Inclusion (education) - Wikipedia

PUC offers an array and scaffolded supports to meet both the behavior and social emotional needs of students. For behavior concerns, you can reach out to your student’s teachers and/or Inclusion Specialist. Through tiered intervention supports, the school team will work with the family to ensure student needs are met. Each school site also has two Clinical Counseling Interns on site. for more information on . For students with IEPs, you can reach out to your school’s Inclusion Specialist. Each school site also has access to a School Psychologist and DIS Counselor, whom your Inclusion Specialist may put you in contact with for further supports or assessment.

Special Education Inclusion - WEAC

Support services are the key to successful supported inclusive education.

Special Education Inclusion What is WEAC

The Special Education Support Team commits to collaborate in order to create inclusive communities of life-long learners by empowering and guiding all stakeholders to ensure compliant practices that assist in overcoming barriers to student success.

Toward Inclusion of Special Education Students in …

PUC Schools offers a continuum of special education supports and services within the Collaborative Inclusion model. Inclusion refers to the practice of teaching students with the full range of abilities within the general education classroom by providing appropriate supports. Collaborative Inclusion engages all stakeholders in developing and providing supports to meet students’ individual needs, and in the creation of culturally responsive programs at each school site.

• Giving priority to the inclusive education model over the individual needs of children.

About PUC Inclusion and Special Education

For most of the short history of special education, the common practice was to pull children with disabilities out of regular classrooms for some or even all of the school day. In what is called a “resource room,” they would receive instruction from teachers trained to modify their instructional techniques depending on the nature of the child’s disability. It seemed more efficient to provide specialized instruction in separate classrooms, where children with disabilities could receive individualized attention without having to alter the mainstream curriculum that their peers received.

Snyder, R.F. (1999). Inclusion: A qualitative study of inservice general education teachers’ attitudes and concerns. Education, 120(1), 173.

Autism and the Inclusion Mandate - Education Next

In the past–indeed, less than ten years ago–children like Daniel were rarely placed in mainstream classrooms to learn alongside their nondisabled peers. Children with autism and other severe disabilities were more likely to be found in separate classrooms with other children with disabilities, if not in a different school altogether. Daniel’s presence in a regular classroom, with the help of an educational aide, is the result of the “inclusion” movement among advocates for the disabled. The idea behind inclusion is that every child should be an equally valued member of the school culture. Children with disabilities benefit from learning in a regular classroom, while their peers benefit from being exposed to children with a diversity of talents and temperaments.

Special Education and Inclusive Classrooms | Q&A

Since the Inclusion Lab began in April 2015, we’ve been fortunate enough to have some of the best minds in inclusive education write guest posts for us. Here’s a look back at 12 of our favorite quotes from these diverse and passionate experts. We’ve made them extra-pretty so they’re ready to pin, tweet, and share—just another small way to help spread the word about the benefits of inclusion.

PUC Schools | Inclusion & Special Education

As statistics on autism continue to rise, so does its impact on public schools (see Figure 2). Inclusion forces regular-classroom teachers to face challenges for which they were never properly trained. It demands a higher degree of coordination and planning among regular and special-education teachers, yet few school systems allot the time and resources to promote these exchanges. Many teachers worry that they are shortchanging their other students when they must cope with the meltdowns of a student like Daniel or must modify a lesson to reach students with learning disabilities. Disagreement remains over whether disabled students actually benefit from inclusive classrooms. The increase in the number of students with disabilities being schooled in mainstream classrooms has happened almost imperceptibly; teachers whisper their concerns for fear of seeming coldhearted. How did this quiet revolution come about, and what must be done to make it work?