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1. |
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.
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2.
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Students move with peers to subsequent grades in schools.
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3.
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No special class exists except as a place for enrichment activities
for all students.
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4.
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Disability type or severity of disability does not preclude
involvement in full inclusion programs.
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5.
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The special education and general education teachers collaborate to
ensure:
a. the student’s natural participation as a regular member of the
class
b. the systematic instruction of the student’s IEP objectives
c. the adaptation of core curriculum and/or materials to facilitate
student participation and learning.
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6.
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Effective instructional strategies (e.g., cooperative learning,
activity-based instruction, whole language) are supported and encouraged in
the general education classroom.
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7.
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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.
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8
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Supplemental instruction services (e.g. communication, mobility,
adapted P.E.) are provided to students in classrooms and community settings
through a transdisciplinary team approach.
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9.
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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.
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