Lessons learned from research and experience about inclusive education of students with behavior problems

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In this article we identify some ways to address the challenges of providing an inclusive education to students with behavior problems and share lessons learned in classrooms throughout the United States.

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Nội dung Text: Lessons learned from research and experience about inclusive education of students with behavior problems

JOURNAL OF SCIENCE OF HNUE DOI: 10.18173/2354-1075.2015-0104 Educational Sci., 2015, Vol. 60, No. 6BC, pp. 12-15 This paper is available online at http://stdb.hnue.edu.vn LESSONS LEARNED FROM RESEARCH AND EXPERIENCE ABOUT INCLUSIVE EDUCATION OF STUDENTS WITH BEHAVIOR PROBLEMS 1 Robert A. Gable and 2 Lauren W. Collins 1 Old Dominion University, United States of America 2 Universityof Hawaii, United States of America Abstract. A growing number of students with behavior problems receive at least some of their instruction in regular classroom settings. Accordingly, general education teachers must be prepared to address the diverse academic and non-academic needs of students with behavior problems. In this article we identify some ways to address the challenges of providing an inclusive education to students with behavior problems and share lessons learned in classrooms throughout the United States. Keywords: Behavior problems, behavior challenges, inclusion. 1. Introduction It is evident that there is a strong international trend toward developing education systems to become more inclusive. The transformative inclusive agenda is based on the assertion that students with disabilities are deserving of the same right to quality education within their communities of learning. Thus, it can be seen to concur with the task of Education for All (UNESCO, 1999, p. 21). This UNESCO statement captures well the growing commitment countries around the world are making to create ‘inclusive societies’. In the United States a series of legislative acts, beginning with PL94-142, the Education of All Handicapped Children Act of 1975 and more recently the Individuals with Individuals with Disabilities Education Act (IDEA) 2004, we have witnessed a growing commitment to disassembling the ‘two-box system’—one classroom for students without disabilities and a separate education program for students with disabilities. Today, 92% of students with disabilities in the United States spend some time in the general education classroom (U.S. Department of Education, 2012) and 57% receive the majority of their instruction alongside students without disabilities (U.S. Department of Education, 2012). Likewise, the Government of Vietnam has adopted and implemented a number of policies and initiatives regarding persons with disabilities, including: The Vietnam National Law on Disability and Inclusive Education by 2015. Accordingly, there are ever-increasing numbers of students with disabilities being taught in inclusive settings in Vietnam. Notwithstanding the significance of inclusive education and the gratification associated with seeing students succeed in inclusive settings, providing quality education to all students in a Received May 20, 2015. Accepted August 10, 2015 Contact Robert A. Gable, e-mail address: rgable@odu.edu 12
Lessons learned from research and experience about inclusive education of students with... general education classroom is not without some challenges. In what follows, we identify several evidence-based practices that can be used in large, whole group instructional situations and then offer suggestions for combating some of the challenges associated with inclusive education. First, it is beneficial to structure a general education classroom based on the principles of Universal Design for Learning (UDL). By establishing a classroom that is accessible for all learners and providing various options of engagement, expression, and representation, it is more likely that students with disabilities can successfully participate alongside their same-aged peers. It is also useful to apply a decision-making process in order to gain a better understanding of the problem being evidenced by the student. More specifically, it is common practice to ask the following questions: (a) what is the problem; (b) what are possible solutions; (c) what is the impact of the strategy chosen for intervention; and, (d) what is the next step? Closely related is the importance of making a distinction between problems that relate to student skill deficits (can’t do it) versus problems that relate to performance deficits (won’t do it). 2. Content 2.1. Difficulties Associated with Students with Challenging Behavior Across grade levels, the majority of students perform well in school and pose few problems for teachers. However, a small percentage of students do demonstrate behavior that is disruptive to classroom instruction. Students with or at – risk for emotional disabilities (ED) have a history of academic failure, which is attributable in large part to their disorderly and maladaptive behavior (e.g., Bullock & Gable 2004). In order to address the behavioral and academic deficits of this population, the use of evidence-based strategies is critical. Such strategies include: giving students choices, frequent opportunities to respond correctly, pre-correction statements, contingent teacher attention, and ongoing monitoring of student progress (Landrum, Tankersley, & Kauffman, 2003). Putting these strategies into classroom practice requires systematic and individualized implementation at a high level of fidelity (Simpson et al., 2011; Wagner et al., 2006). In some cases, general education teachers may need intensive, ongoing technical supports, including side-by-side coaching, from skilled special education teachers to produce positive pupil gains. 2.2. Instruction and Environment Students with behavior problems benefit educationally from a highly structured classroom environment, with clearly defined expectations, direct and systemic instruction, and self-management options, such as self-monitoring of their own behavior (Lewis, Hudson, Richter, & Johnson, 2004). In the past, the majority of students variously identified as having a behavior disorder, emotional disturbance, or, the current term, emotional disabilities were taught in separate settings apart from the larger population of school age students (e.g., self-contained classrooms, separate or alternative schools, or in residential facilities). Today, more students with challenging behavior are being taught alongside their peers without disabilities in general education classrooms. Indeed, about 25% of students with ED spend 79% or more of their school day in a general education classroom. Although this number appears to be low, it is significantly higher than in years past. The disparity between the number of students with ED and number of students with other disabilities educated in inclusive settings is largely attributable to the various challenges posed by this population of students (Wagner et al., 2006). While various authorities have offered a compelling argument that an inclusive environment may 13
Robert A. Gable and Lauren W. Collins not be the most appropriate placement for all students with challenging behavior, the reality is that inclusive placements are becoming more and more common. Regardless of differences in opinion about student placement, we must address the reality facing the education of students with challenging behavior. Given the dismal outcomes of students with ED, there is strong sentiment that we must improve significantly the quality of education afforded students with or at-risk for this disability (e.g., Simpson et al., 2011).One way to improve the quality of education is to ensure that all teachers possess the knowledge and skills required to address the myriad challenges associated with students who evidence challenging behavior. Indeed, Simpson et al. (2011) asserted that well-trained and competent teachers are the most important part of successful programs for students with challenging behavior. The aforementioned growing number of evidence-based practices that are applicable to students with ED (e.g., Lewis, Hudson, Richter, & Johnson, 2004; 2008; Simonsen, Fairbanks, Briech, Myers, & Sugai, 2008; Simpson et al., 2011) are beginning to find their way to general education settings. 2.3. A Cautionary Note – Lessons Learned in the United States There is growing recognition that positive outcomes for students with challenging behavior are contingent on classroom practices for which there is strong empirical support (Simpson et al., 2011). For that reason, the possibility of providing a quality inclusive education depends not only on the nature and severity of a student’s behavior problems, but also the classroom in which the student is to be placed (Wagner et al., 2006). Moreover, the quality of the classroom in which a student is placed is largely dependent on the ability of the teacher(s) in that classroom. In the United States, inclusive classrooms are typically taught by, at minimum, a general education and a special education teacher working together to provide instruction and modifications to students with and without disabilities (e.g., Bullock & Gable, 2004). The joint efforts of both teachers, referred to as co-teaching, are intended to deliver differentiated instruction to students with varying ability levels. While the co-teaching model offers myriad options for delivering instruction, in order to be successful, both teachers must be willing and able to participate in a co-teaching partnership. Notwithstanding the United States commitment to inclusion of students with disabilities-including those student who evidence behavior problems, many general educators have yet to be adequately prepared to address the diverse academic and behavioral needs of these students (Wagner et al., 2006). Furthermore, not enough special education teachers have been prepared to provide consultation and other support to their general education colleagues. Training at both the pre-service and in-service levels should focus on preparing general and special education teachers in the use of evidence-based practices for students with disabilities as well as on how to foster collaborative teaching relationships and execute lessons within the context of an inclusive, co-taught classroom. There is a longstanding shortage of well-prepared special education teachers, which has led to the assignment of teachers with limited preparation to face a heterogeneous group of students with challenging behavior. Mirroring this problem in the US, the Ministry or Education and Training (MOET) has reported severe shortages of both general and special education teachers, especially in rural areas of Vietnam. Taken together, there is reason to believe that there is more work to be done to better serve students with disabilities-including students with behavior problems, to achieve the goal of ‘an inclusive society’. 14
Lessons learned from research and experience about inclusive education of students with... 3. Conclusion Both in the United States and in Vietnam, there is a commitment to creating a teaching and learning environment that supports the successful instruction of all students, including students with disabilities. Although not without challenges, tremendous progress has been made on behave of students with various disabilities and the future for more and more of these students looks brighter then any time in the past. As captured in the introductory statement by UNESCO, countries around the world are striving to make fundamental changes in public education and to embrace the concept of inclusive education. REFERENCES [1] Bullock, L. M., & Gable, R. A. (Eds.), 2004. Quality personnel preparation in emotional/behavioral disorders: Current perspectives and future directions. Denton, TX: Eagle Images. [2] Landrum, T.J., Tankersley, M., & Kauffman, J.M., 2003. What is special about special education for students with emotional or behavioral disorders?. Journal of Special Education, 37, 148-156. [3] Lewis, T.J., Hudson, S., Richter, M., & Johnson, N., 2004. Scientifically supported practices for emotional and behavioral disorders: A proposed approach and brief review of current practices. Behavioral Disorders, 29, 247-259 [4] Simonsen, B., Fairbanks, S., Briech, A., Myers, D., & Sugai, G., 2008. Evidence-based practices in classroom management: Considerations for research and practice. Education and Treatment of Children, 31, 351-381. [5] Simpson, R., Peterson, R., & Smith, C., 2011. Critical educational components for students with emotional and behavioral disorders: Science, policy, and practice. Remedial and Special Education, 32, 230-242. [6] U. S. Department of Education. 2012. Seventeenth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author. Wagner, M., Friend, M., Bursuck, W. D., Kutash, K., Duchnowski, A. J., Sumi, W. C., & Epstein, M. H., 2006. Educating students with disabilities: A national perspective on programs and services. Journal of Emotional and Behavioral Disabilities, 14, 12-30. 15