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ERIC Number: ED369617
Record Type: Non-Journal
Publication Date: 1994-Mar
Pages: 8
Abstractor: N/A
Reference Count: N/A
Inclusion: The Key to Success.
Ryan, Deanna F.
Joshua Intermediate School, in a rural community near Fort Worth, Texas, uses inclusion to address the needs of the special education student while allowing opportunities for success in the regular classroom through coteaching experiences between general and special staff. In the inclusion setting, the student must meet only the individual education plan (IEP) goals, not necessarily the grade level goals. The "ideal" inclusion student is one who is progressing according to his or her IEP, is not adversely affected by being in the regular classroom, and does not hinder other students as they learn together. A special education student who does not meet this criteria may need to receive most or all instruction from the special educator. Teachers build skills in inclusion through frequent team meetings and training programs. Inclusion has evolved gradually at Joshua Intermediate School, starting with one grade level and expanding. Students with more severe disabilities start by being included in nonacademic subjects, and gradually add content areas. Students with mild to moderate disabilities are evenly divided among the teams of teachers, who strive for flexibility, communication, cooperation, and collaboration. Each team develops their own inclusion schedule based on needs of students and preferences of the teachers. This school finds inclusion advantageous to teachers, students, and parents. (KS)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A