DOCUMENT RESUME

ED 329 081 EC 300 077

AUTHOR York, Jennifer, Ed.; VandercJok, Terri, Ed. TITLE Integrated Education. Feature Issue. INSTITUTION Minnesota Univ., Minneapolis. Affiliated Program en Developmental Disabilities. SPONS AGENCY Administration on Developmental Disabilities (DHHS), Washington, D.C. PUB DATE 88 NOTE 21p. PUB TYPE Collected Works Serial (022) JOURNAL CIT IMPACT; vl n2 Win 1988

EDRS PRICE mEol/pcol Plus Postage. DESCRIPTORS Cooperative Planning; Educational Cooperation; Educational History; *Educational Practices; Educational Research; Elementary Secondary Education; Friendship; Futures (of Society); Individualized Education Programs; Legal Responsibility; Mainstreaming; Organizational Change; *Severe. Disabilities; *e)cial Integration; Student Educational Objectives: Teacher Role; Teamwork

ABSTRACT This "feature issue" provides various perspectives on a number of integrated education topics, including successful integlation practices and strategies, the changing roles of teachers, the appropriate role of research, the history and future of _ntegrated education, and the realization of dreams of life ir the mainstream for childten with severe disabilities. Titles and author: of articles include: "Past, Present, and Future cf Schoo2 Integration" (Maynard C. Reynolds); "Full Inclusion Is Possible" (Marsha Forest) ;"Realizing the Vision for Michael" (Dorothy Skarnulis); "The Role of Research in Integration" (William Stainraack and Susan Stainback); "Integration--The Legal Imperative" (Larry Ringer and Sonja Kerr); "'Caught in the Curriculum': A Synopsis" (Roger Strand); "Integrated Education and Organizational Change" (Richard Schattman); "Regular Class Integration at Middle Scnool: Feedback from Classmates and Teachers" (Jennifer York nd others); "Enhancing Educational Success througn Collaboration" (Jacqueline E. Thousand and Richard A. Villa); "Tear Membership: Who's on First" (Linda Kjerland and others); "What's In an ILI): Writing CLejectiveo for an Integrated Education" (Jennifer York and Terri Vdndercnok); "Integrated Eduction: MAPS To Get You There" (Terri Vandercook ard Jennifer York); and "Cath, Je-)s, Jules, ana Ames...A Story el- Friendship" (Terri Vandercook and others). A __st of 7,1x reseureercr. .entegraed edecation in aisn _neludat. (20:,)

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education is to provide various Message From The perspectives on a number of integrated education topics, including successful Editors integration practices and strategies, the Throughout the United States and changing roles of teachers, the Canada increasing numbers of children appropriate role of research, the with severe disabilities are becoming history and future of integrated full members of their home school education, and the realintion of communities: attending regular classes. dreams of life in the mainstream for making friends with neighborhotx1 children with severe disabilities. kids, learning and belonging with We extend our sincere same age peers. Regular and special appreciation to all the contributors educators are collaborating more than who so enthusiastically agreed to share ever before in the design and their experiences, visions, and implementation of quality integrated perspectives. The development of this programs; in the process, they have newsletter has been a homecoming of experienced the rewards of teamwork sorts for all of us in its collection of and have expanded their professional articles that reflects the hard work of relationships and resources. The The school community at Bat*: Creek so many, and in its role as a forum of commitment of so many Elementary, St. Paul, includes support and optimism for individualsfamily members, peers, Catherine (center), and her best realizing the vision of integrated school administrators, teachers, friends jesska, Julie and Amy. Her communities where members with consuitantsto meeting the challenge three friends are also part of even the most severe disabilities are of integration is impressive. In Minne- Catherine's education41 planning team. valued for their unique contributions. sota alone more than 60 school Finally, this issue of IMPACTis districts are taking the initiative in this dedicated in loving memory to two individuals who by their lives made a new and challenging design of CONTENTS education, and that's exciting. The difference in the world. Sue Kruse was power of this commitment, issue Overview a teacher in Iowa who cared deeply about her students and her school enthusiasm, and creative problem Histori:::al Perspective 2 community. She understood that all solving cannot be overestimated. Phi,osophical Foundations 3 The Minnesota University Affiliated students in a school must be valued Program (MUAP) on Developmental A Vision 4 and assisted to make t; contribution in Disabilities is committed to assisting in order for the school community to be Role of Research complete. Aaron Hiendlmayr was a the development of educational The law practices, and in conducting 6-year-old child in St. Paul who created field-based research on how best to '..ontinuum Critique/Awards commi.h.'ty of adults and children who are richer for knowing him. His create integrated school communities Systems Change 8 where our children learn and belong relationships deepened the commit- Minnecola Pocils rnf,n1 of" otht:1-c to together. ihe purpose of the Mi;AP is thr7- hnilding of integrated scho(z)l communities where to bridge the gap between the univer- RtSOurces .. each belongs. t'sity community and the service !ntegration Survey t:--,Kommunity, working within IN..)th rj develop, pn.ith(4e and mpletnent Teams li ----l(),102r Yorkrill Terri Van Jorr PEPRAI;SION PHODOCE T effective integration p,-airtk:es for Strategies. ILP and ;',/lAPS MA1ERIAL HAS BEEN GRANTE,DBY school, work, home, and mmmunity A Success Story life g:\nk The purpose of this featre issue rpcoming Events ,of IMPACTon, !he topic of integrawd

70THE: EMIICATNAL FlESOURCP; INFOHMAli iN CANTEH (EPIC; ,,,t Minnesota ilA ieport fri;rn the MinnescCsI'fliversity Affiliated Program on Developitint;,1 Disahihtics, I !nivt.rsit Dedicated to improving cnninunity srvi :',,, 1 nd so( ial support tor persons with developmental disabilitiesand their families 2 Historical Perspective

Past, Present, And Future Of School integration Maynard C. Reynolds

The history ot special education can be summarized quite progressive inclusion. Wc should expect to see more well in two words: progressive inclusion. Children with students with disabilities, even those with the most complex disabilities moved first from total neglect into residential needs, served in regular education settings. But the trend schools. Such schools were far-removed from most families, which I predict and favor is by no means inevitable. Much but they were created with some initial optimism and depends on the commit mentf; and work of parents, represented a degree of commitment by the public-anlarge. educators, and policy makers. Next came day schools and classes, and, more recently. The chief cause of my optimism abont progressive fast-growing resource rooms and the "mainstream.- The inclusion in the future is that a number of very able people story is one of gradual movement toward more inclusive or have linked themselves together to advocate for integration. integrated arrangements. Changes have not been linear. A colleague has suggested to me the concept of "freight train There have been delays and some regressions; but this is not technique". which is illustrated when a group of a case of wide pendulum swings. It is a story of quite steady, si.ell-intormed, progressive people step outside of the large or progressive, inclusion. professional structures of a field to advocate particular The word RTgressive has several meanings here. changes. The assumption is that large organizations tend to Progress signifies improvement, success. and betterment. It become bureaucratic, slow-moving and dependent upon is an improvement, I believe, when families, schools, and broad concensus among members; this is a recipe for other institutions of the community are totally inclusive of, conservatism and not for progressive action. The theory is and supportive to, all their members. When individuals have that even a relatively small number of such people, if they opportunities to set purposes and make choices about their link themselves together (as in the case of a heavy freight own lives, to learn and become competent in pursuit of their train), go wherever important decisions and policies arc own aims, and to receive their share of the rmards and joys being made in the field and enter their data and ideas of life, their freedom is enhanced and that, for me, is a very vigorously into the dialogue, can have enormous influence. fundamental achievement. This view suggests also that Recent progress in the United States in moving through the increments in freedom can come at many levels. The advanced stages of progressive inclusion, focusing on the individual who learns to make choices about his or her own persons with very complex disabilities, has had "freight food and who becomes competent in self-feeding may have train" leadership; this leadership has come, for example, in gained as much or more than anothe:- person who learns the work of Vie Association for Persons with Severe higher algebra. Opportunities in all of these aspects of life liandicaps (TASH ). Fortunately, there has been progressive are broader and richer when people are integrated in governmental work also, as in the Medicaid Waivers schools and communities. they are more limited when one movement and the strong and timely moves by the federal is confined to segregated and highly-structured department of education in support of programs to prepare environments_ teacheis of children with severe and profound disabilities. It Progressive also implies change through a seruence of is especially nncouraging to see t,ignificant nuirthers of stages or gradual movement along a dimension of highly able young professional', join in the integration development. The inclusion and integration of students with movement and to see their recognition of the moral as well disabilities in the schools has shown this kind of gradual :IS technical aspects of special education, change. In this context. the continuum or cascade model of in these few reflections I have referred mostly to special education may he thought of as an historical integration in the st, hook. It will be important not to think statement. showing gradual changes from restrictive to less of schools of the future as comprised of sets of little box-like restrictive arrangements of special education. We may he classrooms each with a single teacher. There is much ready in the I 'lifted States and some other Western nations ferment these days about the restructuring of schools, often to "lop off- the most restrictive elements of the contimium, involving the formation of teams of professional educators thc residential school being the likely candidate for demise, working in partnerships, sharing the broad "store" of but in many other parts of the world the full cascade is likely knowledge and skills which such teams may possess. to remain viable for at least the near future. Educators who wish to advocate for more integration of' The word inclusion as used here implies acceptance students with disabilities should join in the restructuring rather than rejection by the schools. Children with processes and push the movement beyond nresent disabilities are now guaranteed a right to education ( under boundaries to encompass life-long learning opportunities P.I.. 94-142 ), hut they arc still often rejected from the sind fully integrated communities. The succeeding articles in 'mainstream- programs and shunted oft to special plx..es this issue of iMPAt.1" will tell how the continiiing story of their education anis, reiectic nt processes still operate progressive inclusion is unfiAding. I read them, aiic its with within many schools, amidst arguments on issues al-xiut a marvelous and widely shared sense of victory' what is "appropriate- and what is meant by the "least restrictive environment'. principle. \X't.. have not yet achieved the hill and appripriatu measure of inclusivenes,s within Fic schools The t. urrent dcbates Mimi integration of children with MaylititRel'l (111is Pr(qescor of Special l:/ij O f in at disabilities will be residvcd. I believe. by means of the I '7:n1-rut). of-Minnesota in Minneapolis Philosophical Foundations

Full Inclusion Is Possible by Marsha Forest

am privileged to act as an education quickly. Whenevea I ask this people...People matter most." advisor to two unique school systems question of educ ttors who are also These two individuals have provided in southern Ontario, Canada: The parents. I always receive the UM(' the leadership needed to inspire their Hamilton Wentworth Separate School answer: the parent would want the school systems to fully include and Board end the Waterloo Region child to stay with the family, as wall a,. welcome all children. Separate School Board. The stated goal be with friends at the regular school in Fight or Change and philosophy of both these systems is the regular classroom with all the that each belongs, meaning that all necessary supports. We can fight and debate and go to children go to their neighborhood It's obvious that we've created a court. We can have due process schools and attend age appropriate system of segregation and isolation that hearings ( in the U.t4. ) arid Tribunals (in regular classes. (The criteria for full at best doesn't make sense, and at Canada). We can hire law7ers who can inclusion is "breathing" i.e.. life itself ) worst is crnel and mean. We must argue anything. Or, we can stop and Supports and services go to the child change this not simply for the sake of look at what wc are doing to one when needed. Although this is not ye: a the persor with the disability, but for another and to our society. reality for every child in these systems, all of us. And we most act quickly Our schools are simply a reflection it is a policy being carried out in most before a new generation repeats our of who we are as a culture. According instances. Other systems and places in mistakes. to all the major studies in both our countries wc are not doing too well Canada are also moving in this Leadership is One Key direction, but I would say that these Illiteracy is rampant, drop-outs fill our two school boards give us an especially Courageous and dynamic leadership streets, our prisons are bulging at the clear image of what is possible and bow that has a clear vision of where the seams. According to some, the school simple it is to include everyone once system is heading is a common element system is offiy adequately serving 20% we decide to do just that. between the Hamilton and Waterloo of our population. The rest are not For too long, integration, or systems, as well as in other places getting a fair deal. mainstreaming, has been thought to where quality education exists. Jim I used to wonder why many special mean placement of a child with a Hansen is the guiding force in the education people got so incredibly handicap in a school or classroom. Hamilton system, which was uptight when the subject of integration Integration truly has a much deeper integrating children when no one was was raised. Now I understand. Adults meaning that's expressed in the terms even talking about the issue. Jim is a often fed threatened when they know "inclusion" and "belonging". Unless gutsy, tough talking, no nonsense they will need to change and that's this deep meaning is addressed, the Superintendent of Operations who what this issue is all about--it has little movement to integrate children with believes without a doubt that all oi nothing to do with some little kid disabilities will be a placement issue children can learn together and that with cerebral palsy or downs rather than a philosophical debate. segregating students is poor syndrome, It has everything to do with What we are really doing is asking a lucational practice. His system has change, with our values, and with our new set of questions: What kind of elcomed all children since 1969. very philosophy of education and life school communities do we want? George Flynn arrived in Waterk.xt itselff. Change can be threatening or Who do we want our children to grow Region as the Director of Edocation in challenging. up with? What values will we model 1985 and has moved it toward full The Living Proof for our children? What do we want the inclusion since his arrival. In a recent future to look like? These aro the brief to the Select Committee on The Hamilton and Waterloo Systems questions that must be asked, rather Education of the Legislative Assembly have given me a living laboratory in II than, "How do we do it?" I believe that Of Ontario (Sept. 12, 1988 ) he wrote. iahich to watch education for the year if we truly understand the why of "The function of the education 20(X) in practice. I have seen that full integration, the how will follow quite process is to liberate the mind. integration can be, and indeed is, a easily. If we really want someone to he .strengthen its critical powers, reanty. We have the "living proof right part of our lives, we will do what it inform it with km.iwkdge, engage in our own backyard_ takes to welcome that person and its human sympathies and There are not neat formulas or accommodate his or her needs. illuminate its moral and practical magic recipes that either school board wouiet give you, 'They are not perfect Imagine for a moment that y01.1 dioictS. It :Iati never been the They arc, however, incredibly have a child who today is happy, intendei purpose of education 01 healthy, attending his or her local resist or reject people; on the child-centered systrms with leadership school, and progressing normally. contrary, it is the goal of education that believes in team building., Reflect for a moment on where you to deliver us from the captivity of ci)operation, collaboration and would want the child to go to school unexamined life The human values !earning. They arc also systems that should he or she be in a car accident of liberty, dignity. privacy and dart' talk about love and st)cial justice. and become unable to walk without responsibility, which education assistance and unable to learn as supports, apply equally to all inclusion. continued on page 4 Philosophical Foundations/A Vision

Inclusion, continued from page 3 children are easier for they are less "Vote.. There are excellem videos available that afraid of the unknown. Full inclusion show both of these systems in action. There arc To me the key in all of the above is can work. If we involve the children also written materials available. For further that a new generation is being borna and ask them to help us, it will work information wOte The Centre for Integrated Education, Frontier College, 35 Jackes Ave.. generation who tolerates difference beyond our wildest dreams. Uwe listen Toronto, Ontario M4T 1E2 Or write directly to and change far better than I do. who to the children and follow their lead, Mr. George Flynn, Director, Waterloo Region are less afraid, and who are more loving we will see a new system emerge in Separatz School Board, 90 Mulbetry Street, to people with differences. which all learn and each belongs. itamilton. Ontario 1.8N 3R9. 'The integration of children with The inclusion of those we have disabilities is not an issue of labelled and excluded will liberate our "mainstreaming": it is an issue of heartF, and souls. We will all riot only

inclusion. It is very simple. If we want read and write better, but we will be Dr Marsha Forest is Director It to happen it will. lt takes time and part of creating a more loving and ,i'ducation at Frontier College in hard work; the re-education of the caring world. Tomnto Ontario. adults in any system is a big job. The

Realizing the Vision for and louder. If he was ever going to live happen if he lived with us all the time% ai home and be part of his o ununity, My dream for Michael began with Michael then he needed to learn how to do the ideal: he would come home, have what is acceptable. But what I saw his own room decorated for hi.; likes by Dorothy Skamulis happening in the special school was and interests, go to school like that he was learning to be more everyone else his age. do the same unacceptable. more different, lie was things that other kids do, and develop imitating the other students and not friendships. That sounded reachable, the staff who were trying to teach him hut as I shared this vision with people an hour or two a day. If this was what that knew Michael I encountered people thought was good for him then reactions of disbelief, cynicism, something was terribly wrong. skepticism, hostility and rejectionjust While struggling with this dilemma. as I began questioning whether I was I heard Dr. John O'Brien talk about realistic or not, I heard of several normalization. lie was saying what I parents in other states who were had instinctively felt: children and successfully accomplishing what adults with disabilities must have imagined, my battery was recharged opportunities to live and participate in and changes began to happen. their own communities with all the Michael came home to live on July necessary supports. People learn best .4. 1980, Independence Day, Ile is now in natural settings. such as homes. 19 years old and goes to school at schools. workplaces, parks, recreation Forest Lake High School. lie attends centers. churches, and restaurants. I regular classes, including art, floral Dream? Envision the future? You couldn't expect Michael to learn to live design, and swimming; plays bass drum must be kidding! You don't know my at home by living in an institution; to and timpani in the orchestra: works at a child My son has setiere disabilities learn to shop in a store by going to the local mail order company; attends Professionals say he is so handicapped canteen at the special school: to learn football game,.. and concerts: and goes that ho needs very "special" help that to eat in a socially acceptable way in 3 Oft hayrides, canoe trips and can only be found in a "special" cafeteria with one staff person feeding snowmobile rides with friends and school. So. ubal can I possthly dream six other people at the same time. family. I'm pleased to say that most or erty.sion for bim? I began to talk to professionals people that know Michael share my whom I trusted about Michael living at vision because he has shown them Micharl, qr. ?ge f.ur, lc-ft horn-arid home. going to...hool. shopp4ng and 'inything ;s posihi- vihen !klichae! arul went to live in a "special" school that playing in the community 1 .vanted I attend his planning flice7 Jigs. the was supposed to teach him skills for them to tell me how to do it. tio onc other team members arc now invested living. During the entire six years that could help me. !felt alone, isolated and in actualizing the vis;on. he lived there, the arrangement didn't seared and began to doubt my belief. Mic! older, and his desires and feel right to me. lie never learned the lint then I really watched inv son when nco.:s are forever changing. But skills that he went there to learn. he was with my niece and nephew. because of our past expe rience wc Instead, he learned obnoxious noisy,,. when he was at home on weekends, both know we'll never again give up chewing on clothing, dependenev, and when we were out shopping: he was a our dreams. waiting; these arc not valued skills in different person. Ile knew there were our society. higher expectations hir his behavior From the beginning, I was and acted appropriately most of the iNirothy siAearriults i. I.xecutil disoatislied with Mit .haci s situation. time. So, if that 1Lippcned during 'isits hrec:or of ihe AR! Pc4141. Si',1111 and the nagging dilubts grew h ruder a couple d !inies .1 month, What ,.vould f innemIla Role of Research 5

The Rote Of Research In Iltegration by William and Susan Stainback

A growing number of educators and parents are beginning qualitative .) investigations or reviews of scientific research to advocate thatallstudents be integrated into the to determine their efficiency or popularity., but rather they mainstream of regular education, including those who have should be evaluated according to what is right, just, and traditionally been labeled severely and profoundly desirable. The right to lite, privacy, equality, religious handicapped. They essentially believe that it is now time to choice, marriage, or having a family are value choices based stop developing criteria for who does or does not belong in on the type of life we wish to live, not on research indicating the mainstream. Instead, the spotlight should bc turned their popularity or ease of implementation. For instance, if toward increasing the capabilities of the regular education the Brown vs. Board of Education ruling was based on mainstream to meet the unique needs of all students, research findings regarding attitudes among citizens in the 1950's or the enormous obstacles that would have to be Reasons for Integration overcome to achieve it, racial desegregation in our schools There are a number of reasons this movement has gained and subsequently in out society may never have begun to momentum. One frequently cited reason is the benefits to occur. But instead, it was recognized that segregation on the the students. In integrated settings students can, given basis of race was in conflict with our societal values of proper guidance, learn to understand, respect, be sensitive equality and fair treatment for all people. Desegregation was to, and grow comfortable with the individual differences and accepted and strategies for achieving the goal were similarities among their peers. Students also can learn to implemented throughout the nation. Likewise, it is the same interact, communicate, develop friendships, work together, , societal values of equality and fair treatment for all and assist one another based on their individual strengths indivkluals that constitute the basis for the integration of and needs. In addition, it also has been found that if given persons classified as disabled into the mainstream of individualized, adaptive and cooperative learning programs, education and the community. all students can be provided an opportunity to achieve up to Thus, educational integration involves such questions as: their potential in integrated settings. Do we want to live in an integrated society in which all Another, and perhaps more powerful, reason for people are considered of equal worth, or, do we want to educating all students in regular education is the ill effects of segregate some people? Should we require some people to segregation and separation in our schools. The civil rights earn their access to the mainstream by demonstrating movement has made people more sensitive to these effects. various competencies created by professionals. or should As Chief Justice Earl Warren stated in the landmark 1954 we assume that access to society's basic institutions is a Brown vs. Board of Education decision, separateness in birthright of alP Most advocates of integration believe that if education can "generate a feelingof inferk)rifyas to we want a de.nocratic, egalitarian society the answers to [children's] status in the community that may affect their these questions are obvious. Throughout history we have hearts and minds in a way unlikely ever to be undone. This focused on such questions repeatedly, specifically in regard sense of inferiority..,affects the motivation of a child to to nationality, religion, race, sex, and now physical and karn...[ and] has a tendency to retard...educational and intellectual differences, and in every instance we have mental development." reaffirmed a commitment to integration and equality for all. Role of Research While the decision to integrate our schools is based on values, research does have a critical part to play in achieving In this section, we will first discuss what research isnotwell excelknce in the education of all students in integrated suited for and then what it is suited for in the advancement regular education classes. Quality instruction in our schools of the movement to educate all students in regular classes. cannot be expected to occur without well conceived and Research, using either oualitative or quantitative conducted research. Such research can provide the basis for methodologies, isnotwell suited to determining whether or development and refinement of programs, procedures. and nnt integration is a good idea. As noted by Doug Biklen. techniques that can allow for quality education to occur Some people would have us wait fiar science, in this case within groups of students with diverse needs in integrated educational researchers, to prove that integration yields regular education classes. This type of research is reflected faster, more effective learning than does segregation. in the studies of cooperative learning strategies. adaptive But...in look to science for an m cr to the quc..t learning models, ettectivc teaching, behavior management. integration a gi)od idea?' is like asking...."Is it got id and support facilitation, peer tutoring, material and procedure right for people to care for their aging parents? In other adaptation for individual difference, curricular-based words, the practice of integration.. is not fundamentally a assessment, and the vast body of information availabF on question diat sc:ience can answer. From science we can curricular learning areas such as communication and learn some of the effects of such a policy ( e.g. .types alternative communication skills, classroom computer education possihlc. ir how to make it work better, hut technology, and parent and professional collaboration. science cannot tell us that integration is right.N.X ecan Thus, revarch can help us attain the goal of providing a an-csvcrit only by determining what we oclicve what Vv t' quality education it) All students in regular education classes. considei important. Despite popular opinion to the contrary, there currently are As convocdby the aboN e qui ite 'C deeisiiin a large number ot research studies that arc pointing the way. integrau: our scho( il-. ts l-i;ised on societal %aloes I )ur sot ietal values should mit be subicct to quantitative i or Research, continued on page 6 6Role of Research/Tie 12w

Research, continued frotn page 5 evaluate and monitor the e fectiveness of:programs implemented in the schools; the effectiveness of schools, classrooms, and teachers; and the progress of students, both For example, there arc a number of well designed studies by collectively and individually. Such evaluation research is highly regarded researchers published in respected research needed to assure accountability in addressing the goal of journals in education wherein students with diverse providing every student an education appropriate to their characteristics, including those classified as having severe unique needs within a regular, mainstreamed. education disabilities, have been successful in a number of structure. different regular education settings. It appears that success ts achieved when peer tutoring; support facilitation; and Conclusion adaptive, cooperative, and individualized programs arc If we accept the viewpoint that segregation is unfair and included in regular education classes, and failure is morally wrong, our joh as educators is not to conduct experienced when this is not done. Thus, research is research on whether educating all students in regular showing us that if. based on societal values, we want education is a good idea. hut rather to study ways to best integrated schools and classrooms, t is possible to achieve accomplish it. Research does haee a critical role to play in them. To do so. we must he willing to expand our efforts to achieving success in educating all students in regular make classrooms more inclusive; that is. to include within education. Although research is not appropriate for regular education classes cooperative learning. support determining desired educational values and goals, it must he facilitation, peer tutoring, individualization, and adaptive recognized that such goals cannot bt achieved without learning programs. This is why some authors in the past few quality research. years have suggested that "special" educators join or merge Note: Reprints of this article, induct ng citations. are into regular education. They see merger as a way to bring available from the authors. the expertise and resources in special and regular education together to help make regular education more flexible and Des William and Susan Stainhack are Matthew]. adaptive to individual differences. Guglielmo Endowed Chair Proles; ors at California State As changes continue to take place to make our schools 1 inii,ersity Their address is 23391 illyvale A i.e. #158. Los more inclusive. research procedures also are necessary' to Angeles. CA 90032. IntegrationThe Legal Imperative by Larry Ringer and Sonja Kerr

A rapidly increasing number of students. parents, educators. educated in tegular classes ane, other integrated and advocates are recognizing the need to eliminate environments at the child's neighborhood school, unless the unnecessary educational segregation of children with child's planning team (including the parents) cannot disabilities from their peers who do not ha% e disabilities. develop a plan to provide the supports and adaptations that Congress has long recognized this need, and for many years would enable the child's edocation to proceed federal law has prohibited unnecessary disability-based "satisfactorily" in those integrated environments. The isolation. school district has the burden of proving that any removal is In 1975, Congress enacted the Education for All necessary, and removal can only occur to the extent Handicapped Children Act, commonly knoxn as "Public necessary to meet the child's unique needs [Minnesota Rules Law 94-142." In one section of the law[20 L.S.C. Section Part 3525.3900 (Subparts D and E )]. 1412( 5 X B )]. Congress required that Legally', integration is a civil rights issue, not a to the maximum extent appropriate, handicapped philosophical or edueational trend. Federal courts have childrenjbej educated with children who are not made clear that if a child can "feasibly" he integrated, handicapped and that special classes, separate schooling, segregation is illegal. regardless of the school district's or other removal of handicapped children from the philosophical persective on integration. regular educational environment [may occur] only when While the basic laws requiring integration have not the nature in: severity of the hanthcap s surh :11'3t changed in the past ten years. knowledge and understanding education in regular classes with the use of of the planning. support, and adaptation pr)cesses necessarv supplementary aids and scriaces cannot he achieved for successful integration have advanced dramatically. There satisfactorily is now substant..al evidence that most, if not all, children with di.sabilitive including children with Very severe That requirement is mirrored in Minnesota law Ntinrwsi Ia disabilities, can he educated appropriately whhout isolation Statutes Section 120.1- ( Suhdivism 3a X i )1. Federal from peers who do not have disabilities. When the regulations thrther specife that the educational placement requirements of lcdcral and state law are teamed with for a child with disabilities he as close to home as possible. increasing t'N idence regarding the re' ilts of well-planned and that each child has die right to be educated in his or her integrainuet becomes clear that scgi t gatii in can no Ii ingcr "neighborhood school" unless a different arrangement is he itistified ,.Aucationally or legally. necessary to implement the child's individualized edin_ation The kg,;,1 issues surnhinding integration an: morc plan .4 CYR. Section 300 S52 ). Thus, the law requires thm each child with disahnines be Imperatne, continued on page 9 Continuum (,:ritiquciAwards

"Caught In The Continuum": A Synopsis by Roger Strand "The principle of the kast restrictive environment ( LRE). From the development of facilities and programs into sometimes referred to as IRA, or the least restrictive which people must fit to the provision of services and alternative, is conceptually and philoscphically flawed," supports necessary for people with severe disabilities proclaims Stever Taylor from the Research and Training to participate fully in school and communiry life; Center on Community Integration at Inc Center on Human From neighborhoods to typical homes, from regular Policy, Syracuse University. Hs observation appeared in an school buildings to regular classes, and from article entitled, "Caught in the Continuum: A Critical vocational models to typical jobs and activities; Analysis of the Principle of the Least lestrictive From professional judgment as a basis for determining Environment," Thefournal of the A. sociation for Persons community involvement to personal choice; with Severe Handicaps , (Spring I9 ;8), pp. 41-53. From a presumption in favor of integration to a According to Taylor, the principle ..)f LRE was progressve mandate to provide opportunities for integration; when it was introduced, but we inust now look to new concepts that will guide us in inolementing total integratkm From a conditional ("to the extent necessary, appropriate, feasible") to an unconditional for people with developmental disabilities. Building on previous critiques of the continuum commitment to integration; concept, Taylor presents seven serious conceptual and From requiring individuals to change in order to philosophical flaws or pitfalls in the LRE principle that apply participate in the community to requiring service across the life span and in settings, including education, systems to change; work, recreation and community services. These are: From restrictions applied categorically as a condition The IRE principle legitimates restrictive for receiving services to opportunities available to environments. nondisabled people; The LRE principle confuses segregation and From disability labels as a factor in determining irgration on the one hand with intensity of services community participation to a recognition of common on the other. human needs; The LRE principle is based on a "Readiness Model". Fr An independence to community belonging; and The IRE principle supports the primacy of From placing people in the community to helping professional decision making. them become part of the community. The LRE principle sanctions infringements on people':,,. Taylor cautions his readers by adding, "The concepts rights. that guide us today can mislead us tomorrow... If and when The LRE principle implies that people must move as integration is achieved, we must be prepared to find new they develop and change. ideas and principles to guide us through the challenges and dilemmas we undoubtedly will face." The IRE principle directs attention to physical settings rather than to the services and supports Requests for reprints of the compkte artick should be sent to Steven J. people need to be integrated into the community. Taylor. Ph.D., Center on Human Policy, Syracuse t 'Mversity. '124 Comstock Avenue, SVTacUSe, NY 13244, Contrasted with the LRE principle, a commitment to integration, in Taylor's view. requires a shift in focus: Roger .Vrand is a member of the Minnesota Governor's Planning Council on Developmental Disabilities

Minnesotans Receive TASH Awards at National Conference The Minnesota University Affiliated Program on Developmental Disabilities was honored December 8th at 4s. the National TASH Conference for its first v;deo production, "A New Way ot 1 hinkmgr, the 19tiis FASti ivkdia Award recognizes presentations Out make a major contribution to public awareness of issues important to persons with severe handicaps. "A New Way of Thinking". released in 1987 examines the issue, faced by five people with 1.111t, developmental disabilities who range in age from 3 to 2- . tit"falari 4 Lorrie Ufkin of Sherburn. Minnesota, is one of the recipients of the '1988 TAMI Distinguished latent Award given Dec. 8th at the national conkrence in Washington, D.C. The award is given to parents of children with srvere handicaps in recognition for their efforts on behalf of their child, efforts which also have positively impacted the lives of other Lorrie is seen here with husband Duane. sonJacob, and children on the local, regional, state or national levels. daughter Emily. 8Systems Change

Integrated Education and Organizational Change by Richard Schattman

Since the mid-seventies, special education has been rapidly increases in the rate of specific skill acquisition for students evolving to meet the intent of public law. While federal law, with moderate to severe/profound needs; it's also regulations and guidelines have provided us with a broad demonstrating other more significant changes important to framework for the establishment of an educational system the development of appropriate social skills and improved which provides special education services, specific methods self-concept. to attain the intent of that public law have varied When children with significant needs are placed in considerably. In this article I will discuss some of the regular classes for 90% to 100% of the day ( with original methods and structures and those which are appropriate levels of support ), they develop meaningfUl emerging today. I will also briefly explore a few relationships with peers. Through these relationships, organizational factors which are both facilitating and children with special needs increase their opportunities for inhibiting the evolution of special education service models. learning. The peers without handicaps benefit in the Many of us who have been involved in special education rewards inherent to supporting a friend. The values and during the past fifteen years "grew up" with the lessons which naturally result from these interactions are of self-contained model. This model was premised on the belief importance to all as they enrich the class, the school, and the that children with very complex learning needs could be community. best served in a setting where the emerging technologies of The question may be asked why parents from special education could be focused and concentrated. Part throughout the Lmnited States who want integrated options of the justification for the special class model was to provide for their children are meeting so much resistance from the labs for the development of special education instructional schools. I would suggest that the factors which most techniques. To this end, the special class model served us contribute to perceived resistance are more a reflection of well. Out of it came refinement of the IEP process and the organizational issues and less a reflection of beliefs about opportunity to develop instructional methods, specialized how to best educate students with special educational materials, and behavioral techniques appropriate to the needs. Organizations have a tendency to maintain the school setting. current order, the status quo. There are many arguments The plan to congregate students in special education which support the maintenance of programs was also a political one. With the advent of PL the prevailing structure, including (a ) lack of resources, b) 94-142 in 1975, a definable and observable constituency space problems, c ) contrary beliefs, d educators know best, was needed. This identified population would be difficult to ) concerns for jobs, and 0 relations between see if disbursed throughout the educational system in administration and teachers. When this list is considered by integrated regular class settings. a parent, however, it reads more like a litany of excuses than In the past five to seven years, school districts have justification for exclusion. begun exploring alternatives to the segregated and special In a particular school located in Swanton. Vermont, a class models. A notable innovation in this area is referred to child with significant mobility needs began classes this fall. as the integrated model. Here again, there are a wide variety The school board attended to all of the needed of interpretations of the integrated model; however, a few modifications which would enable access, including the common characteristics seem to exist among all of the building of a ramp and bathroom. The board along with the examples of successful programs that I have observed or principal acted independently, without mentioning cost found through review of the literature. These common factors to the special education director. The significance of characteristics include: their actions must he appreciated. The underlying attitude 1. A district wide philosophy which does not supporting this activity was a belief that the incoming disci iminate between regular and special education student was foremost a student at the Swanton school, and and oat which has high expectations for all children. secondly, a child with special needs. The board perceived her as a child for whom they were responsible. This attitude 2. A trustrig relationship among teachers, conveys the values of the community which include a adminimration, and school boards. commitment to the needs of all of its members. The i The existence of plannint teams and the attitudes reflected in this brief vignette were not always administrati :e support needed to encourage the present in this community. The attitudinal change was the planning team process ( time, staff development. etc ) culmination of discussion among professionals, parents, and other community members. The dialogue focused on the 1. Qualified -4aff to support the programming needed by children with intensive educational needs. relationship between our beliefs for our school and its practices. In this case we were challenged to review the Today, there is no question that children with significant practice of segregation relative to the belief that "all educational, developmental. and social needs can have children can learn that which is important for them to learn oualib educational programs in age appropriate regular given time and appropriate support-. The discussion led us iasses. Further, these children can benefit and learn better to see conflict between our benefand practice The result in regular class placements wl ten these placements are in was the initial planning fin- a model which would triable all their community school. In the Franklin Northwest children to bvtlefit from 1;()rne school, reg7dar class !,,upers !Soli I 't.. rei )nalschwd district in Vcrminn, the implementation ()f an integrated model is (1tnumstraring Orkanitation Change, continued on page 9 Systems Change 9

Organization Change, continued from page 8 with transition from grade to grade, a high degree of teacher alienation, and increased isolation for the integrated student. placements. Integration, from this author's perspective, is clearly the In order for the Fran 'din NW Supervisory Union to model of choice. Students within the Franklin NW achieve an integrated model, systematic change had to take Supervisory Union are achieving better in integrated place. The planning process for these changes occurred over settings. While achievement is a critical variable to consider time and followed a deliberate approach for monitoring the when looking at the value of integrated programs, there are involvement of key constituency groups. A factor facilitating many other compelling reasons to integrate all learners in organization change was the sharing of power between their age appropriate regular classroom. Unfortunately, teachers and administrators; if teachers were to accept decisions to provide integrated or segregated opportunities placements of children with severe and intense needs in for children with significant special education needs do not their classes, they had to perceive their role as significant in only focus on the child, but are often more a reflection of the design of the programs and the identification of the level the organization's needs. I would contend that no part of the of resource support they would need. The planning team placement decision should rely on the system's needs. The model was utilized to organize administrators, teachers and best decisions for children are made when the child's needs parents so that planning arid problem solving for individual are first and foremost. For many school systems the next student programs could occur in a manner which was steps may include the development of a plan to break the responsibk and respectful of the varied points of view organizational barriers currently keeping all children from represented on a planning team. the opportunities only available in the mainstream of Another significant alteration in the daily operations of our schools. Confrontative approaches may offer limited this school system was the involvement of parents in both advantage to individuals, but they hold little hope for the design of the service model and in the development of encouraging the necessary organizational changes needed to plans for their child. The annual IEP meeting was not seen as enable the opening of our schools to all children. The initial sufficient in fulfilling this purpose. Again, the planning team stages of planning for integration call for collaboration was a means to establish ongoing parent involvement. Once among teachers, parents and administrators. When we parents had ongoing contact with the team the quality and involve all of the key constituents, give them power to value of their input was so greatly enhanced a.s to make them impact on policy, and give them support to implement their indispensable members of the team. recommendations, growth and change are inevitable. Parent involvement and the sharing of responsibility for Note: Reprints of this article, including citations, are the allocation of resources would appear to be two available from the author. significant changes which are often resisted by school systems. These two factors need system wide support for Richard Schattrnan is Director of Special Education for the integrated optio,to be consistently available throughout a Franklin Northwest Supervisory Union. His address LS learner's educati, mal career. Examples of integration within Office of the Superintendent. P. 0 Bar 130. Swanton. VT unsupportive systems have encountered great difficulty 05488

Imperative, continued from page 6 complex for children who are not yet of kindergarten age. integrated early childhood setting even if the district does Minnesota law now requires that school districts assure that not itself operate such a program. eligible children with disabilities receive appropriate early The law has become one of the powerful tools that intervention services beginning at birth; these services are assure that all children have the opportunity to be to be provided through interagency efforts planned by a respected, productive, included members of our school team which includes the family, school, and county social corimunities. Among many famihes and educators, the legal service and health agencies. Because many school districts maAdate for integration has helped to create a strong do not provide educational programs for typical children conimitment to work together creatively, cooperatively, and before kindergarten, removal from regular education classes energetically, in providing opportunities and supports for operated by the school district is often not the issue. integration. Further, the values and requirements set forth in As with children above the age of five, school districts the law have enabled families to persuade some school must assure that younger children with disabilities receive personnel to re,p4ind positively to their request that their an appropriate program of education tha: meets their child be integrated I 'nfortunately, some families will be unique needs, including the need to learn age-appropriate unsuccessful in their efforts to work with their district tor behavior from peers without disabilities. The team must effective integration. In such cases, due process hearings and consider a variety of program options, including services in court litigation may be the tools which families need to the home, Oistrict or:rated (ssrooms. or private day open otherwise dosed doors, carenursery schools, and provide services in an The law reflects the high priority that our s(wiety and environment which will enable thc child to learn what the government place on avoiding unnecessary segregation. It team determines is important lf a child cannot make can help us realize the vision of integrated schools and appropriate progress m the development of communication, communities through ensuring that the doors are Gpen to all socialization, o- other essential skills unless educational hildren with disabilities services arc provided in an integrated environment. the child has a legallv-enforceable right to such intewation. larry Ringer' and .Sonja Kerr are attorneys with legal Therefore, the school district might hc required to assure Advocacy fOr PCriolis with Der vlopmental that the child receives services in the context of an Minneapolis, Minnesota 10 Minnesota Focus

MUAP Helps Integrate School Communities Advocacy Agencies Update Model Demonstration Integration school communities, (c ) monthly Project: The Minnesota Uni:ersity Educator Support Group meetings for ARC-St. Paul: Recently hired a Affiliated Program ( MIJAP) on all educators involved in serving full-time integration specialist to work Developmental Disabilities, in students with severe disabilities in with community recreation and leisure collaboration with Intermediate School regular classes and other typical school programs. District 916, is entering its third and and community environments ( in final year of grant funding from the conjunction with the MNASH ARC - Suburban: United States Office of Special Integration Team), (d) co-sponsoring a Through its Individual Advocacy Education and Rehabilitative Services national conference titled. "Integrated Program, it is offering assistance in (OSERS ) for a model demonstration Education: Realizing the Vision" (with the design of integrated educational project on Least Restrictive MNASH ). and () development and services to ten families. Environments. The major emphasis of dissemination of materials on Assisting parents in south the project has been to integrate integrated education of students with Washington county to develop a middle school students with severe severe disabilities. Special Education Advisory disabilities into their schools and One product to he developed in Committee of regular and special communities. The two implementation conjunction with thr MNASH educators, administrators, parents of sites have been at the Roseville Area Integration Team is a collection of children with disabilities and parents Middle School in Little Canada and the stories about the successful integration of children without labels. John Glenn Middle School in of students with severe disabilities into Developing integrated leisure Maplewood. Between I. and 25 regular classes and other typical school options in school and community students with moderate to severe or community environments. If you settings through a new full-time disabilities are at each site. The primary have success stories about individual position: Community Services areas of programmatic changes for the students or specific strategies, please Developer. students have been: ( 1 ) assignment to share them by sending them to Terri regular education homerooms, ( 2) Vandercook at MUAP. MNASH: membership in selected regular For additional information on this Integration Committee: A classes, (3) community-based project's activities contact Terri committee of parents and instruction, and (4 ) involvement in Vandercook, Project Director, ( 612 ) professionals providing information after school activities. 624-4848 at thellniversity of and support for integrated services. A series of materials on the Minnesota. Outcomes have included a forum processes, outcomes and research and inservices on integration, Developing and Providing Quality support to individual families, activities associated with the project Educational Programs for K-3 are in preparation and will be available communication with other advocacy' Learners with Severe Disabilities In agencies, comments on public late summer, 1989. For further Regular ClaSSes: The Martin County information contact Ellen Caughey. policy and state rules, and formation Special Education Cooperative and the of a monthly parent support group. Site Coordinator in Roseville ( 612 ) Mt TAP have received an Effectiveness 481-8580; Cheri Heise-Neff, Site Grant from the Minnesota Department Integration Team: A committee of Coordinator in Maplewood (61 2) of Education, Unique Learner Needs professionals providing support for 779-5803: or Jennifer York, Ph.D., Section. The purpose of the grant educators involved in integration Project Director, ( 61 2 ) 624-488 at project is to demonstrate and evaluate pursuits. the University of Minnesota. the effectiveness of a cooperative Parent Support Group: Developed Minnesota Imegrated Education model for educating learners with in the spring of 1988 in Technical Assistance Project: severe disabilities in home school, age collaboration with ARC:-MN, PACER. Planning for this cooperative project appropriate classes. Three children and ARC-St. Paul. and AR(.-Suhurban, this between ME'AP and the Minnesota their educational teams will serve as group of parents is committed to Department of Education is underway the focus of project efforts; a achieving integrated education for and major project activities are kindergarten boy in East Chain, a first their children with severe scheduled to begin in January. This grade girl in Sherhurn, and a third disahilities. project will he a vehicle for grade girl in Fairmont. Three case ARC-Minnesota: I l&s hired halt-time disseminating information, and foi. studies detailing individual program iniegration tionsultant to provide providing training and technical development strategies. evaluation integration assistance to parents and assistance to increase the participation strategies and outcomes will he school districts. of learners with severe disabilit its 111 prepared for dissemination by late their school communities. Major summer. 1989. For further intormat PACER: project activities include: ( a ) providing omtact Bob 'Feeling, Project Making available to parents, at ongoing technica" assistance each year oordinator ( 612 ) 631.94-8 or Terri minimal or no com, selected to two identified .linnesota school Vandercook, 1.niversity Liaison, ( 61 2 ; integration materials including districts, ( h) dehvoring monthly 624-1818 at the I .nivcisity resources in lending library. inservices on building integrated Nlinnesota Supporting parents who desire integration in their child's !EP Minnesota Focus 1 I

State Department of Minnesota Schools On The Move: Education Initiatives Throughout Minnesota a growing number of cooperatives, districts and schools are integrating students with disabilities into regular classes, listed below are the The Minnesota Department of Education, Unique Learner Needs districts and cooperatives that are integrating elementary, middle and/or high school Section, has named the integration of students on a full- or part-time basis. lf we've missed your school. please accept our children with handicapping conditions apology and let us know about your integration efforts. into regular education as one of our major focus areas during the next Anokallennepin ( District # 111: school year. A number of steps have Babbitt (District #692 been taken and future plans are being Belle Plaine (District #716 with MN River Valley Special Ed. Coop.): developed. Bagley ( District #162 with Bemidji Regional Interdistrict Council): One major step has been the Bloomington ( District #271): creation of a LRF Advisory Group, Burnsville ( District #191): which met for two days this summer to Chisago (District #141 ) identify obstacles and outline strategies floquet ( District #94 with (;loquet Area Special Ed. Coop.); for the integration of children with Delano ( District #938 with MeekerAX'right Special Ed Coop ) handicaps in regular education. Duluth (District #709); whenever appropriate. This Edina (District #273); thirty-member committee is Eli (District #696 with Bemidji Region lntereistrict (:ouncil): comprised of regular and special Elk River ( District #728 ); educators, parents, advocates, Forest Lake (District #831 ); administrators, a legislative aide, Grand Rapids (District #318 with Tri-County (.00p.); university trainers, and MDE stiff. An Hastings (District #200 )1 important outcome of the group's Intermediate District #287; meeting was the blending of ?be varied Intermediate District #916 philosophies into the following policy Intermediate District #917: statement: International Falls ( District #361): The education system shall meet Jordan ( District #717 with MN River Valley Special Ed. Coop. ); the needs of all students. Students Mahnomen (District *432 with Bemidji Regional Interdistrict Council y with handicapping conditions Mapleton (District #72 with S. Central Special Ed. co-op should receive appropriate Mid-Range Special Ed Co-op: education with nonhandicapped Minneapolis( District #1 ): peers in regular school Monticello (District #882); environments ( classroom, Mounds View ( District #622 with Intermediate DArict #9 1 0 ), community, home ). Justification is Net Lake ( District #-(r needed when a student is removed New Prague ( District #72I with MN River Valle!.Special Ed. (asp from hisiher regular environment Northland Special Ed Coop.; Removal from the regular Owatonna (District #'61 environment must he for reasons Prior Lake ( District #-I9 with MN River Valley Special Ed (.00p related to educational needs and Red lake ( District #38 with Bemidji Regional Interdistriut ( goals, specifying distinctive Richfield ( District #280 ); advantages to the student. Special Rtisemount ( District # 1 96 1. educatiim and regular educators Roseville ( District #623 with Intermediate District #9 should collaborate efforts in the Saint t:loud ( District #-4 2 delivery of this policy. Saint Michael ( District #885 ), This statement, which IS a summary Saint Paul ( District #625 ). of individual and group work, has been Shaki pee ( District #'20ith MN Rier Valley special lid (Amp shared with and endorsed hy the South Ki.iochiching ( District # 363, with Ikrnidji Regum Interdistrik 4 /Mk ii directors of special education at their t District *8 it,4 tall meeting in Brainerd and is .1.( 1NX Special id (.o-op, currently being shared for review and 1 ( .minty Co-op, endorsement by the Special Education Walker ( District #119 with PAW \ Sp( 46-.1.11 (4 1 )IN Advisory CommU tee and the State V. hit (' Like ( Distrik t #02-I Board of Teachers

Submitted Mari' Maki la Lducatirm Specialist, 1SL 11% Department 01 Fdlication 12 Resources

Resources on Integrated Education

Purplseful Integration ..Inherently Equal. (1987 ). D. Biklen, et al. Syracuse University, Center on Human Policy, publisher. Available through Technical Assistance for Parent Programs Project (TAPP), 312 Stuart St., 2nd Floor, Boston, MA L02116. No cost.

This mlnual discusses the importance of integration, defines the concept, describes model programs, and presents practical planning and preparation suggestions for parents and professic 1,als to facilitate effective integration.

Education/Integration: A Collection of Readings on the Integration of Children with Mental Handicaps Into Regular School Systems. ( 1984 ). M. Forest, (Ed.). G. Allan Rocher Institete, publisher. Available through 6. Allan Roeher Institute, Kinsmen Bldg., York I ;niversity Campus, 4700 Keele St., Dainsview, Ontario M3V1P3. Cost: S12 00

A collection of easy to read articles that provide visions and descriptions of, as well as rationales and strategies for, achieving an integrated education.

More Education/Integration. M. Forest, (Ed, ). ( i 987'. G. Allan Roeher Institute, publisher. Available through G. Allan Rneher Institute, Kinsmen Bldg., York Unisersity Camr,is, 4700 Keele St., Downsview, Ontario M3V1P3. Cost: $15.00.

Readings on integration education topics, including: current mainstreaming ,7-actiCe5; administrative and social support systems; specific integration models, and persoral viewpoints of parents and teachers. One article of particular interest presents a challenge to the traditional cascade model of special education.

The Homecoming Model: Educating Students Who Present Intensive Educational ChAlen ges Within Regular Education Environments. (1986 ). J.S. Thousand et al. University of Vermont, Center for Developmental Disabilities. publisher. Available through The Homeco.ning Preject, Center for Developmental Disabilities, 499C Waterman Bldg., University of Vermont, Burlington, VT 05405. Cost: $4.00

A guide lc r establishing shared responsibility among regular and sperial educators, administrators, and parents using a cooperative teaming process in the education of students who present intensive educational challenges. The guide emphasizes interdisciplinary team planning for transitioning students with disabilities into local regular education programs.

Regular Lives [videotape]. T. Goodwin arv! G. 'sA: urzburg ( producers ( ). State of the Art Productions. Available through1 WETA, Educational Activities, Box 262, Washington, D.C. 20013. Cost: 434.95 pe! copy ( includes shipping and handling ).

An excellent documentary focusing on individuals with developmental d:sabilitics who arc successfully integrated in typical school, work, and living environments. A variety of perspectives are included: parents of children with labels, parents of children who arc not labeled, individuals with disabilities. typical peers., special educators. regular educators, employers, and a principal. It has been used successfully w7th insen ik.:c school personnel, students, families. and community memlxurs.

Integrating Students With Severe Disabilities Into Aegular Education Classes and School Community Life: A Resource List, ( Nov. 1988 ).Vandercook, et al. Minnesota 1.niversity .Mfiliated Program, publisher Available through 'niversitvit linnesota.Pattee Hall. 150 Pillsbury Drive S.E...Thnneapolis. MN 55455. Cost: S3.00

Resource list especially for cc _icators and parents. containing information ahnit successful nvidek and strategies in integrated education. as well as materials providing a sound rational!: and emnirical support for integrati« m. Includes j(mrnal art tcicbooks. manuals, reports. papers. newsletters. audiotapes. and videotapes. Integration Survey 13

Regular Class Integration At Middle School: Feedback From Classmates And Teachers by Jennifer York, Terri Vandercook, Cheri Heise-Neff, and Ellen Caughey

During the 1987-88 school year, learners with severe be involved again. Several regular educators explained that disabilities at the Roseville Area Middle School in Little they felt a professional responsibility for working with all Canada, and at John Glenn Middle School in Maplewood, students, no matter what or how severe the disabilities. became members of regular education homerooms and They also felt that by including a student with severe classes. The integration project was part of a federally disabilities as a member in one of their classes they would funded 3-year grant to the University Affiliated Program on learn more about such students, and were intrigued by this Deve'opmental D:sabilities, with a subcontract to new challenge. Special educators were particularly Intermediate District 916. Learners were integra:ed in interested in regular class integration because they felt regular homerooms and in a variety of regular classes. regular class membership would provide students with including science, reading, social studies, health, art, disabilities with the opportunity to learn new shlls, and physical education, and industrial technology. At the end of specifically to learn from peers without disabilities. One the school year, classmates without disabilities, regular teacher presented this perspective well hy asking, "If we education teachers, and special education teachers were build a wall around them [students with severe disabilities] asked to provide feedback by answering open-ended so they are in special environments, how do special questions on a brief survey. This article summarizes their education teachers and students learn about*. typical responses. situations and expectationsr. Both regular and special educators concurred that the Classmates Learn From Integration most difficult aspect of regular class integation was When asked if having peers with severe disabilities in deciding how to involve the students with disabilities in the regular education classes was a good idea, over 90% of the regular class routine. By the end of the year, however, both 180 classmates responded "yes", reporting that both they groups felt they had a better understanding of how to carry and their classmates with disabilities learned important this out. In addition, some felt that by working with lessons from being together. Many of the students surveyed students who have severe disabilities, stra:egies for working thought that their peers with disabilities learned more and with "typical" kids who slip through the cracks had been had a clearer understanding of appropriate behavior when expanded. around "normal" young people. One area of change that the Nearly all of the educators found the highlight of the majority surveyed noted was positive social change in their experience to be the acceptance of the students with severe peers with disabilities. The classmates noted that by disabilities by their classmates, and the involvement the two year-end the students with disabilities seemed to be more sets of students had with each other. There were several social, talkative, attentive, interested. happy, appropriate, specific references to friendships that had developed. cooperative, fun, responsible, grown-up, friendly, Several of the regular educators also stated that the spontaneous. confident, independent and creative. enjoyment displayed by the students with disabilities about Classmates also reported their peers were less noisy and shy coming to, and being involved in, class was the best part. and had decreased their frequency of talking out of turn, The educators identified a number of benefits of the asking others to do things. and hugging. These changes are experience for students without disabilities, including interpersonal attributes which have been repeatedly greater acceptance and understanding of peers with identified as important to the successful inclusion and disabilities; recognition of similarities between themselves maintenance of individuals with severe disabilities in typical and their classmates; improved self-esteem; and, for some, school, work and community settings. improved grades. Classmates also indicated that thcy themselves learned a Special educators had no difficulty listing positive lot from sharing school activities with students who have outcomes for the students with severe disabilities. Improved disabilities. Most reported learning that their peers with social communication and interaction skills, as well as disabilities are more like, than different from, themselves. As irnpmvement in curricular areas, were noted. Several of the one student put it: "They are just like us but in a different special educators commented that the students were way". Many also responded that they developed a greater -highly motivated to go to class" or that the regular class understanding alid acceptance of their new classmates. was "the highlight of r:leir day". Regular educators, on the Finally., when asked if there were other classes, after other hand, had gre,ter f..:irfieulty identifying changes in the school, and community activities that their peers with learners with severdisabilities; this seemed largely due to disabilities could he involved in, the overwhelming majohtv unclear expectatiiicis for student involvement. RI:gular (close to 90% ) stated "NTS.' and provided specific educators were pk.a.A..d to hear from the special educators recommendations as to the type of classes and activities about the improvements they had seen in the students, and Educators Say "Yes" To Regula: Class Integration recommended that special educators communicate more clearly the expectations for students with disabilities since Overall, the feedback ah( nit regular class integration from the changes observed would be to a lesser degree than both the regular and special educators was very positive. classmates without disabilities. One regular educator Perhaps most remarkable was that all indicated regular das., integration should continue and that tiny would all like to Feedback, continued on page 15 I.1 14 Teams

Enhancing Educational Success Through Collaboration Jacqueline S. Thousand and Richard A. Villa

If schools are to educate all learners in leadership behaviors which help the families, or pupil support staff. heterogenous environments where team to accomplish its tasks and Subgroups of collaborative teams students of varying abilities are present maintain positive working also need time outside of team and participating in all classes and relationships; and skills for managing meetings to jointly adapt curriculum or activities, then the organizational conflict or creating constructive instructional approaches for upcoming structure of schools must foster controversy. lessons, plan for team teaching heterogeneity. Presently, a number of Members of teams frequently Aft at activities, and modify instructional characteristics of the traditional different levels in terms of their programs for individual students. American school stand in the way of competence and confidence in Administrators need to appreciate and successful integrated learning. Among performing collaborative ski, !s. support this type of collaborative time them is the lack of support for However, all of these skills c; s by coordinating the school's collaborative efforts, including team taught and learned. In some school schedule so events are scheduled other teaching, by educators. districts, direct instruction in than during times when collaboration As Tetreault has noted. "A teacher collaborative teaming skills has been occurs, setting an expectation that is more willing to share responsibility arranged tor staff. Teachers also have teachers will collaborate, and arranging for a student who presents challenges chosen as annual professional growth incentives and rewards for when that student comes with a team goals the development of select collaboration. to support him." A key to successfully collaborative teaming skills. Collaborative teaming empowers meeting the educational needs of all One issue which all schools teachers and students by enfranchising students is the development of a attempting L., implement a them through their participation in collaborative relationship among the collaborative teaming process must decision-making processes. It facilitates school staff so that each feacher's address is how the school's the distribution of school leadership unique skills and interests may be of organizational structure can be responsibilities beyond the value to other teachers or to a broader modified to create opportunities for administrative arm of the school, to the range of students than those for whom staff to meet. One Vermont school broader school community. Readers he or she is directly responsible. district has dealt with this issue by wishing an expanded description of the In a number of Vermont schools a contracting a permanent substitute collaborative teaming process and problem-solving and decision-making who rotates among schools and strategies for implementing the process referred to as collaborative relieves regular classroom teachers so process in heterogeneous schools are tsarnirsi is employed to promote this they may participate in meetinp referred to The Homecoming Model: sharing of expertise. Collaborative concerning students in their class. Educating students who proem teaming allows team members to work Another school district has instituted intensive educational challerg_ es together to achieve a common, the practice of reserving every Friday within regular education environments agreed-upon goal. It involves the morning for team meetings. All by Jacque Thousand et al. Readers who application of the principles of professional and paraprofessional wish to learn more about specific cooperative group learning, as support personnel ( e.g., spey,IdI collaborative skills are referred to forwarded by David and Roger Johnson education teachers, nurses, joining Together: Group Theory and of the University of Minnesota, to adult counselors) are expected to hold their Group Skills by David and Roger planning groups. In the words of one Friday mornings open until they are Johnson, published by Prentice-Hall, collaborative team member. "We've notified of scheduled meeting times for Inc. taken the technology of cooperative students on their caseload. During the group learning for kids and applied it to times when they are not scheduled for ;Vote: Reprints of this article, including our adult teams. We meet as meetings, they relieve ciasFroom citations, are available from the cooperative groups. Everyone shares in teachers so that they may attend their authors, the common goal, that goal being the Friday meetings. most appropriate education tor the in this same district, it was a ecuic0 students we serve:- that students would benefit if the In a collaborative team. members high school content area perceive themselves as positively teachers had a common daily planning ,71terdependent, as "sinking or period that supplemented their swuriming together-. They alsi are ineV idual planning times, This was Dr lacquer' tm, bousand is Assistant expected to exhibit certain considered a priority in the Professor and Pmject Director with the interpersonal and small gro..4) skills development of the master schedule Center on Developmental Disabilities, which have been related successful tor the following year. These teachers 199C Waterman Bldg., l'nityrsify of Vermont Burlington, VT 0540 . cooperative group work. These include now have a structured agenda for their basic group management skills that ommon planning period which Richard Villa is Director of Pupil result in an organized team with an addresses 3 host of curricular issues Personnel Services _for the Winwrski established set of expectaticins: and includes meetings with students. ..School District in Vermont 1 Teams 15

Team Membership: Who's on First? By Linda lijerlandjudy Neiss, Barb Franke, Chris Verdon, and Ellen Westman

Role definition is vital to any successful team effort. With the adapt the curriculum, materials and equipment new and altered roles that accompan) formation of an incorporate IEP goals in typical activities and integrated team, it's especially important to thoughtfully interactions delineate and negotiate each member's contrinition The Administrators following is an overview of team roles presented by the authors at the 1987 ARC-Minnesota conference: draw together regular and special education resources insure staff training and team consultative support Parents assist in problem solving logitical and programmatic present family values and priorities for the child's issues functioning provide insight into the child's functioning in a variety There are some common pitfalls in team development to be aware of, including: of environments leaving, by default. too much responsibility in provide a vision of the child's future adapting curriculum to paraprofessionals/managemem Regular Education Teachers aides see and include the child as a member of the class, not having paraprofessionals/management aides spend a visitor their time shadowing the child to prevent distractions seek and use others to adapt learning actiedies to placing children in music, art, or gym classes with, iut include the child in meaningful ways opportunity for those staff t.. participate in problem incorporate 1EP goals in typical activities and solving interactions according to the team's instructional plan not designring the key aryl frequent cornmunicatior, Special Education Teachers link between home and school. provide consultation and collaboration Communication among team members is vital to the adapt the curriculum, materials, and equipment successful implementation of an integrated education. incorporate 1EP goals in typical activities and Teams need to meet frequently - at least monthly even interactions when services appear to be going smoothly. During these short (20-60 minutes ) meetings, it's important to review Management Aides and revise expectations, recognize successes, and transfer facilitate the child's direct participation with other successful strategies learned from one child to other children and adults children. incorporate lEP goals in activities and interactions as directed Therapists insure functional approaches to addressing therapy Linda Kjerland is Project Director jor Project Dakota needs in typical activities and interactions i.e., self Outreach, Dakota, Inc, in West St Paul, Minnesota. Judy care, get on bus or sw,ng, find bathroom. play games ,Veiss, Barb Franke, Chris Verdon, and Ellen Westman are with other children parents of children with disabilities.

Feedback, continued from page 1 3 schools resulted in new relationships for boa students and teachers, with everyone reaping benefits from those summarized this perspective when asked what relationships. Not only did individuals learn and grow as a recommendations he would give for others initiating regular result of the expel ience, but the school Asc. grew through class mtegration of students with severe disabilities: the development of a greater sense of corn; iunity and I guess my advice would be to learn about the level of independence among its students and .staf The accomplishment that a special education student can recommendation that came through loud and clear ir the hope to have. In education, we must find it rewarding to survey was. -Keep it goingr'. share in the students' accomplishments It was difficult for me to find rewards in working with !students with multiple disabilities] because things changed so slowly Drs Jennijer York turd] erri Vandercook are u..ith the and the progress was so minute in comparison with Minnesota Iit,ers it y Affiliated Program on other regular education students .[The special Der vlopmen tal at the University of education teacher could see change so it seemed gown., ,tfinnesota Cheri Ileise-,Veli is Integration Site Coordinator for [the student with multiple disabilities I to be Ole: ot John Glenn Ilidd le School in Maplewooa Minnesota Therefore. there was sonie reward for me Ellen Caughel' is Integration .Site Coordinator at Rosetille In condusiinc regular class integration at the two nmidic AreaAtiadle Scbool in Little Canada, Minnesota

1; 16Strategies

What's In An IEP? Writing Objectives For An Integrated Education Jennifer York and Terri Vandercook

It's IEP time , . . UGH! Why has writing (2 )IndividAalization: Educational skills, but also the environments in an LEP become a task to dread, needc ind priorities are which performance (outcomes) perceived as a necessary evil for legal dew,.ned individually for each are desired. Skills learned are only compliance rather than a hopefuL and studelGiven the overwhelming useful if demonstrated in typical affirming prtx fs,i? Maybe ies because number of places in which daily settings and activities, e.g., on we're making it too hard. As IEP teams individual students should learn to the playground at recess, during strive to state ohlectives that are participate and the enormous reading group, at home, and in the meaninp`ul and lei ictional in the daily number of skills that would community. lives of the students, they need to have enhance participation. educational a clear picture of the cincomes desired team members who know the A Process For LEP Development for each individual, a vision of the student best (especially parents ) And Implementation places in which priority sAls are must collaboi ate in making (. ) Get the big picture: Before a demonstrated. Following ate some decisions about program team can effectively plan for the assumptions and a process fo- IEP priorities. integrated education of an development intended to guild. teams ( 3 ) Teamwork: The essential need individual learner, all team through the planning of integrated for teamwork is becoming members must share a common current and future outcomes for increasingly evident as teams plan philosophy and vision about the individual learners. for children with even the most learner's education. First, the severe disabilities to be integrated principles of IEP development Principles for LEP Development and valued members of regular must be clearly in mind. Second, The purpose of an education for all school and community the team identifies settings in children is preparation for adult life environments. Children with which learner performance should and participation as members of their severe disabilities have varied and be enhanced. The of potential communities. The educational multiple ASSetS and difficulties; environments is derived from ( a ) priorities of IEP teams must be based p;)oling the expertise, an outline of the environments on, and implemented in, integrated perspectives, and resources of a and activities in which peers learning environments if this variety of individuals is necessary without disabiiities spend their educational goal is to be reached for to design and implement their school day, (b) home and children with disabilities. For this educational programs. Teams community environments used by reason, five underlying principles of include at least parents, peers, the family and same age peers the IEP process are integration, special educators, regular without disabilities, and (c ) future individualization, teamwork, educators, therapists and others as school. home, community, and dynamism, and environmental needed. All team members shale work environments. By identifying referencing. responsibility for program places, a vision begins to develop development and student success of the learner participating m ( 1 ) Integration: As much as possible. these settings, children with disabilities are to be ( Dynamism: LEPs are dynam4: educated in the same documents reflecting a student's ( 2 ) Identify initial IEP priorities: en vir onments as peers with( ut current program. An LEP should be From the list of places identified in disabilities. Special education updated and modified as student the first step, the team selects should he a support and service needs and abilities change and as priority environments for ihe it.,,tead of a place ) and should he team members learn more about current lEP. With the priority provided in regular education and the student in educational environmc ots identified, the team other typical eovironments to the environments and activities. discusses anticipated learner greatest extent possible Modificatirms are not limited to needs and supports for each Increasingly. IEE teams arc the annual review meting environment and then projects planning for elementarv.aged parents and scht)ol pers(mite! initial goals and objectives. should maintain contact learners to reeeive the majority g.it ( ) Integrate the learner in the their instruction in regular through(' 'It the school year and regular class and other priority education classes and for collaborate in decisions regarding environments: With the initial secondap.'-aged learners to rt:( en.e appropriate modifications in the plan in place, instruction begins in instruction in hoth rego:ar ILP as the need arises. the design-ited priority education and e(immunitl ) Environmental referencing: crIvimnfmnts. It is mit until environments ILP goals and objectives must communieate not only targeted NEP, continued on page 19 Strategies 17

integrated Educatkin: MAPS To Get You There 1".!rri Vandercook andynnifer York

The McGill Action Planning System individual; only then can specific the individual as a way to identify (MAPS) (Forest, Snow, & Lusthaus. in plans to be made ter realizing the some of hia or her strengths and press) is a positive and affirming vision. This is not to say, however, unique gifts. In addition, they are process that assists a team of atnults and that the vision, plans, or instructed to think about what the children to crentivOy dream and plan, expectations are set in concrete: individual can do, what he or she producing resultr that will further the they will be challenged likes 'o do, and whai he or she inclusion of individual children with continually as more is learned does well labe's into the activities, routines, and abont how to facihtate inclusion in ((,) What are the indivielualS needs? the school community and as environments of their same age peers This question provides an positive outcomes are realized. in their sehool community. The opportunity for all the team Depending upon the age of the principles underleing and guiding the members to identify needs from individual, it may he difficult to process include (1 ) integration, ( 2) each of their unique perspectives.. dream for them as an adult, if that individualization, ( 3 ) teamwork and When the list of needs is complete, is a problem, team members can collaboration, and ( 4 ) family, friends, and educators are be encouraged to think lust a few The MAPS planning typically iiccura asked to prioritize the identified in one or two sessions. Participants arc years ahead. needs. The nst of assets and the arranged in a half circle, with the 3 ) What is you,- nightmary? identified needs are a printary facilitator positioned at the open ond of This is a very difficult questa), to basie ;nr design of the educational the circle. The information and ideas ask the parents of any child, yet an ogram. generated during the process are extremely important one. The recorded on large chart paper which (77 What would the individual's nightmate presents the situation ideal ddy at school look like and serves as a communication check that the memhers of the during the session and as a permanent what must be done to maL it iedividuat's team and others who happen? record when the planning is finished. care for him or her must work The role of the facilitator is to elicit very haul to keep front happeing. Because MAPS is a process to assist teams to plan for the full participation of all team members in Parents frequently mint tnc integration of students with high the collective design of an inwgrated nightmare as a vision of their school and (emmunity life for the needs into regular age-appropriate being alone. individual student. classes, frequently attention to this Following arc the seven questions 4 ) Who is the individual? question begins by outlining a which comprise the MAPS process: Everyone in the circle participates school day l'or same age peers who in responding to this question. The do not have labels. Next, the team ( 1 ) What is the individual's historr? participants are asked to think of beeins to strategize ways that the a,side from the individual for wods that describe the individual, needs identified in the previous whom the planning is occurring, i.e., what conies to mind when question can be met in the context family members arc the most they think of the person? There are of the regular education day. important merrniers of the circle no right oi wrong words. Finally, initial planning occurs for because they typically know the Participants take turns going the supports needed to achieve individual better than anyone else. :round the circle until all thoughts :1,c.cessful integration. As learners Because of this, family members, have been expressed. Participants i-each middle and high school age, and the individual to the greatest can pass if nothing comes to mind the ideal school day will include extent possible, are aaked to spend when it is their turn to supply a instruction in both regular a few minutes talking about the descriptor. When the list is education and a variety of individual's life history, including complete, the facilitator asks cot omunity instruction sites, e.g., some of the milestones. certain people, usually family and home, worksites, stores, and (2) What is your dream for the fyecis, to identify the thiliC words Foci-cation placcs. individual? from the list that the :,. feel best The MAPS process provides a This question is intended to get deeeribe the individual. common vision and road map tor all people to develop a vision for the ) What are the indL,idual's team members, which enables them to fUture, to consider strengths4ifts, and abilities? be supportive and effective in what they want for that person, furthering the integration of learners m So often when educational teams and to look beyond the current get together, they dwell upon the with disabilities into regular aahool and reality. Those dreams can become things that the individual cannot community life. reality if there is a common do as opposed to identifying and brs rerri Vandmook and pun ifer commitment to striae tor them building upon the strengths and York are with the Minnesota The dream question forces team abilities of the individual, The Tnitrrsity Affiliaieel Program On members to identth the dire( tali) taiditator asks the partaapants to ikvelvionental Disabilities: at the they arc heading with the review the list which described .'niversiti (,[Minnesota 18A Success Stora

Cath, Jess, Jules, and Ames..A Story of Friendship by 'I erri Vandercook, Diane Fleetham, Sharon Smclair, and Rcbecca Rice Tettie

Catherine, Jessica, Julie, and Amy arc match-to-sample garnes called "egg fourth grade classmates and friends carton A,B,C's" and -egg carton who attend Battle Creek Elementary 1,2,3's", and getting more friends for School in St. Paul. All dam are her. They also gave her a nickname. accurately -lescribed as loving, "Cath", to go with theirs: Jess, Jules, beautiful, giggly, funny. endearing, and and Ames. During physical education. charming young women Catherine is a Cath had many partners and each one, child who has Reu Syndrome and boy or girl, was pleased and proud to requires assistance from others n help their friend parOcipate. They had order to participate and comdbute at fun as well. home, at school, and in her The relationships which Cath community. When the time came for enjo'is with her peers did not come her en attend the public school, it was easily or automatically. as is illustrated very Important to her mother that she by the follovang story. Cath was attend sehool with typical children. walking oin to the playground during and not just with peers who also had gym time with Jules, Ames, and Jess identifien disabilities. She knew that and a hoy came over and said, "Hi Catherine should be around typical Catherine' One of the girls said, "i peers to learn from them, to get to Catherine and jessIca work on toought you didn't like Catherine' . know them, arid for them to know hcr. movement skills with guidance from responded, "I used tc be afraid of tier, Until last year, the majority of her occupationAl therapist Sharon Sinclair. but that was before I knew het. Now I educational program took place in a like her!" That ended the conversation self-contained special education and he joined the gang in walking to classroom within the elementary winch Julie, Amy. and Jessica were the playground. school. Not surprisingly, being part. The McGill Action Planning One of the first questions asked in educated in a separate room isolated System process (MAPS) (Forest, Snow, the MAPS prtacess is, "What is your Catherine from her same age peers & Lusthaus, in press ) was dream for Cath as an adult?" without disabilities. She had been used to assist in this goal. The planning Catherine's morn hoped that as an adult provided with some short-term reafa included family members, special Cath would live with friends that she opportunities for interacting with educators, regular educators, cared about and who cared about her. peers via a Special Friends approach therapists, peers (Amy, Jessica, Julie ) Jest; responded immediately that she (Voeltz et at, 1983 ). The Special and Catherine The MAPS process hoped that she and Jules and Ames Friends approach provicle an initial confirmed and deepened the could be the friends that live with her strategy that might be used to bring relationship between Catherine and when she grows up; Jules and Aries children with and without identified her friends. Amy, Julie, and Jessica got nodded affirmatively. The dream disabilities together and give them tbe to know her family, her history and her question in the MAPS process is opportunity to interact and get to needs from others' perspectives. 'They followed hy the very difficult question, know one another in special activities, were recognized as valued and "What is your nightmare?" Catherine's but, it was never intended to be an contributing inembers of Catherine's mom responded that her nightmare for acceptable substitute for participating team. Cath was to he alone. The responses to in typical, naturally occumng When Jessica, Julie, and Amy were these two questions illustrate interactions ( regular class invited t a join the planning session for beautifully why this story of frnsndship involvement ). meeting Catherine's needs in regular is so important It is a step toward the Catherine has many friends both at :lasses and other typical school dream ann away from the nightmare. school and in her neighborhood, but environments, they took their role very One of the last questions asked Julie, Ai.my, and Jessica arc her closest seriously. Prior to the meeting, they during the MA PS process -.vas, "What friends and comprise that inner circle came up with an entire list of activities are Catherine's needs?" One ef the we can all relate to as essential for that she could be a hart of. 'they needs identified by the educators on achieving a desirable qualitv of life. included specific strategies for heiping the team was a need for other people Jessica, Julie, Amv and others are her to learn and participate as well. toe able to accept and deal with naturally skilled at getting the best out They did not stop with simply t's drooling because she drools a of Catherine, and so they are wonderful generating the list they quickly sprung loe I ler friends very matteroffactly teachers, as well as friends. Toward the into action and facilitated her and comfortably address the need by end of last school year. Catherine's participation by including her in the taking her bandana to help her wipe educational team decided to design classroom Easter egg hunt, developing her reiaith nr chin r intriculty in school day that provided her with a collection of picture books of people swanosaing fluid is part, a very small Mott' opportunities to hC a rCp lar k)r her to look at, assisting her to do member of the third grade elass of Mousercize in gym class. developing Cath. continued on page 19 A Success Story 19

Cath, continued from page 18 ohserved, 'the things which our friends Of) Wtth and for .ts form a part, of just who Catherine n; Iir portion of our lives, for they strengthen peers accept it. Chat acceptanen inot and advance our personality." Cath, confined to just Amea)t ss, and Inle.s. Jess, Jules, and Ames are definitely When the class of third graders were stiengtheYdng and advancing one asked last year what they had learned another. -nid are providing a joyous and from having Cath in their class, one boy hopeful ve,ion for us all! raised his hand and explained that they had leerned how to help her usr her Refer:race bandana to wipe her mouth. When the Voeltz EN., et al. (1983). The Special entire class W25 asked if that was okay Friends Program: A trainer's manual with all of them, they all nodded for int.:grated school settings eagerly and tried to explain more (Revised Edition). Honolulu. explicitly that it was really very easy. rliversiry of Hawaii. Department of Agiesa:liAbit "you just take her hand and...". Special Education. The deseriptor most frequently 0,04 CP, used in communicating the outcomes /11t I for Catherine's inclusion in regular Catherine and Amy read together. class activities with her peers was Dr, Terri Vandercook is Associate "happy". In fact the first obsemation Director of the Minnesota linir,ersity front everyone, including the regular now as well as in the tUture, then the Affiliated Program on Developmental third grade teacher, special education integration of snidents with disabilities Disabilities at the University of support staff, family, and peers was, is extremely impornant for Cath, Jess, Minnesota Diane Fleetham is "Cath is so happy!" Her third grade Jules and Ames. Each of ththe children Catherine's mother ond a thin/ grade lassmates said that they could tell she fs enrkhed by having the Opportunity teacher at Webster Flmentary School was happy to be with them because she to learn from one another, grow to care in St Paut Sharon Sinclai: ican had smiles on he; face more often. for one another, and gain the attitudes, occupational therapist and Reb,cco If the primary goal of education is skills, and values necessary for our Rice Tetlie is a communicatiws to prepare students to be participants communities t6 support the inclusion disorder's specialist. both with :he St and contributors in the community, of all citizens. As V.W. von Goethe Paul Public Schools

IEP, continued from page 16 commence until learners with delineated, instructional programs disabilities have been mernhaTs if and data collection methods are learners have an opportunity to the regular education community developed. Participate in regular classes and and school life, only then can In summary, when developing IEP )t.ne.r instructional environments friends without disabilities be goals and objectives we mnst think that actual needs and specific identified and their involvement about the places and activities that we supporn can he identified recruited, Similarly, regular want students to participate in, now accurately This is the main reason education teachers need time to and as adults. Families, peers, and that initial IEP planning can only get to know the learner with educational service providers must be tentative. disabilities before active work together to identify priority participation in the MAPS process environments and activities for ea h 4) Conduct a MAPS session: PL. is possible. [ More information on MeGill Action Planning System student. Both aesessment and the MAPS process is provided instruction need to occur in a variety ( MAPS) is a process which elsewhere in this newsletter [ capitalizes on peer, family. and of school, home, and community profesional collaboration in ( S ) Revise and bnplement IEP environments to maintain a focus on planning for the total integratinn priorities: Through the learner's teaehhig funetional actiyitics and skills. of learners with disabilities into actual involvenwnt in the 1LP goals and objectives then reflect regular education environments A designated environments. and this functional, envn-onmcntally unique and essential component with the focused outcomes of the referenced appniach. of MAPS is peer ine ohement. It is MAPS process in mind, the team the peers without disabilities who can revise the 1EP to reflect the Dr .1(.11 nifer(.)rk is a Protect Director. are the most knowledgeahle ab nit clarified needs. priorities, and and Research Associate ulth the life within the school. Time and supports in the instructional Minnesota t 'niversitv Affiliated again, the peers have emerged an environments. It is at this point a Pn,agrain 'AP ) f,On bevelopmental the best problem-sizIvers and the process that teams precisely Disabilities, a; lb! UniVersill of supporters for achieving identify environmentally M innesota sucein-sful integration 1h\tans, referenced IFT goals anti Vandercook is Associate pnicess. thereh ire. (.annot o jectives. With objectives Director of the .1f1 'A1' Upcoming Events Alts IMPACT Feature issue on integrated Education The Association for Person!. with Severe liar dk-sps Winter 198S (TASH) Managing Editor:Vick. Gaylord 1988 International Conference Washington, D.C. Deceral,er Charlie I..akin 8-10. Issue iedit..ws Jennifer York Minnesota Assotlatkm for Persons with Severe Handicaps Tent Vanderoxik (MNASH)

1989 Commuoity Integratim Conference/ Annua: Membership published r.v the Mit.nesota Universitr Meeting, Twin C:tits, April S-6 1989. Affiliated Program on Developmental Disabilities. Minnesota University Affiliated Frogram on MIJAP is..inded by a grant from the Administration Developmental Disabilities (11111AP) of.Devekcineotal Disabilities, Dt.nartment Of I-kalth and Human Seripces. National Integrated Lducation Conference, Minneapolis. MN, The mission of the MUAP is to apply its resources October 19-21, to improviiig the quality and communiry orientation Integrated Education Worksh(ips ( c(}-six)nsored with the Minnescita of professonal services and social suppi,rts avitOlhle Department of Education ). 1.4.)cations and dates to be announced to individuals with developmt.ntal disabilities and their families. MIAP efforts me directed at fa,: i!itating Case Management Conference (co-sponsored with Minnesota the Independence and social integration of 'citizens Department of Human Services). 1hunderl4d Hotel, Bloomington, with developmental disabilities into the mainstream MN April 18-19, 1989. of community life, Inquiries about MUAP or Impact can be directed ARC-Minnesota to Mt TAP, 6 Panee Hall. Iniversity of Minnesota, ISO Parent Integration Support Group. ARC Office, Minneapolis, MN, Pillsbury Drive SE, Minneapohs., MN 55455, Dec. 14, Jan. 14, Feb.8, Mar. 10, Apt12, May 13, June 1 4 ( 6.12 )624-4848. AccesaAbility, Edw_ation Integration Support Group, Accessibility, Minneapolis. MN Monthly meetings. Minnesota Department of Edwation Upcoming Issues of IMPACT Coordinator's Conference. Brainrcl. MN Croguns Resort, April 11-13, 1989. Supp4,.irted Employment Spring 1989 For further information on vecific events, contact the sponsoring agencies_ Early Intervention Summer 1989

isure /Recreation Fall 1989

We're Changing Minnesota University Non Profit Affiliated Program on Postage During th oming rricmths Minnesota Developmental Disabilitie PAM University Affiliated Plogram on Minneapolis, Mti Developmental Disabilities will be Permit No. 15=± making a transitionfrom an old name 6 Pattee Hall to a new title Institute Community ISO Pillsbury 1)Uve Integration. The new name will, we 'niversity Minney .ta hope. more clearlv reflect our Minneapolis, Mti comrmtment to improving commurut seiNices an(iS(Kiai support fin person-, with developmental and their fatruhes