Components of Inclusive Education
There’s a difference between “real” inclusion…
and just being present.
Key “Necessary” Components of “Inclusive Education”
Students Are In Their Home Schools, General Education Classes
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- Where the students would be if they did not have disabilities
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Appropriate Supports and Services
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- Based on individuals and needs.
- Supports follow the students, the students don’t go somewhere to get them
- “On-Going” Planning For Success
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Obstacles are issues waiting for solutions
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- Obstacles are issues waiting for solutions
- “Teams” are proactive, addressing needs before problems arise
- Inclusion is a process, not an event
- All team members actively seek out information and resources
- All team members have a shared vision of what success looks like for each individual student
- Classroom, building, and district decisions and planning reflect the needs of students with disabilities
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Active Participation
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- Exclusion can happen in general education environments
- All activities are designed to be accessible for all students
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All Students Have A Sense Of Belonging
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- All students are valued
- Social goals are integrated within class activities for all students
- Adults model and facilitate inclusion and interactions
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Achievement of IEP Goals
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- Goals are dependent on individual and worked on within the general curriculum
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Natural Proportions
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- The same proportion of students with disabilities are in classes as are in the general population
- Students with disabilities are not grouped
- All classes practice inclusion, none are referred to as “inclusion classes”
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Classes Get Ready For Students
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- Students do not have to get “ready” to be included
- There are no prerequisites for inclusion
- Staff are trained based on students’ needs
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Collaboration and Team Planning
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- General and special education staff have ownership of students with disabilities
- All team members collaborate and communicate frequently
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Diversity is valued throughout all environments, activities and events
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- Sensitivity and awareness are interwoven throughout
- Universal design and curriculum are utilized first
- People 1st language is promoted and used in all environments
- All students get what they need based on individuals, not labels
- All students count in assessments and evaluations
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