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October 2003 | Volume 61 | Number 2
Teaching All Students
Richard A. Villa and Jacqueline S. Thousand
Successful implementation requires commitment, creative thinking, and effective classroom strategies.
As an educator, you are philosophically committed to student diversity. You appreciate that learning differences are natural and positive. You focus on identifying and capitalizing on individual students' interests and strengths. But making inclusive education work requires something more: It takes both systems-level support and classroom-level strategies.
Since the 1975 implementation of the Individuals with Disabilities Education Act (IDEA), federal law has stated that children with disabilities have the right to an education in the least restrictive environment (LRE). According to the act, removal from general education environments should occur only when a student has failed to achieve satisfactorily despite documented use of supplemental supports, aids, and services.
During the past 28 years, the interpretation of what constitutes the least restrictive environment has evolved, along with schools' and educators' abilities to provide effective supports. As a result, increased numbers of students with disabilities are now served in both regular schools and general education classes within those schools.
When IDEA was first promulgated in 1975, schools generally interpreted the law to mean that they should mainstream students with mild disabilities—for example, those with learning disabilities and those eligible for speech and language services—into classes where these students could keep up with other learners, supposedly with minimal support and few or no modifications to either curriculum or instruction. In the early 1980s, however, the interpretation of least restrictive environment evolved to include the concept of integrating students with more intensive needs—those with moderate and severe disabilities—into regular classrooms. By the late 1980s and early 1990s, the interpretation evolved into the approach now known as inclusion: the principle and practice of considering general education as the placement of first choice for all learners. This approach encourages educators to bring necessary supplemental supports, aids, and services into the classroom instead of removing students from the classroom for those services.
As the interpretation of least restrictive environment has changed, the proportion of students with disabilities included in general education has increased dramatically. By 1999, 47.4 percent of students with disabilities spent 80 percent or more of their day in general education classrooms, compared with 25 percent of students with disabilities in 1985 (U.S. Department of Education, 2003).
Although the 1997 reauthorization of IDEA did not actually use the term inclusion, it effectively codified the principle and practice of inclusion by requiring that students' Individualized Education Programs (IEPs) ensure access to the general education curriculum. This landmark reauthorization broadened the concept of inclusion to include academic as well as physical and social access to general education instruction and experiences (Kluth, Villa, & Thousand, 2002).
Despite the continued evolution toward inclusive education, however, tremendous disparities exist among schools, districts, and states. For example, the U.S. Department of Education (2003) found that the percentage of students with disabilities ages 6–21 who were taught for 80 percent or more of the school day in general education classrooms ranged from a low of 18 percent in Hawaii to a high of 82 percent in Vermont. Further, the nature of inclusion varies. In some schools, inclusion means the mere physical presence or social inclusion of students with disabilities in regular classrooms; in other schools, it means active modification of content, instruction, and assessment practices so that students can successfully engage in core academic experiences and learning.
Why can some schools and districts implement inclusion smoothly and effectively, whereas others cannot? Three sources give guidance in providing high-quality inclusive practice. First, research findings of the past decade have documented effective inclusive schooling practices (McGregor & Vogelsberg, 1998; National Center on Educational Restructuring and Inclusion, 1995; Villa, Thousand, Meyers, & Nevin, 1996). Second, our own experiences as educators suggest several variables. Third, we interviewed 20 nationally recognized leaders in the field of inclusive education who, like ourselves, provide regular consultation and training throughout the United States regarding inclusive practice.
Successful promotion and implementation of inclusive education require the five following systems-level practices: connection with other organizational best practices; visionary leadership and administrative support; redefined roles and relationships among adults and students; collaboration; and additional adult support when needed.
Inclusive education is most easily introduced in school communities that have already restructured to meet the needs of their increasingly diverse student populations in regular education. Initiatives and organizational best practices to accomplish this aim include trans-disciplinary teaming, block scheduling, multi-age student grouping and looping, schoolwide positive behavior support and discipline approaches, detracking, and school-within-a-school family configurations of students and teachers. These initiatives facilitate the inclusion and development of students with disabilities within general education.
School leaders should clearly communicate to educators and families that best practices to facilitate inclusion are identical to best practices for educating all students. This message will help members of the school community understand that inclusion is not an add-on, but a natural extension of promising research-based education practices that positively affect the teaching and learning of all students.
A national study on the implementation of IDEA's least restrictive environment requirement emphasized the importance of leadership—in both vision and practice—to the installation of inclusive education. The researchers concluded,
How leadership at each school site chose to look at LRE was critical to how, or even whether, much would be accomplished beyond the status quo. (Hasazi, Johnston, Liggett, & Schattman, 1994, p. 506)
In addition, a study of 32 inclusive school sites in five states and one Canadian province found that the degree of administrative support and vision was the most powerful predictor of general educators' attitudes toward inclusion (Villa et al., 1996).
For inclusive education to succeed, administrators must take action to publicly articulate the new vision, build consensus for the vision, and lead all stakeholders to active involvement. Administrators can provide four types of support identified as important by frontline general and special educators: personal and emotional (for example, being willing to listen to concerns); informational (for example, providing training and technical assistance); instrumental (for example, creating time for teachers to meet); and appraisal (for example, giving constructive feedback related to implementation of new practices) (Littrell, Billingsley, & Cross, 1994).
Visionary leaders recognize that changing any organization, including a school, is a complex act. They know that organizational transformation requires ongoing attention to consensus building for the inclusive vision. It also requires skill development on the part of educators and everyone involved in the change; the provision of extra common planning time and fiscal, human, technological, and organizational resources to motivate experimentation with new practices; and the collaborative development and communication of a well-formulated plan of action for transforming the culture and practice of a school (Ambrose, 1987; Villa & Thousand, in press).
For school personnel to meet diverse student needs, they must stop thinking and acting in isolated ways: “These are my students, and those are your students.” They must relinquish traditional roles, drop distinct professional labels, and redistribute their job functions across the system. To facilitate this role redefinition, some schools have developed a single job description for all professional educators that clearly articulates as expected job functions collaboration and shared responsibility for educating all of a community's children and youth.
To help school personnel make this shift, schools must clarify the new roles—for example, by making general education personnel aware of their legal responsibilities for meeting the needs of learners with disabilities in the least restrictive environment. In addition, schools must provide necessary training through a variety of vehicles, including inservice opportunities, coursework, co-teaching, professional support groups, and other coaching and mentoring activities. After clarifying teachers' new responsibilities and providing training, schools should encourage staff members to reflect on how they will differentiate instruction and design accommodations and modifications to meet the needs of all students. School administrators should monitor the degree of collaboration between general and special educators. They should also include implementation of IEP-mandated activities as part of ongoing district evaluation procedures.
Reports from school districts throughout the United States identify collaboration as a key variable in the successful implementation of inclusive education. Creating planning teams, scheduling time for teachers to work and teach together, recognizing teachers as problem solvers, conceptualizing teachers as frontline researchers, and effectively collaborating with parents are all dimensions reported as crucial to successful collaboration (National Center on Educational Restructuring and Inclusion, 1995).
Achievement of inclusive education presumes that no one person could have all the expertise required to meet the needs of all the students in a classroom. For inclusive education to work, educators must become effective and efficient collaborative team members. They must develop skills in creativity, collaborative teaming processes, co-teaching, and interpersonal communication that will enable them to work together to craft diversified learning opportunities for learners who have a wide range of interests, learning styles, and intelligences (Thousand & Villa, 2000; Villa, 2002a; Villa, Thousand, & Nevin, in preparation). In a study of more than 600 educators, collaboration emerged as the only variable that predicted positive attitudes toward inclusion among general and special educators as well as administrators (Villa et al., 1996).
An “only as much as needed” principle dictates best practices in providing adult support to students. This approach avoids inflicting help on those who do not necessarily need or want it. Thus, when paraprofessionals are assigned to classrooms, they should be presented to students as members of a teaching team rather than as people “velcroed” to individual students.
Teaching models in which general and specialized personnel work together as a team are effective and efficient ways of arranging adult support to meet diverse student needs (National Center on Educational Restructuring and Inclusion, 1995; Villa, 2002b). Such models include
Several curricular, instructional, and assessment practices benefit all the students in the classroom and help ensure successful inclusion. For instance, in a study conducted by the National Center on Educational Restructuring and Inclusion (1995), the majority of the districts implementing inclusive education reported cooperative learning as the most important instructional strategy supporting inclusive education. Some other general education theories and practices that also effectively support inclusion are
Building on the notion of differentiated instruction (Tomlinson, 1999), universal design provides a contemporary approach to facilitate successful inclusion (Udvari-Solner, Villa, & Thousand, 2002).
In the traditional retrofit model, educators determine both content and instructional and assessment strategies without taking into consideration the special characteristics of the actual learners in the classroom. Then, if a mismatch exists between what students can do and what they are asked to do, educators make adjustments. In contrast, educators using the universal design framework consider the students and their various learning styles first. Then they differentiate curriculum content, processes, and products before delivering instruction.
For example, in a unit on the history of relations between the United States and Cuba, students might access content about the Cuban Missile Crisis by listening to a lecture, interviewing people who were alive at that time, conducting Internet research, reading the history text and other books written at a variety of reading levels, or viewing films or videos. The teacher can differentiate the process by allowing students to work independently, in pairs, or in cooperative groups. Additional processes that allow learners of differing abilities and learning styles to master standards include a combination of whole-class instruction, learning centers, reflective journal writing, technology, and field trips. Finally, students may demonstrate their learning through various products, including written reports, debates, role-plays, PowerPoint presentations, and songs.
Thus, students can use a variety of approaches to gain access to the curriculum, make sense of their learning, and show what they have learned. A universal design approach benefits every student, not just those identified as having disabilities.
Differentiating to enable a student with disabilities to access the general education curriculum requires creative thinking. Four options suggest varying degrees of student participation (Giangreco, Cloninger, & Iverson, 1998).
Systems-level and classroom-level variables such as these facilitate the creation and maintenance of inclusive education. Systemic support, collaboration, effective classroom practices, and a universal design approach can make inclusive education work so that students with disabilities have the same access to the general education curriculum and to classmates as any other student and the same opportunity for academic, social, and emotional success.
Inclusive education is a general education initiative, not another add-on school reform unrelated to other general education initiatives. It incorporates demonstrated general education best practices, and it redefines educators' and students' roles and responsibilities as creative and collaborative partners. The strategies described here can bridge the gap between what schools are doing well and what they can do better to make inclusion part and parcel of a general education program.
Ambrose, D. (1987). Managing complex change. Pittsburgh, PA: The Enterprise Group.
Giangreco, M. F., Cloninger, C. J., & Iverson, V. S. (1998). Choosing outcomes and accommodations for children (COACH): A guide to educational planning for students with disabilities (2nd ed.). Baltimore: Paul H. Brookes.
Hasazi, S., Johnston, A. P., Liggett, A. M., & Schattman, R. A. (1994). A qualitative policy study of the least restrictive environment provision of the Individuals with Disabilities Education Act. Exceptional Children, 60, 491–507.
Kluth, P., Villa, R. A., & Thousand, J. S. (2002). “Our school doesn't offer inclusion” and other legal blunders. Educational Leadership, 59 (4), 24–27.
Littrell, P. C., Billingsley, B. S., & Cross, L. H. (1994). The effects of principal support on special and general educators' stress, job satisfaction, school commitment, health, and intent to stay in teaching. Remedial and Special Education, 15, 297–310.
McGregor, G., & Vogelsberg, T. (1998). Inclusive schooling practices: Pedagogical and research foundations. Baltimore: Paul H. Brookes.
National Center on Educational Restructuring and Inclusion. (1995). National study on inclusive education. New York: City University of New York.
Thousand, J. S., & Villa, R. A. (2000). Collaborative teaming: A powerful tool in school restructuring. In R. A. Villa & J. S. Thousand (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (2nd ed., pp. 254–291). Baltimore: Paul H. Brookes.
Tomlinson, C. A. (1999). The differentiated classroom. Alexandria, VA: ASCD.
Udvari-Solner, A., Villa, R. A., & Thousand, J. S. (2002). Access to the general education curriculum for all: The universal design process. In J. S. Thousand, R. A. Villa, & A. I. Nevin (Eds.), Creativity and collaborative learning (2nd ed., pp. 85–103). Baltimore: Paul H. Brookes.
U.S. Department of Education. (2003). Twenty-third annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.
Villa, R. A. (2002a). Collaborative planning: Transforming theory into practice [Videotape]. Port Chester, NY: National Professional Resources.
Villa, R. A. (2002b). Collaborative teaching: The coteaching model [Videotape]. Port Chester, NY: National Professional Resources.
Villa, R. A., & Thousand, J. S. (in press). Creating an inclusive school (2nd ed.). Alexandria, VA: ASCD.
Villa, R. A., Thousand, J. S., Meyers, H., & Nevin, A. (1996). Teacher and administrator perceptions of heterogeneous education. Exceptional Children, 63, 29–45.
Villa, R. A., Thousand, J. S., & Nevin, A. (in preparation). The many faces of co-teaching. Thousand Oaks, CA: Corwin Press.
Richard A. Villa, an educational consultant, is President of Bayridge Consortium, San Diego, California; (619) 795-3602;
email@example.com. Jacqueline S. Thousand is a professor at the College of Education, California State University-San Marcos; (760) 750-4022;
Copyright © 2003 by Association for Supervision and Curriculum Development
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