ASK - Advocates for Special Kids
"Parents helping parents to understand special education"

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Indicators of Fully Inclusive Programs for Students with Disabilities

The following characteristics are indicators of fully inclusive programs for students with disabilities. They can serve as guidelines in planning for inclusion and also as a means for maintaining the integrity of the term Inclusive or Supported Education.


Students are members of chronologically age-appropriate general education classrooms in their normal schools of attendance, or in magnet schools or schools of choice when these options exist for students without disabilities.



Students move with peers to subsequent grades in schools.



No special class exists except as a place for enrichment activities for all students.



Disability type or severity of disability does not preclude involvement in full inclusion programs.



The special education and general education teachers collaborate to ensure:

a. the studentís natural participation as a regular member of the class

b. the systematic instruction of the studentís IEP objectives

c. the adaptation of core curriculum and/or materials to facilitate student participation and learning.



Effective instructional strategies (e.g., cooperative learning, activity-based instruction, whole language) are supported and encouraged in the general education classroom.



The staff to student ratio for an itinerant special education teacher is equivalent to the special class ratio and aide support is at least the level it would be in a special class.



Supplemental instruction services (e.g. communication, mobility, adapted P.E.) are provided to students in classrooms and community settings through a transdisciplinary team approach.



Regularly scheduled collaborative planning meetings are held with general education staff, special education staff, parents and related-service staff in attendance as indicated, in order to support initial and ongoing program development and monitoring.








Copyright © 2001  ASK 
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Revised: January 25, 2002

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