| 10. |
There is always a certificated
employee (special education teacher, resource
specialist or other) assigned to supervise and
assist any classified staff (e.g., paraprofessional)
working with specific students in general education
classrooms.
|
| 11.
|
Special education students who are
fully included are considered a part of the total
class count for class size purposes. In other words,
even when a student is not counted for general
education ADA, s/he is not an "extra"
student above the contractual class size.
|
| 12. |
General ability
awareness is provided to staff, students and parents at the school
site through formal or informal means, on an individualized basis.
This is most effective when ability awareness is incorporated with
general education curriculum.
|
| 13. |
Plans exist for
transition of students to next classes and schools of attendance in
inclusive situations.
|
| 14. |
Districts and
SELPAs obtain any necessary waivers of the Education Code to
implement supported education.
|
| 15. |
Supported education
efforts are coordinated with school restructuring at the district
and site level.
|
In summary, all students
are members of the general education classroom, with some students
requiring varying levels of support from special education. Hence the
term "Supported Education." This term though synonymous with
"Full Inclusion," is explicit in acknowledging the importance
of providing support services within the regular classroom, when
necessary, to ensure a quality educational program.
PEERS 1992
With appreciation to Dr.
Wayne Sailor, "Special Education in the Restructured School"
Remedial and Special Education, 12, 6 (1991).
[1992 DRAFT - Authors:
Neary, T.; Halvorsen, A.: & Smithey, L. Inclusive Education,
Sacramento, PEERS Project.]
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