I can't help but wonder when I see articles like this one.
Integration in Education is not a new concept, locally it has been happening in St. Paul schools for over 10 years. I believe students with disabilities should be fully integrated into the classroom and I support the model which has been successful in many colleges and Universities in Alberta. Post secondary institutions have done an excellent job at integrating students with developmental disabilities, and some public schools have also been successful implementing the model.
The idea is that the integration of the student should be as invisible as possible. The handicapped child should not be given special texts or special assignments. Their presents should be almost invisible to the teacher who grades the assignments the same way for all students. Yes, it works! Students with Downs Syndrome can take the same University courses as their peers, give presentations and participate in discussions. I have seen it happen.
The modifications are done by support workers, not academic staff. There is a group of support workers, separate from the University. They work for a private organization and answer to the student, so all decisions are student focused. They are responsible for making any modifications to materials or arranging any special supports necessary. For example if a student with Downs Syndrome needs class materials read to them, then these workers are there to that or arrange for technology such as text reading software on computers. The student may require a little extra background to participate in discussions, they will do arrange for extra tutorials or supports. The student then takes part in regular classroom discussions. (note: this is different from differentiated instruction in which the lesson content is modified for students). One university professor explained, "I should never even know if you have used some sort of technology or support service." The responsibility does not fall on the instructor to modify lessons or content.
The idea is to give the individual with developmental disabilities the same experience as regular students as much as possible.
The public system has latched on to this as a cost savings system. They integrate students but provide no support services. The teaching assistants work for the school and are often busy with other duties such as photocopying class assignments or assisting teachers with discipline problems in the classroom.
Teachers are asked to provide individualized lessons or modified content with "differentiated instruction". The teacher becomes overwhelmed with the excessive workload and unrealistic expectations. This is the opposite of inclusion.
Effective support services are the critical component that makes the system works. I sincerely hope that this recent announcement is not a way to reduce funding for support workers.
No comments:
Post a Comment