There's a difference between "real" inclusion...
and just being present.

 Key "Necessary" Components of "Inclusive Education"

•  Students are in their home schools, general education classes

  • Where the students would be if they did not have disabilities
     

•  Appropriate Supports and Services

  • Based on individual's and needs.

  • Supports follow the students, the students don't go somewhere to get them
     

•  "On-going" planning for success

  •  Obstacles are issues waiting for solutions

  •  "Teams" are proactive, addressing needs before problems arise

  •  Inclusion is a process, not an event

  •  All team members actively seek out information and resources

  •  All team members have a shared vision of what success looks like for each individual student

  •  Classroom, building and district decisions and planning reflect the needs of students with disabilities
     

•  Active Participation

  •  Exclusion can happen in a general education environments

  •  All activities are designed to be accessible for all students
     

•  All students have a sense of belonging

  •  All students are valued

  •   Social goals are integrated within class activities for all students

  •  Adults model and facilitate inclusion and interactions
     

•  Achievement of IEP Goals

  • Goals are dependent on individual and worked on within general curriculum
     

•   Natural proportions

  •  Same proportion of students with disabilities are in classes as are in the general population

  •  Students with disabilities are not grouped

  •  All classes practice inclusion, none are referred to as "inclusion classes"
     

•  Classes get ready for students

  •  Students do not have to get "ready" to be included

  • There are no prerequisites for inclusion

  •  Staff are trained based on students' needs
     

•  Collaboration and Team Planning

  •  General and special education staff have ownership of students with disabilities

  •  All team members collaborate and communicate frequently
     

•  Diversity is valued through out all environments, activities and events

  •  Sensitivity and awareness are interwoven throughout

  •  Universal design and curriculum are utilized first

  •   People 1st language is promoted and used in all environments

  •  All students get what they need based on individuals, not labels

  •  All students count in assessments and evaluations