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DOCUMENT RESUME ED 313 870 E1 221 73 AUTHOR Forest, Marsha, Ed. TITLE More Education/Integration. A Further Collectio, of Readings on the Integration of Children with Mental Handicaps into Regular School Systems. INSTITUTION G. Allen Roeher Inst., Toronto (Ontario). REPOaT NO ISBN-0-920121-30-6 PUB DATE 87 NOTE 182p. AVAILABLE FROMFitzhenry and Whiteside, 195 Allstate Parkway, Markham, Ontario, Canada L3R 4T8 ($15.00). PUB TYPE Collected Works General (020) -- Reports Descriptive (141) -- Guides Non-Classroom Use (055) EDRS PRICE MFO1 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Demonstration Programs; *Educational Practices; Elementary Secondary Education; Foreign Countries; *Mainstreaming; *Mental Retardation; Normalization (Handicapped); Regular and Special Education Relationship; Social Integration; Social Support Groups; *Student Placement IDENTIFIERS *Canada ABSTRACT This collection of reachngs contains discussions of current professional debates on the issue of integrating students with disabilities, as well as stories of children's and families' experiences ith integration and segregation, descriptions of Canadian school districts that have created model integration programs, and essays about new ways of planning for students. Titles and authors of selected papers include: "A Crime against Childhood--Uniform Curriculum at a Uniform Rate: Mainstreaming Re-examined and Redefined" (Donald Little); "Integration: Being Realistic Isn't Realistic" (Norman Kunc); "With a Little Help from My Friends: The Integration Facilitator at Work" (Annmarie Ruttimann and Marsha Forest); "One System, One Purpose. The Integration of Special and Regular Education" (William Stainback and Susan Stainback); "Keys to Integration: Common Sense Ideas and Hard Work" (Marsha Forest); and "A Two-Way Street: Integration through Peer Support" (Aleda O'Connor). Several articles describe integration in particular regions or school districts in Canada, focusing on Edmonton, Alberta; Mississauga, Ontario; New F:unswick; Northwest Territories; Hamilton-Wentworth, Ontario; and Waterloo, Ontario. Two articles describe the development of support circles to assist in the integration of students with disabilities: "The Circle: Making a Dream Come True" (Annmarie Ruttimann Hoskins) and "Circles" (Judith Snow and Marsha Forest.) (JDD) * * * * * x * * * , * * * * * * * * * x * * * * ** * * * * * * * * * * t * * * * * * * * * * * * ** * * * * * * * * * * * * * * * * * * * * * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************,**************************** U S DEPARTMENT Of EDUCATION Othce of Educattonal Resesn'et end improvement EDUC,',DONAL RESOURCES INFORMATION CENTER (ERIC) F4,sdocument has been reproduced as received from the person or Organization ofiginating Minor changes have been made to improve ,eproduct,on quahty Po.ntS or vie. or opinions stated », thIsdocu- ment do not neceSsertly represent off)ctal OF RI Position Cr ph'v Allik- 411111I A further collection of readings on the integration of children PERMISSION TO REPRODUCE THIS MATERIALIN MICROFICHE ONLY with mental handicaps HAS BEEN ANTED BYj into regular school systems TO THE EDUCATIONIAL RESOURCES INFORMATION CENTER (ERIC) The G. Man Roeher Institute MEV 41: NINO im BES1 COPY AVAILABLE IMPORTANT NOTICE Note to Customers ordering books from The G. Allan Roeher Institute/ Canadian Association for Community Living: As of July 1989, we have nontracted with a fulfillment house that willprocess all our book orders and ship then3 our customers Please send all book orders rchase orders) directly to: Fitzhenry & Whiteside 195 Allstate Parkway Markham, Ontario L3R 4T8 Telephone :(416) 477-0030 - Fax : (416) 477-9179 Requests for subscriptions to entourage should continue to be sent to The G. Allan Roeher Institute. 3 MORE EDUCATION/INTEGRATION A 6u4thelt cottection 06 neadinqs on the inteakation o6 chitcken with mentat handicao into nAguta4 4choot isykstem6 Edited by Marsha Forest, Ed.D. The G. Allan Roeher Institute at Canadian Cataloguing in Publication Data Forest, Marsha, 1943 - More education/integration ISBN 0-920121-30-6 1. Mainstreaming in education. 2. Exceptional children - Education. I. The G. Allan Roeher Institute. II. Title. LC4602.F672 1987 371.9'046 C87-095221-8 Copyright c 1987 The G. Allan Roeher Institute Kinsmen Building, York University Campus 4700 Keele Street Downsview, Ontario M3J 1P3 0r CONTENTS pag INTRODUCTION - Douglas Biklen THE SYSTEM The Kaleidoscope: a challenge to the Cascade 1 by Marsha Forest and Evelyn Lusthas A crime against childhood- uniform curriculum at a uniform rate: 17 mainstreaming re-examined and redefined by Donald M. Little One system, one purpose: The integration of special and regular 35 education by William Stainback and Susan Stainback Integration: Being realistic isn't realistic 41 by Norman Kunc Keys to integration: Common sense ideas and hard work 53 by Marsha Forest THE SCHOOLS, CLASSROOMS AND SCHOOL BOARDS The GRIT kids start school 59 by Emma Pivato and Sandra Chomicki A journey towards integration: The ABC pre-school 65 by Judith Sandys and Dorothy Net Philosophy statement and staffing model for provisionof special services 73 Integration in New Brunswick 77 by P.J.H. Malmberg, Gordon Porter and Lloyd Allaby Integration in the Northwest Territories: Howone board has committed itself to integration 87 Each belongs 95 by James A. Hansen THE SCHOOLS, CLASSROOMS AND SCHOOL BOARDS (continued) Education Waterloo-style 101 by Marsha Forest and Mary Mayer THE CHILDREN Sabrina and Adrian 111 by Marsha Forest Start with the right attitude: Sabrina revisited 117 by r,arsha Forest THE TEACHERS Just one of the kids 121 by Marsha Forest The world changes because people make it change 125 by Marsha Forest THE FRIENDS With a little help from my friends: the integration facilitator 131 at work by Annmarie Ruttimarn and Marsha Forest A two-way street: integration through peer support 143 by Aleda O'Connor Jenny 149 by Emily Nicholls THE PARENTS Rationale for Erica's integration 151 by Carla Baudot Thoughts on Jenny and MAPS 157 by Phyl Sharratt THE CIRCLE The Circle: Making a dream come true 161 by Annmarie Ruttimann Hoskins Circles 169 by Judith Snow and Marsha Forest INTRODUCTION C; Introduction Douglas Biklen People are telling stories. Thisa book of stories, one about Carla who becomes the subject of her teachers, friends and parents'sympathetic planning for school integration. Another story recounts the integrationprocess for high school student, KatherineWoronko. Norman Kunc tells thesty of his friend who, like himself has cerebral palsy and who, despite everyone'swarnings that he was being unrealistic, manages to secure apparatus for modifyinga car, thus enabling hire; to get a driver's license. These and many other storiesfill the pages of More Education/Integration. The book includes lots of interesting and helpful discussions ofcurrent professional debates, for examplewhether or not the concept of "least restric- tive environment" is outmoded and should be replaced by the far simpleridea of integration -- the answer is yes --; whether there isa place any more for a continuum of services that legitimizessegregated education-- the answer is no --; and whether whole school boarscan commit themselves to achieving integra- tion -- the answer is yes. Tnese debates take on life, meanng and urgency as the many stories of children's and families' experiences with integrationand segregation surround, explain and illustratethe arguments. For a number of years, educators thought about integration as havingbeen accomplished if students labelled disabledwere able to receiNe their education within the walls of typicalschools attended by unlabelledstudents as well. This book makes clear thefactthat physical proximity does not constitute integration. Real integration must be purposeful. Hence,More Education/Inte- gration reveals certain essentialelements for integration:a belief that !lie education of each student is equally important; recognition thatintegration is not an experiment or a curricular innovationbut is rather a constant aspect of quality schooling; opportunities for students of all abilities to develop friendships with each other; understanding that all students have gifts andcan contribute to the life ofa schooland community; involvement ofall the school's staff, not just specialeducation and assessment experts,in making integration work; and use of cooperativelearning, group goal structuring and other Leaching approaches that encourage student participation. Mi.chofthe integration described in this book and becoming the standardfor "full"or "complete" integration is happening byeducating studentsof dramatically varying abilities in thesame classrooms together. -i- Some practitioners might wishfora more didactic presentation onthe how-to of integration. But, as quickly becomes apparent, the practical strate- gies and le;sons of integration can easily be culled from the many stories, the numerous descriptions of school districts that have created model integration programs, and in the essays about new ways of planning for students. The MAPS Action Planning System developed by Forest and her colleagues at The Roeller Institute, for example, combines concern for planning with the personal growth of students.It helps make the schoollessa sorter and dividt. of student; than an integrator and community builder. Not surprisingly, inthe MAPS ard other chapters, the authors