INCLUDING STUDENTS WITH DISABILITIES: SOME FACTORS TO CONSIDER

INCLUDING STUDENTS WITH DISABILITIES:
SOME FACTORS TO CONSIDER

by Janet Duncan

The effort to create inclusive education requires the support of many people, working from all different directions. There are many things to consider, each of which builds on the other. Below is a list of those things that seem to be critical in this process.

A CLASSROOM STRUCTURE THAT IS INCLUSIVE

The students are working together in groups, helping each other accomplish the tasks at hand. Peers are willing to help the student who has a disability contribute to the class.

ADMINISTRATIVE LEADERSHIP

There is support at a building level as well as district level to promote inclusion and acceptance of ALL students. The philosophy of full inclusion is stated and implied by the administrators.

A MECHANISM FOR DEVELOPING EXPERTISE AND COMMITMENT

Ongoing professional development and a willingness to try new approaches is a key factor. Learning from other school districts and sharing the knowledge from within enhances the overall effectiveness of inclusive schools.

HOME AND SCHOOL PARTNERSHIP

Schools that invite involvement from home-school associations are promoting an atmosphere of inclusion within the community as well. Schools that are inclusive will help to promote full inclusion in the community as well.

AN ACCOMMODATING CURRICULUM

The emphasis for curriculum development is individualization for each student. Students are placed in regular classrooms, and their needs are incorporated into the daily rhythm of the classroom.

A FOCUS ON FRIENDSHIPS AND PEER SUPPORTS

All students help and support each other in an inclusive classroom. Friendships are promoted and supported in a meaningful, natural way.

INTEGRATED SUPPORT SERVICES

Supports are provided to each students as they need it, within the classroom. Therapists work collaboratively with the teaching staff to incorporate therapeutic goals into educational goals.

FLEXIBLE SUPPORTS (FOR STUDENTS AND TEACHERS)

All supports should be as natural as possible, keeping in mind the needs of the individual. Flexibility enables systems to respond to the actual needs of the student and teacher rather than imposing a predetermined level of support.

BUILDING-LEVEL PROBLEM SOLVING: A TEAM APPROACH

Figuring out solutions to your own problems within the setting can be the mandate of a team on site. Sharing the concern with others in a cooperative atmosphere will lead to creative solutions.

SHARED OWNERSHIP AMONG SPECIAL AND REGULAR EDUCATORS

The students are no longer viewed as "mine" or "yours," rather, the teachers work with all students in a collaborative sense. The special educators and the regular educators establish programs for students who have disabilities in consultation with each other.

ENVIRONMENTAL ACCOMMODATIONS

The buildings are classrooms are accessible with ramps and elevators as a prerequisite; there may also be less obvious changes. Examples include bus accommodations for class field trips, seating arrangements within the class, to name a few.

All of these factors contribute to our understanding of what a healthy, inclusive educational setting looks like for students who have disabilities. There is no one way that is the "correct" way; each school is as diverse as the next. However, when the above-referenced ingredients are incorporated in some way, you can count on the fact that this must be a good place for all students to learn and grow together.

This section was based on a panel discussion which included Alison Ford, Linda Davern, Roberta Schnorr, and Barbara Ayres, held in Syracuse, 1989.