Commodore Sloat has an inclusion program for children who have been identified as having special needs. They receive support and modifications in the classroom, as well as pull-out time as necessary.
The school put together the following information to provide more details about inclusion.
WHAT IT IS
| WHAT IT ISN'T
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| Educating students with disabilities in their neighborhood schools. |
Sending students to regional programs or centers to receive services based on their disability level. |
| Placing students in their age-appropriate grade for homeroom with a daily schedule that is like other students in the grade. |
Placing students in self-contained classes -- assigning students to general education grades or classes based on mental age rather than chronological age. |
| Providing the special education services and supports in general education classes. |
Pulling students out to go to special education rooms in order to get special education services. |
| Providing planning time for teachers and other service providers to plan for the implementation of special education services in general education classes. |
"Dumping" a student in a general education class without planning for the meaningful delivery of special education services and supports |
| Providing regular collaborative planning time for teachers to communicate about the design of lessons and accommodations for individual students |
Expecting teachers to plan in the hallway, at lunch, before or after school |
| Providing professional development opportunities for both special and general educators on strategies to use inclusive instructional practices |
Providing separate professional development for special and general educators, reinforcing the notion that they are separate systems |
| Having all staff members support the inclusion of all students, understanding that this may mean learning new strategies and collaborating with others |
Denying services to students in general education settings because staff are not willing or haven't learned to differentiate and modify instruction to meet the needs of all learners |
| Using "person-first" language when referring to students with disabilities (e.g., student with Downs Syndrome, not "a Downs student") |
Referring to special education students in stigmatizing ways or by their disability label (instead of their name or "third grade student who has…") |
| Actively encouraging and implementing activities that promote social acceptance and the development of friendships between students of different abilities |
Considering it the "fault" of the student with the disability if he/she is unsuccessful at initiating or responding appropriately to social encounters in school |
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