Inclusive Education…. More Than Just Visiting

Certainly, one of the most advocated for settings for kids with disabilities is that of a regular education classroom.  What better place to have exposure to highly verbal and social role models than that of a general education setting? If students are to learn appropriate behaviors, they need to observe them. If they are to learn sharing and turn taking skills, they need to engage with children who are proficient in these areas. If they are to develop conversational and pragmatic language skills, they need to be a part of this exchange on a regular basis. The potential benefit of inclusion is immeasurable.  

The Individuals with Disabilities Education Act (IDEA) supports inclusion through what’s referred to as the “Least Restrictive Environment.” For some children, the least restrictive environment is that of a regular education classroom with no time in a specialized setting; for others, it’s a mixture of both; and for few students with more complex needs, the majority of their educational day may be spent in Exceptional Student Education classrooms, with the intent to provide for their needs in such a way that prepares them for re-entry into the general setting. The goal of educational placement should always be one of inclusion.  If you do not feel that your school is moving in that direction, it’s time to gain some background knowledge on inclusion and begin to formulate a plan to motivate the school towards this end.

What is Inclusion?

• Inclusion is an attitude. It’s not “a program.”
• Inclusion is a sense of belonging; being part of a community – valued and respected as a contributing member.
• Inclusion is children with disabilities grouped with same aged typically developing peers, which facilitates appropriate positive social interactions.
• Inclusion is accepting differences and responding to individual needs and differences.
• Inclusion means allowing for choices and giving a sense of freedom.
• Inclusion is a right, not a favor or a trial period. It gives permission for kids to be themselves and not have to “earn” the right to be with typical peers.
• Inclusion incorporates the whole family, and gives family members the experience of also being included in the community.
• Inclusion encourages personalized adaptations, modifications, and flexibility.

Time and time again school staff share with parents that they are very much in favor of inclusion; when the child is “ready.” In fact, it is not the child that has to get ready, but rather the school itself. Successful inclusion is not the easy road for an educator to take, BUT it is the most rewarding and beneficial. These benefits go way beyond the child with a disability. Inclusion greatly impacts children and adults without disabilities as well. Compassion, understanding and a sense of community are all products of successful inclusion.

Benefits of Inclusion

• Students with disabilities….
  • Spend more time on task.
  • Show increased academic achievement, as well as social and communication skill growth.
  • Participate in more school and community activities and develop relationships with peers.

• Students without disabilities
  • Benefit from teaching strategies employed for students with disabilities.
  • Learn to value differences.
  • Special educators and general education teachers develop new skills that benefit all students.

Knowing the benefits of inclusion isn’t enough. Children with disabilities generally need a good deal of strategies and supports to make this setting as positive an experience as it should be. Simply placing a student in a general education classroom will not be enough. To be sure, staff will need training on inclusionary practices to optimize outcomes for your child.

Practices to support inclusion may include:

• Differentiated Instruction
• Peer Supports
• Use of Multiple Intelligences
• Multi-sensory Instruction and Play
• Interactive Learning
• Cooperative Learning
• Flexible Grouping
• Integrated Curriculum
• Scaffolding
• Accommodations and Modifications
• Tiered Lessons
• Partial Participation
• Positive Behavioral Supports
• Assistive/Instructional Technology

And the list goes on. 

Many parents feel that having their child in a self-contained classroom will “protect” them. Life is not a self-contained classroom and if we are to adequately prepare our young people with disabilities for life after school has ended, we must immerse them alongside typical peers, busy environments and a variety of instructional styles. Few parents have a goal for their child to grow up to be an adult who either spends their day in a sheltered workshop or has no employment at all. Supported employment in natural settings has been proven to enhance the overall quality of life for many adults with disabilities.

So, what does it mean to be included?

Inclusion means more than just physically being placed with typically developing children. It is not a place or a measured amount of time spent with others. It has different meaning to different people, but universally it means belonging.