Myths and FACTS about

SCHOOL OF EDUCATION Constructing Knowledge Developing Practice Fostering Relationships http://www.tommihail.net/inclusion_myths.html Myths and FACTS about Supported Inclusive Education Revised 2005 Tom Mihail, Ph.D., Chair Special Education and Graduate Elementary Education mihailt@calumet.purdue.edu 219.989.2690 http://www.tommihail.net/index.html MYTHS AND FACTS 2 “All truth passes through three stages. First, it is ridiculed. Second, it is violently opposed. Third, it is accepted as being self-evident.” Arthur Schopenhauer THE CONTEXT 1975 CONGRESSIONAL STUDY ON STUDENTS WITH DISABILITIES      one million children of school age excluded from US public schools another one million unidentified over half in school not receiving appropriate educational services parents must find, transport children to, and pay for services misdiagnosis and segregation of minority students THE LEGISLATIVE RESPONSE        Individuals Individuals Individuals Individuals Individuals Individuals Individuals with with with with with with with Disabilities Disabilities Disabilities Disabilities Disabilities Disabilities Disabilities Education Act (1975) Protection Act (1986) Education Act Amendments (1986) Education Act Amendments (1990) Education Act Amendments (1991) Education Act Amendments (1997) Education Improvement Act (2004) MYTHS AND FACTS 3 Myth 1 INCLUSION JEOPARDIZES THE EDUCATION OF THE OTHER STUDENTS. It‟s disruptive and compromises the quality of education. Inclusion is achieved at the expense of students who are not disabled. (“These kids deserve an education, but in their own classrooms so the other students won‟t suffer.”) FACTS WHEN IT’S DONE CORRECTLY, SUPPORTED INCLUSIVE EDUCATION ENRICHES THE QUALITY OF EDUCATION IN THE CLASSROOM. Video evidence: Supported Inclusive Education: Benefits for Students without Special Needs (Mihail, 2003) REGULAR LIVES (Syracuse University, 1987) ABC WIDE WORLD OF SPORTS (ABC Sports, 1987) WITH A LITTLE HELP FROM MY FRIENDS (Ontario Association for Community Living, 1991) THE BUDDY SYSTEM (NBC News, 1987) NO LABELS ALLOWED! (Bridgepoint School; Clark County, Indiana; 1991) THE AMERICAN AGENDA (ABC News, 1993) SEAN‟S STORY: A LESSON IN LIFE (Turning Point, ABC News, 1995) INCLUSION (Dateline NBC, NBC News, 1995) THE INCLUSION SERIES: FACING INCLUSION THROUGH COLLABORATION AND CO-TEACHING (School of Education, Indiana University and the Council of Administrators of Special Education, 1993) THE WAY TO GO (Department of Special Education, San Francisco State University, 1990) SNAPSHOTS: MENTAL RETARDATION / TRAUMATIC BRAIN INJURY / VISUAL IMPAIRMENT (Department of Special Education, University of Utah, 1993) EDUCATING PETER (State of the Art, Inc.; HBO; 1992) THE BENEFITS FOR STUDENTS WHO ARE NOT DISABLED new friendships realistic view of the world learning that diversity can be positive improved performance on standardized tests understanding/appreciating individual differences dealing with their own eventual disabilities accepting disabilities in family and friends more positive attitudes and interactions leadership opportunities peer tutoring cooperative learning services from special education enriching methods, activities, and materials lower teacher-student instructional ratios, class size RESEARCH DOCUMENTS BENEFITS FOR ALL STUDENTS. DENYING DIVERSITY DIMINISHES THE LIVES OF STUDENTS. MYTHS AND FACTS 4 Myth 2 FULL INCLUSION* IS MANDATED BY FEDERAL LAW. *placing all students with disabilities in general education regardless of the nature or severity of their disabilities. FACTS FEDERAL LAW DOES NOT MANDATE FULL INCLUSION. THE LAW MANDATES A FREE, PUBLIC, APPROPRIATE EDUCATION IN THE MOST APPROPRIATE, LEAST RESTRICTIVE ENVIRONMENT Terms “mainstreaming,” “inclusion,” and “full inclusion” do not appear in the law. The law mandates that students be placed in the most appropriate, least restrictive (least segregated) environment in which they and their nondisabled peers are expected to benefit. The law mandates a full continuum of services (placement options) for students with special needs. While individual students with disabilities may be “fully included,” there is no mandate to place all students with disabilities in general education classes. The law mandates that placement decisions be made on a case-by-case basis as determined by IEPs. Indiscriminate placement of all students in regular classes is not supported inclusive education; it is “dumping.” It is illegal. _________________________________________________________________ Myth 3 SEGREGATING STUDENTS WITH DISABILITIES HAS BEEN EFFECTIVE. (“If it ain‟t broke, don‟t fix it” or “This is the way we‟ve always done it.”) FACTS OUTCOMES OF SEGREGATED EDUCATION ARE UNACCEPTABLE. denial of civil rights learned helplessness social distancing disproportionate number of students who are culturally different misdiagnosed - high drop out rates - diminished quality of life (consumer rights, housing, employment, transportation, health care, socialization, recreation) - 75% unemployment - poorest of all minority groups - most excluded of all minority groups - negative literature/movie/TV portrayals 4 DECADES OF RESEARCH DEMONSTRATE BENEFITS OF INTEGRATION. As a group, students with disabilities who are integrated perform significantly better and achieve more than their peers with disabilities who are segregated. MYTHS AND FACTS 5 Myth 4 THE COST IS PROHIBITIVE. WE CAN’T AFFORD IT. http://www.ferris.edu/news/jimcrow/what.htm FACTS SCHOOLS SUCCESSFULLY ACHIEVING SUPPORTED INCLUSIVE EDUCATION ARE: (1) SAVING MONEY (APARTHEID IS EXPENSIVE) (2) SPENDING THE SAME AMOUNT (3) REPORTING NATIONAL AVERAGE BUDGET INCREASES OF 3% “I’M SORRY, BUT THEY’VE GOT NOTHING TO DO WITH ME.” (The “It‟s THEM and US” mindset.) FACTS THIS IS ABOUT ALL OF US.         the one minority group we all join we all become disabled unless we die first “For most people, being „able-bodied‟ is a temporary stage in their lives.” (Itzhak Perlman, 1996) / TAPS (temporarily able-bodied persons) no guarantee that tomorrow any of us won‟t be severely, multiply disabled virtually all families are touched by disability whatever we do to improve the quality of life for people with disabilities, we are eventually doing for ourselves Dr. Martin Luther King, Jr.: “Injustice anywhere is a athreat to justice everywhere.” If one person is denied equality, our entire society is diminished this is about all of us MYTHS AND FACTS 6 WE START OUT ON WHEELS WE END UP ON WHEELS In between, we‟re in a kind of state of denial: We don‟t remember being in the stroller and we don‟t imagine ourselves using the wheelchair. DISABILITY: THE ONE MINORITY GROUP WE ALL JOIN PARALLELS BETWEEN INFANCY AND OLD AGE                wheels walkers limited coordination, mobility, strength, balance susceptibility to infections, colds, flu (can be life-threatening) no teeth/missing teeth liquids, soft foods stairs are a hazard sensory information (vision, hearing, smell, taste, and touch) is compromised falls frequently occur self-care skills require assistance (toileting, bathing, dressing, grooming) assistance needed for positioning (standing, sitting, laying down) people talk to you in a “sing-song” fashion (paternalistic/patronizing) increased sensitivity to extreme temperatures sensitive digestive system skin is more vulnerable Age often leads to a compromise in cognitive skills, judgement, memory, vision, hearing, communication skills, agility, strength, gross and fine motor skills, balance, energy, and mobility. MYTHS AND FACTS 7 Myth 6 THE PENDULUM WILL SWING BACK TO SEGREGATED EDUCATION. FACTS THIS IS UNLIKELY. IT WOULD TAKE: REPEAL OF TWO CONSTITUTIONAL AMENDMENTS 5th Amendment (Due Process) and 14th Amendment (Equal Protection) REPEAL OF 30 YEARS OF LEGISLATION REPEAL OF 45 YEARS OF LITIGATION ________________________________________________________________________ Myth 7 PEOPLE WITH DISABILITIES ARE A BURDEN. They contribute little or nothing to society. FACTS SIGNIFICANT CONTRIBUTIONS TO SOCIETY, THE COMMUNITY, AND THE FAMILY ARE DOCUMENTED. - number 1 issue is not contributions, but quality of life - the greatness of a society is measured by quality of life (valuing children and people who are elderly, how people treat each other, justice, and compassion) - people with disabilities enrich our lives as family members, friends, and neighbors - contributions are documented in: activism arts business community leadership economics education entertainment finance government journalism law literature performing arts science sports technology