After opening with vignettes showing how two boys with similar disabilities experience very different school days, this article details how collaborative teaming is used to provide an inclusive setting and experience for a student with significant disabilities. (See “Unfiltered Truths of Co-Teaching” for a companion piece.)
Two teachers, one coming from a special education background and one from a general education classroom, share their realizations based on co-teaching together for two years. (See “Together We Are Better! Collaborative Teaming to Support Authentic Inclusion of Students with Complex Support Needs” for a companion piece.)
Three educators share guiding principles that arose from their work in implementing an inclusive service delivery model. (See “Inclusive Service Delivery: A Proactive Model for Better Educating ALL Students” for more information.)
Presents information about the Least Restrictive Environment (LRE) data for students with disabilities. It demonstrates a significant difference in LRE for those students with the most significant cognitive disabilities. (See “The Hope of Lessons Learned: Supporting the Inclusion of Students with the Most Significant Cognitive Disabilities Into General Education Classrooms” for more information.)
Beth Foraker, Founder and Director of The National Catholic Board on Full Inclusion, asks “who’s missing?” in Catholic schools. (See companion pieces “A Family’s Journey of Inclusion and “I Have Great Friends.”)
A parent shares how she learned the safest space for her daughter, Maggie, was not in a sheltered classroom, but in a classroom surrounded by typical peers. She also details how Maggie’s friends helped the adults around her understand and better address her needs and desires.
A companion piece to “A Family’s Journey of Inclusion;” in it, Thomas Bryne describes his experiences being a student in an inclusive setting. (See also: “Who’s Missing? The Essential Question for Catholic Schools.”)
The Coordinator of the Inclusive Elementary and Special Education Program at Syracuse University (SU) discusses the strategies, principles, and history behind SU’s inclusive education program. (See “To Truly Be Inclusive is a Whole Life Process: Reflections of a SU Graduate” for a companion piece.)
This report examines how states interpret special education regulations associated with the Individuals with Disabilities (IDEA) act, regulations around the least restrictive environment (LRE) clause, the continuum of alternative placements, and the placement for students with disabilities.
This brief is an electronic interactive Brief which can be used by educators and family members to talk with one another and others about the importance of creating and supporting inclusive school communities.
This briefing by Sherly Lazarus urges educators to commit to sustainable inclusion for all students, including students with the most significant cognitive disabilities. The briefing outlines several critical components that support sustainable inclusion for students with the most significant disabilities, which include: raising expectations, increasing educator capacity, access to the content, and systems change. Here you can find the written Congressional briefing and opening statements as well as the video footage.
TIES Communication 101 is a new asynchronous professional learning series created with our partners at the University of Kentucky (UKY). It provides evidence-based strategies for supporting AAC users in inclusive classrooms. One hour of ASHA credit is available for Speech-language pathologists at no charge.
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