The Journey Towards
Creating Effective Schools for All Learners
Towards the Celebration of Difference
organized by the different sections of the chapter.
Learning tools. Tools
for analysis, discussion, and planning you may use in class, professional
development, and in your own practice as a teacher.
with difference: What have you seen and experienced? Use
Activity Tool 1-4 and ask participants to
consider their experience with the various forms of responding to
people considered different - extermination, segregation,
benevolence, and community.
and inclusive services in your community. Activity
Tool 1-5 asks
respondents to make notes reflecting their knowledge of segregated
and inclusive services in their own community.
(and inclusive) education for students with special needs: An analysis. Use
Tool 1-6 to ask respondents to consider positive
and negative aspects of both inclusive and segregated education for
students with mild disabilities, moderate to severe disabilities,
do students with disabilities go to school in your state? Activity
Tool 1-7 is a blank
chart that provides space which participants can complete indicating
school placements by degree of inclusion in their state.
it in general education. Activity
Tool 1-8 provides a case study with recording
form to have respondents work in groups to develop a plan for successful
inclusive teaching with a specific student.
for inclusive teaching. Use Activity
Tool 1-9. Participants will
discuss in pairs or small groups: (1) key problems/barriers related to effective
inclusive education in that school; (2) changes they would like to see made
to make the school an effective inclusive school (e.g., shifting the role
of special education teachers to co-teaching and consultation); and (3) strategies
for change (e.g., a school study team, visiting inclusive schools, etc.).
inclusive teaching will not work. This
is a great activity that can be used early on in class or at any time
during the semester. Download activity
forms here. Students in small
groups are asked to review a common statement that posits why inclusive
education will not work. They are asked to identify the theory or assumptions
underlying the statement and then develop a counter-argument. This involves
students in utilizing language and concepts promoting inclusive education.
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Artwork reprinted by permission of
Martha Perske from PERSKE:
PENCIL PORTRAITS 1971-1990
Nashville: Abingdon Press, 1998.