Do you know that many students with disabilities are successfully learning and joining in the same classroom with their friends and neighbors who are not disabled? Inclusion is possible for ALL students, including YOUR child. The key to success for inclusion is to build the services and supports necessary to insure a good program.

Inclusion means:

• Educating all children with disabilities in regular classrooms regardless of the nature of their disabling condition(s).

• Providing all students enhanced opportunities to learn from each other's contributions.

• Providing necessary services within the regular schools.

• Supporting regular teachers and administrators (e.g., by providing time, training, teamwork, resources, and strategies).

• Having students with disabilities follow the same schedules as non-disabled students.

• Involving students with disabilities in age-appropriate academic classes and extracurricular activities, including art, music, gym, field trips, assemblies, and graduation exercises.

• Students with disabilities using school cafeteria, library, playground, and other facilities along with non-disabled students.

• Encouraging friendships between non-disabled and disabled students.

• Students with disabilities receiving their education and job training in regular community environments when appropriate.

• Teaching all children to understand and accept human differences.

• Placing children with disabilities in the same schools they would attend if they did not have disabilities.

• Taking parents' concerns seriously.

• Providing an appropriate individualized educational program.

Inclusion does not mean:

• It does not mean "dumping" students with disabilities into regular programs without preparation or support.

• It does not mean providing special education services in separate or isolated places.

• It does not mean ignoring children's individual needs.

• It does not mean jeopardizing students' safety or well-being.

• It does not mean placing unreasonable demands on teachers and administrators.

• It does not mean ignoring parents' concerns.

• It does not mean isolating students with disabilities in regular schools.

• It does not mean placing students with disabilities in schools or classes that are not age-appropriate.

• It does not mean requiring that students be "ready" and "earn" their way into regular classrooms based on cognitive or social skills.

WE WELCOME THE DUPLICATION AND DISSEMINATION OF THIS STATEMENT

A packet of resources on inclusive education (articles, sample case studies, and a bibliography) is currently in the process of revision. Please contact us if you are interested on receiving information on this publication as soon as the revisions are completed:

Center on Human Policy
Syracuse University
805 South Crouse Ave.
Syracuse, NY 13244-2280
ATTN: Rachael Zubal
thechp@sued.syr.edu

An abbreviated version of the previous packet on inclusive education is available elsewhere on this web site at http://soeweb.syr.edu/thechp/titlerev.htm