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Inclusion is a type of
service delivery in which students with disabilities receive their
primary placement in chronologically age appropriate regular education
classrooms. Necessary supports and services may be provided to enable
these students to achieve their expected potential and experience
academic success. Inclusion may be considered by the educational team for
any student who has an IEP, regardless of their type of disability. It differs from
traditional "pull-out" programs since the student with disabilities is not
removed from the regular classroom to receive special education
instruction. |
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The Trend Toward
Inclusion. |
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Today's educators are working diligently to include students with
disabilities in the regular classroom environment. Current research shows
that inclusion can contribute toward improved academic achievement, social
interaction, and behavioral skills for the student with disabilities and
their non-disabled peers. The Individuals with Disabilities Education Act (IDEA) of 1997 mandates
that the student be given an appropriate education in the
"least restrictive environment". For many students with disabilities,
the least restrictive environment is the regular education classroom.
Necessary supports and services are provided to ensure that the student
with disabilities can achieve his or her potential in the regular
classroom.
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How does it work? |
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Effective inclusion programs are characterized by team work and
collaboration. Regularly scheduled planning time is essential. The
regular classroom teacher must consistently consult with special education
teachers, speech-language pathologists, other specialists and family
members. This collaboration begins during the IEP meeting. The team must
first consider all placement options for the student with disabilities.
If they determine that the student can benefit from an inclusive program,
a plan is developed to provide the supports and services needed for
academic success. Some students may benefit from a program incorporating
inclusion for some special education instruction, and traditional
"pull-out" services for other educational needs. |
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Types of Inclusion Models. |
There are many different inclusion models. Most involve some type of
team teaching implemented by the building staff. Three of those models
are teaming, co-teaching, and consultant approach.
- Teaming Model
The special educator is assigned to a grade level team. The team
meets on a weekly basis and works collaboratively to plan for student
success in the regular education environment. The special education
teacher is responsible for providing instructional strategies and
modification ideas for assignments in the classroom.
- Collaborative, Co-teaching Model
The regular education and special education teachers work together
to teach all students in the classroom. Both are responsible for lesson
planning and delivery, student progress, assessment, and discipline.
Students with disabilities in the classroom receive age-appropriate
modified instruction and necessary support services from both
instructors. The special education teacher may participate in
instruction for all or part of the school day.
- Consultant Model
The special education teacher is made available to reteach difficult
skills, or help the student practice a recently acquired skill. This
model works most effectively with students who only require occasional
assistance. As with other models, regularly scheduled team meetings are
essential to effective implementation.
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