A parent describes how her son was included in his private school setting, how the school and family worked together, and the impact it’s had on her son and the school-wide community. In a companion piece, “I Have Great Friends,” her son describes his experiences.
The principal of Henderson K-12 Inclusion School explains how Henderson’s school culture, specialized and individualized instruction, and collaboration and problem solving contribute to an inclusive environment that benefits students with and without disabilities.
Provides a set of inclusive education indicators that define authentic inclusive education, describes the morning routine of a student in an inclusive setting, and illustrates that all students can be included in general education settings.
The parents of a woman with a significant disability describe her experience attending a segregated early-education program followed by elementary, middle, and high school at her local neighborhood school. They describe her experiences in school and beyond.
Describes how peer support arrangements and peer networks can be used to change the social landscape of students with significant cognitive disabilities, while benefiting both students with and without disabilities.
Shows how a school can restructure the usage of existing school personnel in ways that better support students learning in an inclusive setting. (See the companion piece “Vermont Educators Share Guiding Principles.”)
Discusses the myths and facts about including students with significant cognitive disabilities, and then suggests ways that teachers and students can be supported to overcome the harmful effects of the myths.
Shares how student Jaimar Fish’s communication network was expanded through participation in a peer network, how students formed lasting friendships, and how the Kentucky Peer Support Network Project has benefited students with and without disabilities.
Describes how the state of Arizona, a member of the Multi-State Alternate Assessment (MSAA) consortium, has worked to raise academic expectations for students with the most significant cognitive disabilities. A key to this work has been monitoring and sharing relevant data with Arizona educators. The data include information on the characteristics of students with significant cognitive disabilities and their instructional placement, as well as post-school outcomes for students with intellectual disabilities. The article describes professional development efforts to help educators understand, and act on, the data.
Supporting students with complex communication needs is an important part of creating inclusive classrooms. Five strategies are described for using augmentative and alternative communication (AAC) in schools.
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.)
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