Why does inclusion work in schools

But most kids who are eligible for special education spend the majority of their time in general education classrooms. In an inclusive classroom, general education teachers and special education teachers work together to meet the needs of all students.

This is key. As Carl A. Many schools have inclusive classrooms. This law says that students who get special education services should learn in the least restrictive environment LRE. Inclusive classes are set up in a number of ways. Some use a collaborative team teaching or co-teaching model.

Other inclusive classes have special education teachers push in at specific times during the day to teach instead of pulling kids out of class to a separate room. In either case, both teachers are available to help all students. Studies show that inclusion is beneficial for all students — not just for those who get special education services. In fact, research shows that inclusive education has positive short-term and long-term effects for all students.

Kids with special education needs who are in inclusive classes are absent less often. They develop stronger skills in reading and math. The same research shows that their peers benefit, too. They also have increased positive self-esteem and diverse, caring friendships. All students learn differently. This is a principle of inclusive education. In an inclusive classroom, teachers weave in specially designed instruction and support that can help students make progress.

These strategies are helpful for all students. Kids may be given opportunities to move around or use fidgets. Regarding flexible groupings: for younger students, these are often teacher-led but for older students, they can be student-led with teacher monitoring.

Peer-supported learning can be very effective and engaging and take the form of pair-work, cooperative grouping, peer tutoring, and student-led demonstrations. All students need the opportunity to have learning experiences in line with the same learning goals. This will necessitate thinking about what supports individual SWDs need, but overall strategies are making sure all students hear instructions, that they do indeed start activities, that all students participate in large group instruction, and that students transition in and out of the classroom at the same time.

For this latter point, not only will it keep students on track with the lessons, their non-SWD peers do not see them leaving or entering in the middle of lessons, which can really highlight their differences.

They include multiple ways of representing content to students and for students to represent learning back, such as modeling, images, objectives and manipulatives, graphic organizers, oral and written responses, and technology. These can also be adapted as modifications for SWDs where they have large print, use headphones, are allowed to have a peer write their dictated response, draw a picture instead, use calculators, or just have extra time.

Think too about the power of project-based and inquiry learning where students individually or collectively investigate an experience. Over the years she has had several special education students in her class but they either got pulled out for time with specialists or just joined for activities like art, music, P. She has always found this method a bit disjointed and has wanted to be much more involved in educating these students and finding ways they can take part more fully in her classroom.

During the month before school starts, Mrs. Brown meets with the special education teacher, Mr. Lopez — and other teachers and staff who work with her students — to coordinate the instructional plan that is based on the IEPs Individual Educational Plan of the three students with disabilities who will be in her class the upcoming year. About two weeks before school starts, she invites each of the three children and their families to come into the classroom for individual tours and get-to-know-you sessions with both herself and the special education teacher.

She makes sure to provide information about back-to-school night and extends a personal invitation to them to attend so they can meet the other families and children. She feels very good about how this is coming together and how excited and happy the children and their families are feeling. The school district and the principal have sent out communications to all the parents about the move to inclusion education at Mrs.

Now she wants to make sure she really communicates effectively with the parents, especially as some of the parents of both SWD and regular ed students have expressed hesitation that having their child in an inclusive classroom would work. Please describe any benefits or negative consequences you have observed in your child. What factors led to these changes? Please describe any benefits or any negative consequences for you. She also plans to send out a questionnaire with different questions every couple of months throughout the school year.

Since she found out about the move to an inclusive education approach at her school, Mrs. Brown has been working closely with the special education teacher, Mr. Lopez, and reading a great deal about the benefits and the challenges. Determined to be successful, she is especially focused on effective inclusive classroom strategies.

Her hard work is paying off. This may or may not be happening during regular class time. Once schools are inclusive, serious thought is given to how often a child may be out of regular classroom and the reasons that this may be happening It does not mean that children with certain characteristics for example, those who have disabilities are grouped together in separate classrooms for all or part of the school day.

Key Features of Inclusive Education. The Benefits of Inclusive Education. Over the years, the benefits of providing an inclusive education to all children have been shown. Inclusive education when practiced well is very important because:. Inclusive Education and its Benefits Inclusive education is about looking at the ways our schools, classrooms, programs and lessons are designed so that all children can participate and learn.

Beliefs and Principles All children can learn All children attend age appropriate regular classrooms in their local schools All children receive appropriate educational programs All children receive a curriculum relevant to their needs All children participate in co-curricular and extracurricular activities All children benefit from cooperation, collaboration among home, among school, among community From Best Practices for Inclusion , New Brunswick Department of Education, Does Inclusive Education Mean That All Children Should Never Leave Their Regular Classrooms?

Key Features of Inclusive Education Generally, inclusive education will be successful if these important features and practices are followed: Accepting unconditionally all children into regular classes and the life of the school. Providing as much support to children, teachers and classrooms as necessary to ensure that all children can participate in their schools and classes.

Looking at all children at what they can do rather then what they cannot do. Teachers and parents have high expectations of all children.

This means that children do not need to have the same education goals in order to learn together in regular classes.