Components of Inclusive Ed

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

      • Where the students would be if they did not have disabilities

Appropriate Supports and Services

      • Based on individuals and needs.
      • Supports follow the students, the students don’t go somewhere to get them
      • “On-Going” Planning For Success

Obstacles are issues waiting for solutions

      • 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

Active Participation

      • Exclusion can happen in general education environments
      • All activities are designed to be accessible for all students

All Students Have A Sense Of Belonging

      •  All students are valued
      • Social goals are integrated within class activities for all students
      • Adults model and facilitate inclusion and interactions

Achievement of IEP Goals

      • Goals are dependent on individual and worked on within the general curriculum

Natural Proportions

      • 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”

Classes Get Ready For Students

      • Students do not have to get “ready” to be included
      • There are no prerequisites for inclusion
      • Staff are trained based on students’ needs

Collaboration and Team Planning

      • General and special education staff have ownership of students with disabilities
      • All team members collaborate and communicate frequently

Diversity is valued throughout all environments, activities and events

      • 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

Written by Colleen F. Tomko
Material Copyrighted 2006 Kids Together, Inc.
This material may be copied for non-profit use only.
(It may be linked but not copied on to other websites)
Please notify us of your intentions.

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