Responsible Inclusion
Student First Adequate Resources are Considered and Provided Models are Developed and Implemented at the School-Based Level A Continuum of Services is Maintained The Service Delivery Model is Evaluated on an Ongoing Basis Ongoing Professional Development Teachers and Other Key Stakeholders Discuss and Develop Their Own Philosophy on Inclusion Curriculum and Instruction that Meets the Needs of All Students are Developed and Refined Roles and Responsibilities of the General and Special Education Teachers are Defined Source
An inclusive environment needs to be accepting and open where all students feel comfortable. The children have the opportunity to interact while learning together. “Children with disabilities benefit from learning in regular classrooms, while their peers benefit from being exposed to children with a diversity of talents and temperaments” (Eldar, Talmor, & Wolf-Zukerman, 2010, p. 98). When students are included there are higher levels of engagement and social interaction. There is a more supportive network with educational goals that are more advanced. Students have positive exposure to role models. They have a chance to come together in the educational society and begin to share the same world they will as adults (Eldar, Talmor, & Wolf-Zukerman, 2010). Success in inclusion depends on the atmosphere. “Support for inclusion is conveyed when the environment gives a sense of confidence in the success of inclusion and shows a willingness to make it work” (Eldar, Talmor, & Wolf-Zukerman, T 2010, p. 108). When there is a belief in inclusion, students are capable of living and learning in the community. To learn more about an inclusive classroom click here. Principal/Teacher support | Irresponsible Inclusion
Place First Resources are Not Considered Prior to the Establishment of Inclusion Classrooms School District, State, and/ or Federal Directives Provide the Guidelines for Inclusion Full-Inclusion is the Only Service Delivery Model The Service Delivery Model is Established and Implemented Professional Development is Not Part of the Model A School Philosophy on Inclusion is Not Developed Curriculum and Instruction that Meets the Needs of All Students is Not Considered Roles and Responsibilities of the General and Special Education Teachers are not Delineated or Discussed |