Elements of Inclusion

WHERE Students Learn:

All students with disabilities are members of their neighborhood school

All students are assigned to age-appropriate grades in heterogeneous classrooms

Student grouping and regrouping during the course of the day is based on the individual interests and skills of all students, and not on disability labels

SUPPORTS students receive:

Related services (e.g., physical therapy, occupational therapy, and speech therapy) are delivered in regular classroom settings and other school environments

Supports and services are provided in the classroom and coordinated with ongoing instruction

The provision of supports for students (instructional, curricular, behavioral, etc.) is viewed as a school-wide need

INSTRUCTIONAL planning and implementation:

Effective teaching strategies and differentiated instruction are used to meet the needs of every child and accommodate the learning styles of all children in the class

The general education instruction and curriculum is used as the base for accommodations and modifications to meet IEP goals

The instructional materials used for typical students are modified for assignments, homework, and tests

SOCIAL RELATIONSHIPS:

Planned and structured activities are in place to promote social inclusion and friendship development

Students without disabilities are supported in welcoming students who have disabilities

STAFF actions:

Collaboration among general educators, special educators, and other school personnel occurs on an ongoing basis

School administrator(s) provide a vision and leadership and welcome all students into their school


© Maryland Coalition for Inclusive Education, 2000