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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 should occur throughout the day, not just during certain designated activities. Full inclusion facilitates increased opportunities for peer modeling, interaction and growth during guided group activities as well as during informal routines such as lunch, naptime and outdoor play. These seemingly routine activities are rich opportunities for learning in general education classrooms.
Inclusion requires consideration of the number of children with and without identified special needs who will be sharing the same classroom or community program. Research on best practice has indicated that social interaction within inclusive classrooms is enhanced when the number of children receiving supports equals no more than approximately 20% of the total number of children in the classroom (Guralnick & Groom, 1988). If all children attended their home school, it has been estimated that children with special needs would comprise approximately 1% of the total number of children. As inclusion becomes more commonly practiced in neighborhood schools, optimal ratios should occur more naturally as they will more closely reflect ratios among the general population.
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| Children whose needs have been identified within a particular school system may not be required to complete formalized testing, or may be allowed specific accommodations or modifications in completing tests. Children with special needs who have been identified through the public school system as having a disability may also be able to opt for alternate assessments (i.e. portfolio demonstrating progress). Anecdotal reports can be the most qualitative and descriptive evaluation that can be used on an ongoing basis to assess specific skills the child has mastered. |
| With a larger number of children with disabilities in general education classrooms, teachers are faced with the balance of making accommodations for an increasing number of students. Making accommodations for children to take advantage of their strengths and compensate for weaknesses is something teachers do on a regular basis, keeping in mind where the children are developmentally. These accommodations help each child meet his individual needs, ensuring him educational and social successes. |
Teachers, school staff and administrators are strongly encouraged to look for opportunities to secure additional staff support in the classroom. Schools have been successful in: utilizing parent volunteers; contacting local universities and securing student teachers in the field of special education or general education; and/or partnering with a child from an upper grade to support children during lessons or activities.
Securing additional support in the classroom benefits all of the children, and often allows the lead teacher time to spend some individual or small group time with the children with IEPs. Additionally, supplemental services may often be provided in the classroom via a “push-in” model. Via this model, a child may receive a portion or all of his related services and/or therapies in the classroom with the professional sharing techniques and strategies to promote carryover of skills throughout the day.
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A child who has a disability and is being educated in the general education classroom may successfully take advantage of learning opportunities within the classroom, pursuing many of the same goals as his classmates. In this way, the expectations for this particular child’s learning outcomes will be based on individual needs. Designing a parallel curriculum to accommodate special needs children allows the whole class to be studying a common theme. For example, while a typical child might be involved in calculations with double-digit numerals, a child who is challenged in this area might be working on a similar worksheet involving single-digit problems, using plenty of manipulative.
A child with special needs can benefit from pre-teaching or exposure to learning materials of upcoming activities. The child may have highly modified curriculum that relates to the subject area and learning assignment, but is at a level that is commensurate with the child’s abilities.
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| At the beginning of a school year, there is a learning curve for all students who are adjusting to a new schedule. Children with developmental delays often benefit from continuous modifications or accommodations to support their daily transitions between activities. Children may benefit from a single modification or a combination of any of the following: predictable schedule/routines; visual schedules; use of transitional objects; consistent position in line when moving from one location to another; routine jobs or responsibilities; peer partners; musical cues; and strategic placement of a child’s desk or locker. |
| Goals should be based on the individual child’s developmental level. Accommodations and modifications to curriculum, daily work activities and lessons should be made and followed to allow the child successes in his educational experiences. Inclusion of a child with special needs in a general education classroom does not mean that this child should be expected to complete assignments or activities in the same fashion or time allotment that is expected of his peers. Examples of modifications and accommodations may include an extended amount of time for task completion, a reduction in the work volume, peer partnering, pre-teaching and the utilization of assistive technology. It is critical to focus on the child’s abilities, strengths and learning styles. |
Placement decisions are typically "made by a group of persons including the parents and other persons knowledgeable about the child" and is to be "made in conformity with the LRE provisions." In considering educational placement in the public school system, placement is to be "determined at least annually, is based on the child’s IEP, and is as close as possible to the child’s home".*
Furthermore, the child is to be educated in the school that he or she would attend if not disabled, and a child with disability is not to be removed from education in age-appropriate regular classrooms solely because of needed modifications in the general curriculum.
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Providing an individualized education and an environment rich in resources and learning opportunities is a goal that all teachers should strive for in their classroom. Taking advantage of each and every child’s strengths in helping them develop compensatory strategies in dealing with their challenges is something each one of us does on a daily basis. Tailoring the curriculum, incorporating modifications and accommodations, and planning and implementing educational experiences to meet the educational needs of each child is a skill that is polished over time and becomes more natural through inclusion.
*Information obtained from A Parent’s Guide: The Educational Rights of Students with Disabilities.
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| "Limited resources" is a complaint frequently heard and one that can lead teachers into feeling that they are unable to meet a child’s educational needs. Belle encourages teachers and families to consider the following: utilize their local public library and lending libraries to gain access to materials; research and download materials off the internet; attempt to secure funding through special projects or grants; collaborate with other professionals for ideas, strategies and sharing of information; and attend free inservices often available on topics related to learning disabilities, related services and special education in general. Additionally, families are often open to hearing about specific requests that teachers or schools might have for materials or supplies to support their child’s education. |
| Modifications and accommodations should be made for each child on an individual basis to allow him or her successes in the classroom, regardless if they have been identified with special needs. Modifications that are initially designed for individuals with special needs are frequently effective for the general population. |
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