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| In a broad sense, "inclusion is a philosophy that brings students, families, educators, and community members together to create schools and other social institutions based on acceptance, belonging, and community (Bloom, Perlmutter & Burrell, 1999)." Simply put, the practice of inclusion occurs when children of varying abilities are learning together, playing together and sharing the same space. Inclusion requires a holistic attitude and a persistent commitment. It is supported through a variety of activities and values. |
| Inclusion is a personal decision that each family must address on an individual basis. The mere fact that families are now in a position to make a choice—based on philosophical beliefs and the legal rights that shape our view towards education—reflects an evolution on the subject of inclusion. Being aware of the benefits and challenges of inclusion—from the perspectives of school administrators, educators, families, the individual child and the greater community—can help set the stage for a better understanding of the practical implications inherent in this decision. |
Benefits and challenges of inclusion are variable to each child, family, classroom teacher, administrator and school. In general, research on inclusive educational programming indicates positive experiences for children with and without disabilities. Students with disabilities and developmental delays in inclusive environments have shown improvements in: acquiring social and communication skills; increasing interaction and reciprocity with peers; achieving a greater number, and higher quality, of IEP goals; improving on standardized tests; experiencing belonging within their communities; and preparing for experiences post-school.
Children without special needs are also impacted positively with research and anecdotal data showing that the children: demonstrate a greater acceptance, understanding and valuing of individual differences; enhance their self-esteem; develop genuine friendships with the children with special needs; and experience opportunities to move beyond stereotypes of individuals with disabilities and developmental delays.
Some of the challenges of inclusion in schools often include lack of: resources; staff; support services; well-designed individualized educational programs (IEPs); planning time; professional development opportunities for teachers; effective collaboration amongst the “team;” and adequate support from administrators.
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There is a continuum of educational placements for children. In the public schools, the educational placement is typically determined by a team of individuals, which includes the parents. Together, they assess the child and determine which educational program in the Least Restrictive Environment will best meet the needs of the child. Educational needs—as well as social-emotional, behavioral and other related services—are all considered.
The continuum includes but is not limited to the following classrooms or settings: general education with related services; team teaching; mainstream; resource; self-contained; home-schooling; therapeutic day school; residential program; or a combination of options. Special classes, separate schooling or other removals of children with disabilities from the regular education environment are not encouraged. These options should occur only if the student’s IEP team determines that the nature and severity of the disability is such that education in a regular classroom setting, even with the use of supplemental aids and services, cannot be achieved satisfactorily.
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| We serve children with a range of abilities, including children with mild speech and learning disabilities, to more involved physical, motor, communication and social and emotional challenges. The Belle Center supports many children with Down syndrome, autism spectrum disorders, developmental delays, cerebral palsy, vision and hearing impairments, etc. |
| We look at each individual child’s strengths and abilities and areas of challenges. We gather input from families, teachers and other providers; conduct observations and/or evaluations; and consider the reason for seeking services. This determines whether support services provided by The Belle Center will be most beneficial to your child. We strive to provide services to meet the needs of all children and their families. |
| Please see visit Programs and Services. |
| Our therapists travel to wherever our children are located—including homes, schools, daycares and other community settings—to provide therapies in their natural settings. Children attending our Center-Based Preschool Program receive therapies within their classrooms. Using a natural environment perspective encourages families, therapists and caregivers to work together in finding practical solutions to those issues that are most important to the family. |
| Please visit our Contact Us page to contact the appropriate program director. |
Some families receive reimbursement through Medicaid or private insurance, and others pay “out of pocket.” Belle tries to serve ALL families in need of services, regardless of ability to pay.
Scholarship assistance is available upon request, and takes many factors into account. This includes household income, whether the family is currently receiving any reimbursement, etc. We understand that many families—including those in the middle-class—are financially strapped by services and equipment costs for their children with disabilities. Please contact our Administrative Office for more information.
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| The Belle Center primarily serves St. Louis City and County. |
| We support children from birth through age thirteen. |
| You are encouraged to contact schools and programs that offer programming and educational philosophies that match their own values and philosophies. Families with other children already enrolled in schools or participating in programs are encouraged to initiate discussions with them about how open or willing they are to support and embrace children with disabilities. Typically, the administrator or director is the one to contact to discuss inclusive opportunities within their program. You are encouraged to openly discuss your child’s strengths, abilities, and realistic challenges. |
| The Belle Center serves public schools, as well as religious and independent private schools. We essentially "follow" our families, and are interested in building new relationships with schools, daycares and community programs when invited by our clients/families. |
You should go to your neighborhood public school to request an Individual Evaluation for your child. You will need to provide written consent for your child to be evaluated and should express your concerns at this time. If your child has seen any professionals prior to this process, you may want to ask them to prepare and submit a report.
Once a child has been referred for an evaluation and written consent has been provided, the school district has 60 school days to complete the evaluation and hold a conference to determine if the child has an educational disability. You may ask family members, friends, teachers or professionals to join you at this Educational Plan Conference. For those children who have an Individual Family Service Plan developed by an Early Intervention program, transition conferences should be arranged with the school district at least 90 days prior to the child's 3rd birthday.
*Some of this information has been adapted from: A Parent's Guide: The Educational Rights of Students with Disabilities.
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