Edutopia on Facebook
Edutopia on Twitter
Edutopia on Google+
Edutopia on Pinterest Follow Me on Pinterest
WHAT WORKS IN EDUCATION The George Lucas Educational Foundation
Subscribe to RSS

Special Education: Promoting More Inclusion at Your School

Maurice J. Elias

Prof. of Psychology, Director, Rutgers Social-Emotional and Character Development Lab (www.secdlab.org), Director, the Collaborative Center for Community-Based Research and Service (engage.rutgers.edu)
  • Facebook
  • Twitter
  • Pinterest
  • Share

It is all too rare for discussions of school culture and climate and SEL to focus explicitly on students with disabilities. A shining exception is the Inclusive Schools Climate Initiative (ISCI), a pilot project at Rutgers University, developed through a partnership with the Office of Special Education Programs at the NJ Department of Education. Eighteen schools are involved in the pilot project, and each one carries out an inclusion-focused assessment of school climate, the formulation of an ISCI leadership team, and the development and implementation of a School Climate Improvement Plan (SCIP).

SCIP's are unique to each school and include goals and a range of activities that are designed to promote changes or to sustain aspects of school climate that best support inclusion. I am pleased to be able to share what I have learned through conversations with Dr. Lerman, who is the director of ISCI.

Maurice Elias: Why was it important to develop inclusive schools?

Dr. Lerman: It is now absolutely clear that the success of students with disabilities in more inclusive settings depends on meeting both their academic and social and emotional needs. This, in turn, requires a school climate that is a psychologically inclusive space where all students better understand one another, feel safe and supported, have positive relationships, and are more respectful and accepting of each other.

How has the ISCI pilot addressed school climate, specifically to support inclusion?

A key part of improving school climate is to assess. The ISCI is piloting a school climate assessment that is unique in its focus on the dimensions that are important for included students' success. These include: supportive relationships, a strong sense of connectedness to school, the development of positive social skills and pro-social behaviors, workplace settings where teachers and staff have positive relationships and feel respected and valued, perceptions of disabilities, and perceptions of the extent to which the school is inclusive. All students, teachers, certified and non-certified staff, administrators, and parents should have input by completing surveys tailored to them.

How can SEL be used by schools to make them more inclusive?

Some practical ideas for educators include organizing homeroom periods to be inclusive.

Also, classrooms should have programs of disability awareness at the beginning of the school year, and then adapt this if new included children come in later on in the year. This involved education all students about disabilities/abilities, emphasizing everyone's strengths, having 2-3 "buddies" for students with disabilities to make sure they are included and seen as part of the mainstream, as well as to provide them with social-emotional and academic assistance.

These "buddying" responsibilities can be rotated by marking period and extend outside the classroom to all parts of the school building, the bus, and extracurricular activities. Teachers should also be prepared to ensure that the students with disabilities are not isolated. This can be accomplished through strategic seating arrangements and monitoring overall classroom interaction patterns.

Here are other ideas:

  1. Increasing inclusion in elective classes, such as choir and art, by increasing the number of students with disabilities involved and engaged in these activities alongside students in general education programs. Again, buddying in these specialized classes is a very effective support strategy that benefits all involved. In some schools, servicing as a buddy can be counted as part of school service.
  2. Creating a more inclusive UNITY Club to recognize and appreciate the differences between people. Unity Clubs usually focus on cultural and ethnic diversity. By including students with disabilities in these clubs, another area of diversity can be addressed. Schools also may wish to explore Project UNIFY, run by Special Olympics, which provides excellent materials for unified and inclusive sports and youth leadership and service programs.
  3. Implementing a cross-age Reading Buddies program; most often, this is designed for kindergarten and upper-level elementary students to increase their vocabulary, develop their self-esteem and social skills, and enhance their love of books and reading. Students with disabilities can be either the reader or the recipient. In some cases, older students without disabilities read to younger students with disabilities. In other cases, older students with disabilities read to younger students with and without disabilities.
  4. Implementing a mentoring program where high school students with disabilities mentor middle school students with and without disabilities in an after-school program.
  5. Developing inclusive Service-Learning Projects so that general education and special education students work together and reflect on service initiatives. Also implementing increased levels of professional development that focus on issues such as diversity and disability.

Also, faculty are often less prepared to understand and work with students with disabilities than one might expect. Use faculty meetings and professional learning communities meetings to increase knowledge regarding disabilities, improved teaching techniques, and better classroom management techniques.

Reviewing content areas and highlight literature at all age levels that focus on empathy, diversity, disability, including writing assignments related to this literature, emphasize key figures in science (e.g., Einstein) and public life (e.g., Nelson Rockefeller, Franklin Roosevelt) with learning and other disabilities, and incorporate into the physical education curriculum an understanding of Special Olympics and its rationale and international, national and state-level presence, and consider more of a focus on unified sports.

Also important: broadening school-wide recognition systems to include students with disabilities. Review and expand how to honor student achievements around civic responsibility and character, positive behavior and resilience in the face of pressures. Rewards can include lunch with the principal or community leaders or first responders or college students.

Benefits and Costs of More Inclusion

The above suggestions are only some of many that the ISCI has implemented, and Brad Lermen is available (blerman@rutgers.edu) to follow up on these and others, including linking interested individuals with schools implementing specific ideas.

The costs are minimal and the benefits are felt mainly in the heart and soul of students and staff alike who resonate to doing the right thing and seeing the sparkling eyes and appreciative warmth of the included students. That said, this work is not an inoculation.

Great attention must be given to the schools to which included students will be transitioning, to help those schools to also have a more inclusive climate. However, as they will soon find, being asked to be more inclusive is at least as beneficial for those providing inclusion as it is for those receiving it.

Was this useful?

Maurice J. Elias

Prof. of Psychology, Director, Rutgers Social-Emotional and Character Development Lab (www.secdlab.org), Director, the Collaborative Center for Community-Based Research and Service (engage.rutgers.edu)

Comments (16) Sign in or register to comment Follow Subscribe to comments via RSS

Nauman Ahmed's picture

[quote]You shared some nice points with us. But I think the problem is with the implementation of it. If we want to improve the over all education system for special children like which is the aim of IBP a Special Education School in Karachi then we can easily achieve it.[/quote]


John's picture

Looking at the buddy system for more inclusion is a great way to include the students into accepting disabilities more openly. I believe this would not only increase awareness of different body of students within a school but may reduce the frequency of school bullying. Also taking advantage of the reading program with older students reading to younger students- regardless of student disabilities shows young learners to a higher standard and appreciate other students with disabilities.

Jackie's picture

I am an ICT Teacher and love it..to an extent. Some students benefit from having two teachers in the classroom, they just need more support in a large class. For a 12:1 class, how does scheduling work for pushing a child into another class for a certain subject (in elementary school)?

Ms. Gamble's picture
Ms. Gamble
Special Education Teacher from Columbia, SC

I think that this blog gave insight to the idea that inclusion can work and is effective if everyone understands it. Having students mentor each other creates a since of checks and balances. Sometimes, students listen to their peers rather than the adult figure. Developing inclusive Service-Learning Projects is a ways to break barriers amongst the general students and the student in Special Education. Often, our students are overlooked due to their disabilities and not based upon their personalities and strengths.

Charlene's picture

I love the idea of including special needs students with regular education students. I have 2 students in my class that go out for specials with the regular ed. class, and I notice an improvement in one students behavior. The rest of the students in my class do not go out with the regular ed. students due to their behaviors. I currently teach severe/profound students. At a previous school I worked, my special need students were included in the regular ed. setting for announcements, specials, and special activities. They loved going to the activities, specials, and announcements.

MARSHA's picture

I agree with Dr. Lerman, "success of students with disabilities in more inclusive settings depends on meeting both their academic and social and emotional needs." All students need to feel accepted, respected, and worthy. I believe that the "buddying" will fulfill these needs of students with disabilities, while boosting the student without disabilities needs as well. I was also intrigued by the mentoring program. This would provide support for the middle school students, while in return boost the high school student's self-worth and confidence. This blog is worth sharing with some of my colleagues.

daykr09's picture

I am a huge advocate for developing and implementing intentional, effective inclusion in schools. I am a self-contained high school special education teacher. When Dr. Lerman stated "success of students with disabilities in more inclusive settings depends on meeting both their academic and social and emotional needs" it immediately made me think of my students. All of my students are either moderately cognitively impaired (9-12 grade working at kindergarten levels) or severely autistic, their goals consist of very functional academics (reading signs, money, calendar, etc), communication skills, social/behavioral skills, and life skills (hygiene, daily living). Even though my students don't require the same content levels as their typically developing peers I work hard to ensure they are included in general education settings for a variety of different reasons. The first is that being exposed to general education peers increases my students' exposure to typical communication skills. Second is that they are able to see typical social interactions between peers. Lastly, my students MUST gain an understanding of how to function in a "typically developing" world, because after high school the world that they will be a part of is not a "special education" world.

The ideas about how to implement or increase inclusionary practices are incredible, and I am so excited to share both the ideas and this article at my next staff meeting!! Absolutely wonderful information:)

Jessica's picture

I enjoyed reading this post. It has provided me with some strategies that I can take back to my schools. We offer inclusion classes within our schools but the students with disabilities do not feel that "connectedness" to the school and their peers. I have found that not all teachers are prepared to work with students with disabilities. Those teachers exhibit a fear of doing something wrong with the students. It is important, as was said above, that training is provided to teachers and all staff members so that everyone is comfortable in the inclusion setting.

alextobin's picture

Dr. Lerman,

I totally agree that the best way to include students with disabilities in the general education classroom is through social and academic interactions. Educational framework such as Universal Design for Learning ensures that all students are benefiting from a lesson by using a "All, Most, Some"pyramid. What about the topic or concept should "all" students take away? What should most take away? For your high achievers, what should they take away from the lesson? Planning this way ensures that students with disabilities are being exposed to the rigor of the academic task without "hurting" any chid's academics or test prep. Research shows that there has been no negative "slide back" from having student's with disabilities in a general education classroom. If anything, reinforcing big ideas and skills with visual cues/organizers is a good "reteaching moment" for students who are struggling to understand.

I also agree that teachers are not always as prepared to teach this population of students as we might think. It is important to educate staff through in house professional developments (the most cost effective) and staff meetings.

Wonderful article!

Sign in to comment. Not a member? Register.