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Responses to diversity
- 1. Responses to Diversity •View Disability as… •Response •Actions Taken •Deviant •Marginalize •Segregation •Deficit •Remediate •Mainstreaming •Pity •Tolerate •Integration •Special •Rescue/ Protect (Liberate) •Parallel activities •Special Olympics •Special activity Adapted from Dr. Richard Villa May 2008
- 2. Responses to Diversity •View Disability as… •Response •Actions Taken •Deviant •Marginalize •Segregation •Deficit •Remediate •Mainstreaming •Pity •Tolerate •Integration •Special •Rescue/ Protect (Liberate) •Parallel activities •Special Olympics •Special activity Adapted from Dr. Richard Villa May 2008
- 3. Responses to Diversity •View Disability as… •Response •Actions Taken •Deviant •Marginalize •Segregation •Deficit •Remediate •Mainstreaming •Pity •Tolerate •Integration •Special •Rescue/ Protect (Liberate) •Parallel activities •Special Olympics •Special activity Adapted from Dr. Richard Villa May 2008
- 4. Responses to Diversity •View Disability as… •Response •Actions Taken •Deviant •Marginalize •Segregation •Deficit •Remediate •Mainstreaming •Pity •Tolerate •Integration •Special •Rescue/ Protect (Liberate) •Parallel activities •Special Olympics •Special activity Adapted from Dr. Richard Villa May 2008
- 5. Responses to Diversity •View Disability as… •Response •Actions Taken •Deviant •Marginalize •Segregation •Deficit •Remediate •Mainstreaming •Pity •Tolerate •Integration •Special •Rescue/ Protect (Liberate) •Parallel activities •Special Olympics •Special activity Adapted from Dr. Richard Villa May 2008
- 6. Responses to Diversity •View Disability as… •Response •Actions Taken •Deviant •Marginalize •Segregation •Deficit •Remediate •Mainstreaming •Pity •Tolerate •Integration •Special •Rescue/ Protect (Liberate) •Parallel activities •Special Olympics •Special activity •Normal •Value •Equal Worth •Mutual Benefit •Belonging •Respect •Self determination •Inclusion Adapted from Dr. Richard Villa May 2008
- 7. Lessons Learned Balance Student Perspective Competence 7
Notas do Editor
- Remind participants that educational practices for students with complex support needs entaila multi prong process. We need to presume competence, keep the student perspective in focus and continue a balance between grade level content and acquisition to the general education curriculum as well as implementing and meeting functional IEP goals and objectives.If you can, include a story about a student that was presumed competent and what their on-going educational program looks like. Emphasize the balance. If you do not have a story…challenge the participants to think about a student with complex support needs and consider how the IEP team has viewed the student…Is the IEP team looking at the student through the lens of “ability” or “disability” and can you find different ways to achieve the “balance”.