special education inclusion teacher

What Are The Duties of an Inclusion Teacher?

When schools adopt inclusion programs, they often rely on inclusion teachers. They are trained to work with inclusion students, or those who have a disability but are still capable of functioning in a general education classroom alongside students who do not have special needs, Classroom.com says. Inclusion teachers are usually licensed special education teachers – a background they need to fulfill their challenging role.

Learn About the Role of a Teacher in Inclusive Education

Understandably, many aspiring teachers want to know how many special needs students they might have in a classroom. It's a good question, but one that can't be answered since it varies not only from one school district to another but also one school to another. If you were to look up the definition of an inclusion teacher, you would find that this teacher manages a classroom with at least one student with special needs, Bright Hub Education says. The presence of this one student in a general education classroom makes it an inclusion classroom. So the answer can be "one" to however many the school or school district deems a reasonable number.

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Even with an "inclusion helper" in the classroom to help them, inclusion teachers often say that their foremost challenge is not teaching U.S. history or English, but creating an environment in which both types of students – who have very different learning styles – feel comfortable and accepted. Specialists like Dr. James Stanfield call this goal "creating an inclusive environment," and it involves celebrating diversity, fostering relationships and encouraging interaction while making learning objectives clear to students.

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Nothing about teaching is easy, but with this healthy backdrop, there might be more to relish about the role of a teacher in inclusive education.

Inclusion Teachers Must Collaborate and Accommodate

Special needs students often have a team (literally) that oversees their education plan, beyond the curriculum of the grade level. This team can consist of a diverse group of people that includes everyone from learning and developmental experts to the principal and students' parents. Collaborating with such a diverse team can be a challenge for the inclusion teacher since each member can have has his or her distinct perspective on "what's in the best interest of the student" – a guiding statement, and principle of special education.

Meanwhile, a special education student's Individualized Education Plan (IEP) contains accommodations that must be followed at all times. Some students' IEPs may require a teacher to orally read tests, modify homework assignments or take notes for students to review later. An inclusion teacher may also regularly evaluate whether certain accommodations can be removed from the IEP at the next review or if new accommodations should be put in place.

Inclusion Teachers Communicate and Document

An inclusion teacher must communicate effectively with those involved in the education of a special education student. The teacher should regularly communicate with parents about the child's needs and progress through phone calls, letters and secure emails. Special education students also regularly talk with the inclusion teacher about their feelings related to the inclusion classroom and the progress being made toward their goals.

Because of the sensitive nature of a student's disabilities, the inclusion teacher ensures that confidential information is shared only with those authorized to hear it. Conversations with students take place outside of the inclusion classroom so they do not feel singled out and so that their peers do not overhear sensitive information.

Documentation is a critical part of special education, too. At regular reviews of a student's IEP and conferences with parents, inclusion teachers must show proof that they are adhering to the accommodations laid out in a student's IEP and provide evidence to explain whether the accommodations are working or require modification. In addition to following the IEP, an inclusion teacher regularly assesses students to see if they are meeting their academic and developmental goals, tracks their growth and keeps parents up to date on their child's progress.

• Classroom.com: What Are the Duties of an Inclusion Teacher
• Bright Hub Education: Inclusion Teacher Duties: Roles Defined
• Dr. James Stanfield: How to promote inclusion in the classroom

Understanding Inclusion in Special Education: Benefits, Challenges, and Strategies

Imagine a classroom where every child, regardless of their abilities, feels valued and supported. That’s the essence of inclusion in special education. It’s not just about placing students with disabilities in general education classes; it’s about creating an environment where all students can thrive together.

Inclusion ensures that students with special needs have access to the same educational opportunities as their peers. By fostering a culture of acceptance and collaboration, you help break down barriers and promote a more inclusive society. Understanding what inclusion means and how it benefits everyone is crucial for creating a truly equitable education system.

Key Takeaways

• Understanding Inclusion: Inclusion in special education involves integrating students with disabilities into general education classrooms, ensuring they have equitable access to learning opportunities alongside their peers.
• Benefits of Inclusion: Inclusive education not only enhances academic outcomes and social skills for students with disabilities but also promotes a more accepting and collaborative school culture for all students.
• Challenges of Inclusion: Effective implementation of inclusion faces logistical hurdles like resource allocation and attitudinal barriers such as misconceptions and prejudice, requiring schools to address these challenges proactively.
• Effective Strategies for Inclusion: Key strategies for successful inclusion include ongoing professional development for teachers and classroom adaptations such as assistive technologies and flexible seating arrangements to accommodate diverse learning needs.

Understanding Inclusion in Special Education

Inclusion in special education involves integrating all students, including those with disabilities, into general education classrooms. This approach focuses on providing equitable access to learning opportunities.

Defining Inclusion

Inclusion means placing students with disabilities in general education settings with their peers, rather than segregating them. This model supports the principle that every student, regardless of their abilities, deserves to participate fully in school activities. Inclusion isn’t only about physical placement; it involves providing necessary supports and modifications to ensure meaningful participation.

The Importance of Inclusion

Inclusion helps promote social development as students learn from diverse interactions. It also advances academic growth by offering students with disabilities access to the general curriculum. For teachers, inclusive classrooms encourage the use of differentiated instruction techniques. Inclusion creates a more accepting school culture where all students recognize and appreciate individual differences.

Benefits of Inclusion in Special Education

Inclusion in special education brings numerous benefits to all students. It enhances overall learning experiences and creates a more accepting school culture.

Academic Benefits

Inclusive education boosts academic outcomes for students with and without disabilities. Access to the general curriculum promotes higher expectations and achievements.

• Exposes to Diverse Learning Environments: Students engage with various teaching styles and methods.
• Encourages Peer Support: Collaboration with peers enhances understanding and retention.
• Promotes High Standards: Teachers adopt strategies benefiting all, such as differentiated instruction.

Social and Emotional Benefits

Inclusion fosters social skills and emotional development. It encourages positive interactions among students with diverse backgrounds.

• Enhances Social Skills: Regular interaction with peers improves communication and teamwork.
• Reduces Stigma: Inclusive settings diminish stereotypes and discrimination.
• Builds Self-Esteem: Students gain confidence through equal participation and recognition.

Challenges in Implementing Inclusion

Inclusion in special education presents several challenges. Addressing these challenges ensures that all students receive equitable learning experiences.

Logistical Hurdles

Logistics often complicate the implementation of inclusion. Integrating students with varying needs requires additional resources such as specialized staff and adaptive materials. Schools must also reconfigure classroom layouts to accommodate assistive technologies. Transportation can pose issues, as routes and schedules need to account for accessibility. Professional development for teachers becomes vital; they need continuous training to handle the diverse needs effectively.

Attitudinal Barriers

Attitudes towards inclusion can significantly impact its success. Some educators and parents may resist changes due to misconceptions about disabilities or concerns over academic standards. Prejudice and a lack of awareness often lead to exclusionary practices. Schools must address these biases through training and awareness programs. Promoting an inclusive culture requires consistent efforts to challenge and change entrenched negative attitudes. Educators equipped with both knowledge and positive attitudes can foster a supportive environment for all students.

Strategies for Effective Inclusion

Implementing effective inclusion in special education requires deliberate strategies leveraging professional development and classroom adaptations.

Professional Development for Teachers

Teachers play a crucial role in fostering an inclusive environment. Ongoing professional development ensures they possess the skills and knowledge necessary to support diverse learners. Workshops, online courses, and seminars address topics like differentiated instruction, behavior management, and inclusive teaching practices. By engaging in continuous learning, teachers enhance their ability to meet the unique needs of students with disabilities effectively.

Classroom Adaptations

Classroom adaptations involve modifying the learning environment to accommodate all students’ needs. Incorporate assistive technologies, flexible seating arrangements, and sensory-friendly spaces to support diverse learners. Adjusting teaching materials and methods also helps. For example, offering visual aids, extended time for tests, and personalized learning plans ensures equitable access to the curriculum. By implementing these adaptations, you create a supportive and accessible learning environment for all students.

Embracing inclusion in special education is crucial for fostering an equitable learning environment. By integrating students with disabilities into general education classrooms, you help create a more accepting and diverse school culture. While challenges exist, implementing effective strategies like professional development and classroom adaptations can make a significant difference. Prioritizing inclusion benefits not just students with disabilities but the entire educational community. Remember, a commitment to inclusion is a commitment to every student’s success.

Frequently Asked Questions

What is inclusion in special education.

Inclusion in special education refers to integrating students, both with and without disabilities, into general education classrooms. This approach ensures equal learning opportunities and promotes an accepting school culture.

Why is inclusion important in special education?

Inclusion is vital as it enhances students’ learning experiences, fosters a positive and accepting school culture, and can lead to improved academic outcomes for all students, including those with disabilities.

What are the benefits of inclusion in special education?

The benefits of inclusion include improved social interactions, better academic performance, increased acceptance of diversity, and a more supportive school environment.

What challenges are associated with implementing inclusion?

Challenges include logistical issues like classroom size and resources, as well as attitudinal barriers from teachers, students, and parents who may not fully support inclusion.

How can teachers support effective inclusion?

Teachers can support inclusion by engaging in professional development that equips them to handle diverse learning needs, using assistive technologies, and implementing personalized learning plans suited for each student.

What role does professional development play in effective inclusion?

Professional development helps teachers learn strategies and tools to support diverse learners, ensuring they can effectively adapt their teaching methods to accommodate all students.

How do assistive technologies aid in inclusive education?

Assistive technologies, such as communication devices and adaptive software, help students with disabilities engage more fully in classroom activities, ensuring they have equal access to learning opportunities.

What are personalized learning plans?

Personalized learning plans are customized educational strategies designed to meet each student’s unique needs, preferences, and abilities, ensuring they receive appropriate support to succeed in an inclusive classroom setting.

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The Role of Special Education Teachers in Promoting an Inclusive Classroom

The adoption of inclusive education strategies—where special education students are immersed in classrooms with typically developing peers—has increased rapidly in recent decades. More than 60 percent of students with disabilities spend at least 80 percent of their school day in general education classrooms, according to the US National Center for Education Statistics.

Studies have shown that inclusive learning benefits all students in the classroom by providing thoughtful, personalized instruction and promoting individuality and equity. A student with autism might feel calmer when surrounded by a diverse peer group, while a nondisabled student might learn how to form positive relationships with a greater variety of children.

Establishing a successful integrated learning environment is a complex task involving teachers, administrators, and families. Special education and general education teachers often work together to develop a curriculum and create a positive student culture. In an inclusive classroom, special education teachers have the essential role of ensuring that students with disabilities or special needs receive a quality education.

Why Adopt Inclusive Learning?

The Individuals with Disabilities Education Act (IDEA) states that students with individual education plans (IEPs) must be educated in the least-restrictive environments (LREs) available. Under IDEA, inclusive education (or mainstreaming) has become a standard operating procedure for US public schools. Students with IEPs can range from individuals with Down syndrome or forms of autism to those with speech impediments or dyslexia—all of which require varying levels of support.

Under IDEA, if a differently abled student’s needs can be met in a general classroom, with or without the support of a special education teacher or paraprofessional, they must be educated in that environment. When needs are not fully met in a general classroom, some students spend part of their days in a resource room or in pullout sessions, while others are educated entirely in a special education classroom.

While there is some debate about whether inclusive instruction is the best way to serve students with disabilities, there is mounting evidence that inclusive learning improves educational outcomes. Inclusive educational settings lead to stronger math and reading skills, higher attendance and graduation rates, and fewer behavioral problems, according to an evaluation of more than 280 studies from 25 countries by Abt Associates. In addition to promoting academic success for students with disabilities, inclusive learning can help improve social cognition in typically developing students.

Role of Special Education Teachers in Inclusive Classrooms

For inclusion to show positive benefits, the learning environment and instructional models must be carefully established to provide strong learning opportunities for all students. Special education and general education teachers must have mutual respect and open minds toward the philosophy of inclusion, as well as strong administrative support and knowledge of how to meet the needs of students with disabilities. The involvement of a special education teacher is crucial to the success of a combined learning environment in a number of areas:

Curriculum Design

Special education teachers help craft the lessons for inclusive classrooms to ensure that the needs of students with disabilities are considered. Teachers may work together to develop a curriculum that is accessible to all students, or the special education teacher might make modifications to the general education teacher’s lesson plans. A special education teacher will also create supplemental learning materials for specific students, including visual, manipulative, text, and technology resources, and determine when one-on-one lessons might be needed.

Teachers must examine students’ strengths, weaknesses, interests, and communication methods when crafting lessons. The students’ IEPs must be carefully followed to meet achievement goals. As many general education teachers have limited training in inclusive learning, it is important for the special education teacher to help the instructor understand why certain accommodations are needed and how to incorporate them.

Classroom Instruction

Many inclusive classrooms are based on a co-teaching model, where both teachers are present all day. Others use a push-in model, where special education teachers provide lessons at certain times during the day. It takes extensive cooperation between general and special education teachers to implement a truly inclusive classroom. Special education teachers often sit with or near students with IEPs to monitor their progress and provide any special instructions or supplemental learning materials. Students require varying levels of individual instruction and assistance, based on their unique needs.

Teachers might also pull students out of the classroom for one-on-one lessons or sensory activities, or arrange for time with counselors, speech therapists, dyslexia coaches, and other specialized personnel. Special education instructors may need to make sure that paraprofessionals or therapists are present in the classroom at certain times to assist the students. To help maintain a positive climate, they also might assist the general education teacher in presenting lessons to the entire class, grading papers, enforcing rules, and other classroom routines. General and special education teachers might break classes into smaller groups or stations to provide greater engagement opportunities.

Learning Assessments

Another role of special education teachers in inclusive classrooms is to conduct regular assessments to determine whether students are achieving academic goals. Lessons must be periodically evaluated to determine whether they are sufficiently challenging without overwhelming the students. Students should gain a feeling of self-confidence and independence in general education settings but should also feel sufficiently supported. Special education teachers also organize periodic IEP meetings with each student, their family, and certain staff members to determine whether adjustments need to be made to the student’s plan.

Advocating for Students

Special education teachers serve as advocates for students with disabilities and special needs. This includes ensuring that all school officials and employees understand the importance of inclusion and how to best implement inclusion in all campus activities. Advocacy might include requesting inclusion-focused professional development activities—especially programs that help general education teachers better understand inclusion best practices—or providing information to community members about success rates of inclusive teaching.

Communication with parents is also essential for inclusive classroom success. Families should receive regular updates on a child’s academic, social, and emotional development through phone calls, emails, and other communication means. Parents can help students prepare for classroom routines. Expectations for homework and classroom participation should be established early on.

Learn More About Inclusive Education

Special education and general education teachers can develop a greater understanding of inclusive learning and other progressive teaching methods by pursuing an advanced education degree. American University’s School of Education gives students the skills to drive meaningful change in educational environments. The school’s Master of Education in Education Policy and Leadership and Master of Arts in Teaching degrees prepare teachers to take on transformative leadership roles and create equitable learning environments for all students.

Disproportionality in Special Education: Impact on Student Performance and How Administrators Can Help

What Is Holistic Education? Understanding the History, Methods, and Benefits

What Is Lunch Shaming? How Accessibility to Lunch Impacts Student Learning

Abt Associates, “A Summary of the Evidence on Inclusive Education”

ASCD InService, “Inclusive Classrooms: Looking at Special Education Today”

Houston Chronicle, “The Role of a Special Ed Teacher in an Inclusion Classroom”

EducationNext, “Has Inclusion Gone Too Far?”

Education Week, “Students with Disabilities Deserve Inclusion. It’s Also the Best Way to Teach”

Noodle, “The Benefits of Inclusive Education: What Special Education Teachers Need to Know”

Understood, “4 Benefits of Inclusive Classrooms”

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3 Keys to More Effective Collaboration in an Inclusive Classroom

Strategies general and special education teachers can use to clearly communicate to all students that they are equal partners.

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“Oh, that’s one of your students, isn’t it”? Even typing that sentence out, I cringe a little—but I cringe even more when I hear it. As a special education teacher, whose students tend to need more support and supervision, I understand the struggle that comes with working with students who have learning disabilities. Yet when I hear that question from a colleague, it makes me wonder, “Why are we treating them like my students or your students? Why do we not work as a team when the success of all students is ultimately our responsibility?”

At the start of this year, I decided to change a few things with one of my co-teachers, and we came up with a few simple ideas that have created very positive impacts in our classroom.

3 Strategies for Better Co-teaching

1. We work as a team and make sure our students know it: Working together is a vital part of being a successful co-teaching team. One way to further increase the effectiveness is to plan less and grade our students’ growth together. Now, this sounds like extra work for the special education teacher who also has other students on their caseload and needs to keep track of their specific data, but finding the time to work as a planning and evaluative team will pay off for all students in the room.

As we grade together, we know students’ struggles and successes precisely. This makes our co-planning sessions efficient and effective, and we can co-create the success criteria we want to see our students achieve.

This may seem like a no-brainer, but I feel it has had one of the most significant impacts on how our co-teaching classroom has functioned. Since the start of the year, both my co-teacher and I have expressed that we are both the teacher for the room. We constantly reinforce that idea throughout the week as we are equally teaching together. Even before the students were in our room, we would complete home visits together. Throughout our mini-lessons, we talk about how we are planning their learning together and decide as a team what their next steps and goals should be.

2. We make sure we work with all groups of students:  Working with all of the students in the room is one of the fundamental reasons co-teaching is an effective teaching practice. One flaw I have seen is that as teachers we gravitate toward certain groups more. My co-teacher and I decided to plan specifically to see all students throughout the lesson, pulling different students constantly.

There are multiple benefits to this. The first is that you can see all of the students in the room at some point in time. That way, you know how all of the students are doing as they are mastering the content. The second is that neither teacher gets burned out when working with more challenging students. This works both ways. Just as teachers get frustrated, students’ patience can wear thin with their teachers. Lastly, each teacher has a chance to teach to their strengths. This allows the students to hear the lesson from different viewpoints, increasing their odds of finding a method that resonates. While planning together, you can devise specific groups that each teacher will work with. This gives students a chance to see the same problem solved multiple ways.

Ultimately, the goal is for both teachers to be working with all students, and if a stranger walked into the room, they would not be able to tell the general education teacher from the special education teacher, or the gen ed students from the special ed students.

3. We equally hand out positive reinforcement and redirect negative be​​​​​​​havior:  In many rooms that I have been in, the teacher and I have shared correcting negative behaviors but have not shared rewarding students for positive behaviors. It can be draining always having to play the bad guy with your students.

What my co-teacher and I have done in our room is intentionally share the responsibility of both rewards and consequences. We share the load of correcting behaviors and having those difficult conversations with students. We also share handing out prizes and reward lunches with the students we see being leaders in the classroom. This includes meeting with parents, whether that is to discuss positive behaviors or to address concerns.

The students know that either of us can hand out positive rewards as well as correct negative behavior. Usually when a student is having an exceptionally difficult day, we will tell them that we as teachers need to talk about their next steps together so that we are on the same page. This has proved helpful to the room because if one of us is absent or stuck in a meeting, the behavioral expectations remain constant.

These simple co-teaching changes may seem like minor things to incorporate into your classroom, but they will create a significant difference in how the students interact with both adults and one another. Co-teaching builds a team mentality, not only with the teachers but also with the students in the room. It’s not always perfect, as there are days that we as co-teachers step on each other’s toes, but what we have seen is that when we work as a team for our students, the return from them is great.

These changes need to be implemented purposefully and consistently to see the difference with your students. Change doesn’t happen overnight, but when you and your co-teacher have a mindset to help all students in the classroom, you’re on the right track.

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Teacher Voices

Now is the time for schools to invest in special-education inclusion models that benefit all students

Kimberly Berry

November 10, 2021.

Ivan was a fourth grader with big brown eyes, a wide smile and a quiet demeanor who refused to enter my classroom. “Everyone thinks I’m stupid,” he’d say. I’ve changed his name to protect his privacy.

At the time, my school employed a pull-out model for students with disabilities, meaning they were removed from their assigned classrooms to receive specialized services and supports. This left Ivan feeling embarrassed, ostracized and resistant to putting forth academic effort.

One in 8 students in U.S. public schools have an individualized education plan, or IEP, making them eligible for special education services. About 750,000 students with disabilities attend California public schools. Many, like Ivan, do not respond well to being substantially separated from their peers. Research suggests that inclusion models designed to integrate students with and without disabilities into a single learning environment can lead to stronger academic and social outcomes.

At Caliber ChangeMakers Academy — where I have been a program specialist for five of the 10 years I have worked with students with disabilities — we knew an inclusion model was best for Ivan and many others. Yet, we didn’t think we had the tools or resources to make it possible.

We were wrong.

Schools can support students like Ivan — and those of all abilities — to learn from and alongside one another in an inclusive setting without exorbitant costs if they rethink how they allocate resources and develop educators’ confidence and competence in teaching all students in a general education setting.

In 2019, we began intentionally organizing staff, time and money toward inclusion, and we did so without spending more than similar public schools do that don’t focus on inclusion.

Now, with the infusion of federal Elementary and Secondary School Emergency Relief funding, schools have additional resources to invest in this approach now, in service to longer-term, sustainable change.

The nonprofit Education Resource Strategies studied our school and three others in California that are doing this work without larger investments of resources. Their analysis examines the resource shifts that inclusion-focused schools employ and can be tapped by other schools considering this work, taking a “do now, build toward” approach that addresses student needs and sustains these changes even after the emergency federal funding expires. Many of their recommendations mirror the steps we took to pursue an inclusion model.

It didn’t happen overnight, but three steps were important to our efforts to adopt a more inclusive model for teaching and learning:

• Shift special education staff into general education classrooms to support targeted group sizes. At Caliber ChangeMakers Academy, special education teachers are departmentalized, each serving as a co-teacher to two general education teachers, leveraging their content expertise to share responsibility for classroom instruction. That means some special education teachers now teach students who are not part of their caseload. That means they are tracking the goals of more students, which also means that young people have more specialty educators working together to support their individual needs.
• Prioritize connected professional learning around inclusion for all teachers . We adjusted teachers’ schedules to incorporate collaborative time for general education and special education teachers to meet before, during and after lessons to plan engaging, differentiated instruction for all. On the surface, the reduction in individual planning time might be a challenge. However, our teachers have found that they now feel more prepared, effective and connected because they have a partner to turn to for feedback, suggestions and encouragement.
• Invest in social-emotional and mental health staff to narrow the scope of special education teachers. These staff members work to reduce unnecessary special education referrals and mitigate troubles facing students regardless of their disability status. They also can help address unexpected challenges, meaning special education teachers can spend more time in general education classrooms. A tradeoff we made is to slightly increase class sizes with fewer general administrative and support staff to prioritize hiring experienced social-emotional learning and mental health professionals.

For schools eager to adopt a more inclusive instructional model, now is the time. The emergency federal funding creates unprecedented opportunities for school and system leaders to build research-backed, sustainable inclusion models that can better meet the needs of all students, including students with disabilities.

I’ve seen firsthand that inclusive, diverse classrooms can provide powerful learning opportunities for all students.

As for Ivan, he’s now in eighth grade and thriving in an inclusive, co-teaching classroom. He went from completing almost no academic work independently to completing science lab reports on his own, working in collaborative groups in his English class and declaring that he loves math. Because our school invested in and normalized differentiated supports in an inclusive setting, now Ivan and many other students are getting what they need to be successful academically, socially and emotionally.

Kimberly Berry is a special education program specialist at Caliber ChangeMakers Academy in Vallejo.

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Karina Villalona 3 years ago 3 years ago

I speak as a mom of two kids in co-teaching collaborative classes for their 4 main academic subjects, as well as a former teacher, and a school psychologist for 19 years. I agree with much of what Ms. Berry states. Co-teaching programs can be very successful for both general and special education students if all of the appropriate supports are in place (as listed by Ms. Berry). However, it is important to clarify that this … Read More

I speak as a mom of two kids in co-teaching collaborative classes for their 4 main academic subjects, as well as a former teacher, and a school psychologist for 19 years. I agree with much of what Ms. Berry states. Co-teaching programs can be very successful for both general and special education students if all of the appropriate supports are in place (as listed by Ms. Berry).

However, it is important to clarify that this model is not a panacea. Students with cognitive skills that are far below the average range have also shared how incredibly frustrating being in co-teaching classes can be for them. Even with support from the special education teacher, the pacing for some students is way too fast. In addition, depending on what the student’s specific classification is, co-teaching on its own does not allow an opportunity for remedial instruction.

My daughters are dyslexic. They participate in co-teaching with a lot of support from the special education teacher. They have one period of direct instruction in reading via an Orton-Gillingham based program and one period of Resource Room daily which allows them to work on content from the general education classes that they might need to review, break down or preview.

So, yes, co-teaching can be great for some students when the program is well managed and staffed; however, we cannot ignore the need for small group supports and remedial instruction when necessary.

Craig 3 years ago 3 years ago

Studies cited showing benefits of inclusion model typically suffer from selection bias, and there are no significant data on the effects of inclusion models on neurotypical peers. Does the author of this piece have data showing results that support her claims? Also, what do the teachers in this program have to say about it, in the first person? If this is truly working as presented it will be a game changer.

Monica Saraiya 3 years ago 3 years ago

The inclusion model is not a one size fits all one. Students with significant learning differences do not receive the services that best meet their needs in this model. As with all practices in education, inclusion must be one, but not the only way to service students who need specialized help with their learning.

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