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C hoice Is Yours:  Do You Want to  Help  or  Hamper  Inclusion?   Ritu Chopra, Ph.D.,Director     The PAR 2 A Center,  1380 Lawrence St.  Suite 650,  Denver, CO 80204 Voice: (303) 556-6464  FAX: (303) 556-6142   [email_address] website: http://www.paracenter.org
Meaning of Inclusion ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Research Evidence Tells us: Benefits of Inclusion ,[object Object],[object Object],[object Object],[object Object],[object Object]
Research Evidence tells us: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Research Evidence  Also  Tells Us ,[object Object],[object Object],[object Object]
Instructional Support   VS   Baby-sitting   ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],Those {paraeducators} who would sit back there, literally, for an hour unless you told them to do something. And that defeats inclusion. It’s like having a parent-volunteer come in who can’t do anything because all of a sudden your workload is double instead of getting easier.
Fostering Independence  VS  Dependence ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
A Parent’s Comment We feel the aide needs to be there for the rest of the class too. It is not that he or she is focused right on your child as the child who has the problem. You try to make them fit in as much as possible even though you know they are different. So if the aide can be there and circulate in the room, the other kids get the idea that the aide is there for everybody not just for this one person. A
Connector  VS   Barrier in Social Interactions   ,[object Object],[object Object],[object Object],[object Object]
A parent’s comment ,[object Object]
Protecting   VS   Offending Students’ Privacy ,[object Object],[object Object]
Protecting  VS  Offending Students’ Dignity ,[object Object],[object Object],[object Object]
Effective  VS   Ineffective Communication with Team members   ,[object Object],[object Object],[object Object],[object Object]
Effective   VS   Ineffective Communication with Students ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Advocacy  VS   Inappropriate   Ownership   ,[object Object],When she {Jessica, the paraeducator} sees other people working with Sarah  {  the student  } , especially a parent, I think she feels that’s not how I would do it, that’s not how you should do it.  Jessica is very engaged and involved and I think she sees it as kind of … I’m going to save this child. I’m going to fix this child.
Advocacy   VS   Inappropriate   Ownership ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Quote from a Paraeducator   ,[object Object]
Quote from a Special Education   Teacher   ,[object Object]
Quote from a Classroom Teacher ,[object Object]
Quote from another Classroom Teacher   ,[object Object]
Quote from a Parent ,[object Object]
Quote from another Parent ,[object Object]
[object Object],[object Object],[object Object]

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The Choice is Yours: Do You Want to Help or Hamper Inclusion?

  • 1. C hoice Is Yours: Do You Want to Help or Hamper Inclusion? Ritu Chopra, Ph.D.,Director The PAR 2 A Center, 1380 Lawrence St. Suite 650, Denver, CO 80204 Voice: (303) 556-6464 FAX: (303) 556-6142 [email_address] website: http://www.paracenter.org
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  • 9. A Parent’s Comment We feel the aide needs to be there for the rest of the class too. It is not that he or she is focused right on your child as the child who has the problem. You try to make them fit in as much as possible even though you know they are different. So if the aide can be there and circulate in the room, the other kids get the idea that the aide is there for everybody not just for this one person. A
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