Secondary Inclusion

Inclusive Education in secondary schools presents some structural and practical differences from those found in elementary schools. With an increased emphasis on contact acquisition for high stakes testing, many secondary school staff members feel constrained in how they can more creatively and flexibly support students with disabilities in their classrooms. At the same time, secondary school classrooms are becoming more and more diverse, not only thorugh the inclusion of students with disabilities, but also with students who are English Language Learners and students who come from disadvantaged socioeconomic groups. The increase in diverse student populations necessitates structural and practical modifications for supporting all students in middle and high school.

The following points highlight some of these important structural concerns:

• Supporting Community.  Secondary school structure is characterized by larger class sizes, changes in classes and peer groups throughout the school day, teachers often isolated in their own departments, and paraprofessionals who are sometimes unclear about their roles within the general education classroom.

• Differentiating Curriculum.  General educators feel pressure to cover the content required for high-stakes testing and they often know little about curricular adaptations. Special educators know about curricular modifications but often do not feel at ease with the subject matter.

• Teacher Preparation Programs. Most inclusive teacher preparation programs are strong on teaching how to support kids in the primary grades and weak when it comes to courses teaching how to support kids iwth disabilities in middle and high school. Those latter-mentioned programs tend to be more content-focused rather than support-focused.

• Planning for Adulthood While in Secondary Schools. Transition planning is not taken into consideration until high school. Students are tracked into fuctional life skills classes, and a balance does not often exist between academic curriculum and life skills. Many schools fail to recognize that some life skills can be imbedded into the general curriculum.

For information regarding suggested modifications and adaptations to address these concerns, such as co-teaching, cooperative learning, and peer tutoring click on any of the websites listed below:

• Paula Kluth: Toward More Inclusive Classrooms and Communities

• National Education Association: 6 Steps to Successful Co-Teaching

• The Cooperative Learning Center at the University of Minnesota

• Peer and Cross-Age Tutoring

Secondary Inclusive Education Books

In addition to scholarly articles regarding secondary education inclusion, several books are available which address topics of urban schools, reform, and transitions. To read more about these and more topics click read more below. read more...

Secondary Inclusive Education Articles

Research regarding secondary education currently focuses on middle school and high school experiences. To read more about secondary education inclusion with topics such as co-teaching, social experiences, and educational placement effects, click here: read more...