ERIC Number: ED393248
Record Type: RIE
Publication Date: 1995
What is "Inclusion"?
Neary, Tom; Halvorsen, Ann
This paper presents principles for inclusion of students with disabilities in regular education classrooms, organized around the following aspects: inclusion versus mainstreaming, service delivery, planning and curriculum development, best practices, and training. Among the principles discussed are: students are members of age-appropriate general education classrooms; students move with peers to subsequent grades; disability type or severity does not preclude involvement in inclusive classrooms; the staff-to-student ratio for itinerant special education teachers is equivalent to that in a special class; special education students are considered a part of the total class count for class size purposes; there is coordination with school restructuring at the district and site level and commitment to inclusion by the school administration; there is close collaboration between special and general education teachers; supplemental instructional services are provided through a transdisciplinary team approach; regularly scheduled collaborative planning meetings are held with all concerned; transition planning is engaged in at all levels; effective instructional practices are supported; general ability awareness training is provided to staff, students, and parents; and adequate training and staff development are provided. (Contains 37 references.) (DB)
Descriptors: Curriculum Development, Delivery Systems, Disabilities, Educational Practices, Educational Principles, Elementary Secondary Education, Inclusive Schools, Inservice Teacher Education, Interdisciplinary Approach, Mainstreaming, Regular and Special Education Relationship, Social Integration, Staff Development, Teamwork
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: In: California Peers Outreach Project: Application and Replication of Inclusive Models at the Local Level. Final Report; see EC 304 691.