Effective Inclusive Practices

Mere physical presence in a general education class or setting does not constitute an effective inclusive placement. The following practices are necessary in the development and implementation of an effective inclusive school program.

School Placement - It is preferable if students attend general education classes in their neighborhood school and are members of a diverse, age-appropriate general education class. Instruction in alternate settings should take place no more than 20% of the school day, or as determined by the IEP. Student Participation - Students participate as independently as possible in all school activities and routines (e.g. transitions, cafeteria, clubs, and assemblies). Team Based Approach - The school embraces the philosophy of inclusive education and upholds high standards for student achievement. School teams have regularly scheduled planning and problem solving meetings in which parents are an integral part. Ongoing communication exists between related services and school team.

Use of Effective Instructional Practices - Explicit, data-based, systematic instruction is available for learning new tasks. Goals are standards-based, age appropriate and adapted for individual student needs. Family goals and perspectives are incorporated into the educational plan.

Adapted Materials and Curriculum - Planned adaptation of materials, assignments and tests are provided for students to address individual needs, as described in the IEP. Structures to Support Belonging - Special education teachers and paraeducators provide assistance to all students in the classroom. All students and staff are informed about differing abilities in a sensitive, realistic and positive manner.