This presentation will focus on meaningful full-time inclusion in general education settings for students with significant motor challenges, limited visual abilities, and complex communication needs requiring alternative access modalities. “Research on the benefits of inclusive education, in which students with disabilities are educated alongside their nondisabled peers, is clear and unequivocal” (Luna, M., Rondeau, L., Jeffrey, A., & Koontz, J. 2022) and yet, most students with significant motor, visual and communication needs are educated in segregated settings away from their non-disabled peers. Traditional practices indicate students who fit this profile are “too impacted” by their multiple disabilities to benefit from an education in a fully inclusive general education classroom setting. Experience, clinical expertise, parent report, teacher data and years of analysis have repeatedly demonstrated the benefits of educating children alongside their nondisabled peers. A society that educates all children in one classroom, regardless of ability, is a society that prepares all students to work, live, and learn alongside a diverse group of individuals, and thus the classroom becomes a microcosm of the world in which we are preparing children to live. Inclusive classrooms provide spaces where children with disabilities can acquire and practice skills with typically developing peers, gain exposure to the general education curriculum, immerse themselves in an environment with high expectations for learning and communication and develop meaningful friendships and social bonds with a variety of peers. Similarly, non-disabled peers in inclusive classrooms have demonstrated gains in math and reading, displayed less fear of children with differences, greater empathy and increased social cognition (Luna et al, 2022). In spite of these indisputable successes, barriers to educating this group of significantly impacted children in inclusive classrooms are rampant and typically return to the two main principles of 1. attitudes and perceptions of individuals with severe and multiple disabilities and 2. educator preparedness regarding how to meaningfully educate this group of students alongside their nondisabled peers.
To address these barriers, we will review first-hand accounts from parents and professionals who have worked in fully inclusive educational environments. Through the sharing of tangible examples and case studies, we aim to illustrate the diverse ways in which inclusion can be realized within educational settings for students with complex communication needs. The children highlighted in our case studies all use wheelchairs for ambulation and have significant visual challenges. As such, they require alternative access modalities for communication such as switch scanning and partner-assisted auditory or auditory + visual scanning. We will explore a range of supports and strategies geared toward facilitating meaningful inclusion, social and academic belonging, peer interaction and learning experiences. We will discuss how to create measurable goals that not only align with state standards and curriculum in the general education classroom but also actively promote inclusivity and integration in the community. Example of curricular modifications and accommodations that allow for children to use both electronic and non-electronic options for accessing the general educational curriculum will be presented, including:
* Co-planned whole-word electronic writing
* Writing with various types of alternative pencils
* Writing with AAC
* Supported participation strategies and techniques
* On-the-spot accommodations to material presentation
* On-the-spot accommodations to possible response methodologies
* Electronic, switch accessible, visually accommodated templates for practice of curricular topics, study guides and literacy skills
We aim to equip attendees with practical insights and tools that can be applied to create inclusive learning environments tailored to the needs of all students as well as to inspire attendees that the full educational and social inclusion of children with the most complex communication needs is not only possible but results in greater long-term educational and social gains than would be observed in a self-contained classroom . Key topics covered in the webinar will include:
* Highlighting the benefits of inclusion for students with complex communication needs and multiple disabilities while emphasizing that special education is a supportive service rather than a separate placement.
* Exploring a variety of supports, strategies, and personalized accommodations that enable access and participation.
* Presenting real-life examples of measurable, inclusive goals that align with educational standards.
This session is designed to inspire and empower participants with the knowledge and confidence to advocate for and implement inclusive practices that make a meaningful difference in the lives of all learners.
Luna, M., Rondeau, L., Jeffrey, A., & Koontz, J. (2022). Equity and Access for Students with Disabilities. https://www.lausd.org/cms/lib/CA01000043/Centricity/Domain/1220/Position%20Paper%20Equity%20and%20Access%20for%20Students%20with%20Disabilities_11_19_2021_2_1_2022.pdf
Porter, G. (2017). Pragmatic Organization Dynamic Display Communication Books Alternative Access Templates.Cerebral Palsy Education Centre.
