change. Administration is also seen to help increase education for staff and through school improvement programs.

    • Access to the general curriculum increased through this school improvement plan. Students (14%) were able to stay in the classroom and access the general curriculum for more than 80% of the day. This increased to 38% in 2010-2011. Quantitative data related to standardized test scores indicated decreases and stagnation in academic outcomes for the subgroup of students with disabilities (DeMatthews & Mawhinney 2013). Students with emotional and behavioral disorders were transitioned from non-public or special education school to schools to be in the general education classroom with peers without disabilities.

    • Recommendations- Professional development through leadership in the school. Leadership through advocacy work and highlighting personal values. Giving schools and autonomy to create their own school improvement plans for inclusion. This provides schools with the knowledge and uniqueness of each by including students within a plan that fits with their district environment and values.

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  • Sailor, W., & Burrello, L. C. (2012)

    • Human development capabilities perspective- It’s a social justice practice that provides insights on how we conceptualize our practice as professionals in relation to students, families, and staff. It should embrace a student and family's valued goals.  The learning is from effective instruction and a rich and diverse curriculum.

    • Inclusion is defined as the right to participation in the age-appropriate academic and social curriculum offer to any student in the school and community.  The classroom, school, and community require balance and not overload in the system. If there is no balance, there can be a negative effect or an effect in which one area must make up for the other.

    •  Principle of Relevance- revolves around the purposes and goals to be pursued for each individual and the good of the collective community. This incorporates postsecondary education and standards-based reform. Not every student will attend college, therefore, alternative options should be available such as military, technical, or a wage specific job.

 

Inclusion efforts to provide students with a FAPE are still evolving and through this evolution, there are many questions as to how and what way do, we implement inclusion within our school districts. The language of the ADA is important. You can replace the word "disabled" with "handicapped.”  These changes underlie the prescriptive direction of the ADA and portend requirements for schools and colleges to adopt measures aimed at eliminating discrimination against those with disabilities. Although these areas have been addressed, there remains discrimination against minorities. These minorities experience a “double whammy” effect because they are discriminated against because of race and their disability. This then allows an under-identification or overidentification of students. The outlier I believe, are behavioral disorders that many students develop due to environmental factors such as poverty. The way a district responds to inclusion affects each individual and programs within the community. If the leadership focuses on positive moves towards inclusion the district should start a district improvement plan to help apply these changes.  Districts with vocal and engaging district administrators promote inclusion through advocacy work.  The superintendent and the school district can help establish organizational expectations and structures that allow school leaders and teachers to establish inclusive programs focused on high expectations. District-level data collection and analysis can also be used internally to drive district-level policy decisions.  

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