Inclusion is a Philosophy - Not a Place
Inclusion is the belief that ALL students belong to their school community. Regardless of label, students should have access to a variety of curriculum options.
A culture of inclusion starts with the school administration and spreads throughout the staff and students.
IDEA does not require that a school district provide full-time inclusion. The law does state that students should be educated in the Least Restrictive Environment (LRE) as appropriate.
Collaborate with the Team
- A successful inclusive environment requires collaboration between parents and the members of the IEP team.
- Ask your child what they want in a teaching environment, if appropriate.
- Inclusion encompasses all areas of the school environment - not just social interaction.
- A child just being near neurotypical peers is not learning, it is simply management.
- Be open to trying a variety of settings and supports to find the appropriate fit for your child.
- Effective inclusion involves collaborative planning and open communication between special education and general education staff. Make a plan on how this will be done.
- There needs to be specialized training and teaching about best practices for inclusion.
- Document staff responsibilities, specialized trainings, accommodations, and modifications in the IEP.
Models of Inclusion
Child receives all special education services within the general education program at all times.
Both a general education teacher and special education teacher or paraprofessional provide classroom instruction at the same time. Often the general education teacher will teach the lesson while the special education teacher modifies assignments and assists with student questions. This method is often used in secondary classrooms.
A special education teacher or paraprofessional comes to the general education classroom at specific times of the day to lead small group or individualized instruction focusing on IEP goals.
Child leaves the general education classroom to receive special education services in a specialized classroom.
There are times when a self-contained special education classroom is the most appropriate placement for a child.
- This decision is made through a collaborative discussion between the parents and the IEP team, and should only be considered after ruling out other placements.
- Frequently reassess your child’s ability to be with neurotypical peers as much as possible.
- When appropriate, have the child float between classes with staff support to participate in electives, lunch, recess, etc. with their neurotypical peers.
- Your child remains a member of the school community. Work with staff to ensure your child is included in all facets of the school.
Communication Inside the Classroom
Children who are non-speaking use a variety of ways to communicate, called Augmentative and Alternative Communication (AAC).
- Non-speaking students need to be included in classroom discussions.
- This includes equal opportunity for expressing opinions and comments - not just basic requests.
- Having access to AAC gives non-speaking students the opportunity to express their needs, wants, thoughts, and ideas without talking.
- Non-speaking students should have access to their:
- Preferred communication modality/modalities.
- AAC modalities include letter boards, typing, Picture Exchange Communication System (PECS), Dynavox, Proloquo2Go, and many more.
- Many people use multiple AAC modalities. They should have access to all of them in the classroom.
- Preferred teaching method.
- Teaching methods should take into account the student’s individual needs and unique learning style.
- This is essential for students who have difficulties with motor planning (apraxia, dyspraxia, etc.).
- Teaching methods include Discrete Trial Training (DTT), Functional Communication Training (FCT), PROMPT, RPM, S2C, and many more.
- Preferred communication modality/modalities.
- All teachers and staff interacting with your child should be trained in your child’s method and modality(ies) of communication.
- Staff training should be documented in the IEP.
- More information about AAC methods and modalities can be found here.
Be Thoughtful About Inclusion
- What do you want your child to learn?
- What environment can your child learn best in?
- What are your child’s strengths and how can those be used within an inclusive school environment?
- What is your child’s attention span for a preferred activity? Non-preferred?
- What kind of supports are needed in order for your child to be successful?
- What kind of adaptive equipment is needed to have meaningful participation?
- What kind of safety measures need to be in place?
- What skills and strategies does your child need to be successful in a general education setting?
- How will your child communicate? Has the staff had adequate training on their preferred method and modality(ies) of communication?
- The Fundamentals of Special Education: What Parents Need to Know
- IEP – Special Education: Tips & Links
- Speech Issues in Autism
- How to Get an iPad or Other AT/AAC Device Funded
- Inclusion: A Journey So Far and Lessons Learned
*All content of this article was created for informational purposes only and is not intended to be a substitute for legal advice. When it comes to matter of the law and policy – please consult an attorney or advocate on your child’s behalf.