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General Inclusive Education Questions

What are some quick resources I can provide to people on inclusion?

What are the benefits of inclusion — why should it be done? Won’t students with disabilities hinder the learning of others?

Evidence suggests that students with disabilities in the general education classroom benefit from increased peer relationships.  In addition to forming new and meaningful friendships, they also often gain peer role models who help them develop social and behavioral skills. Academically, fully included students experience increased engagement and more consistent achievement of IEP goals.

Students without disabilities who are taught in inclusive classrooms experience similar social benefits. Additionally, these students often exhibit increased awareness, acceptance and respect for individual differences and diversity.  Students without disabilities in inclusive settings often demonstrate increased academic achievement that may arise from opportunities to model and demonstrate academic concepts for their peers. All students gain greater access to a wide variety of curricular and instructional resources.

See the following links and briefs for more information:

What does inclusion look like for secondary/transition age students with disabilities?

In middle and high school, all students can be included with a typical schedule and opportunity for extracurricular participation. For students taking the alternate assessment, there may be more freedom to choose classes that are aligned with a student’s interests and talents.

In addition, schools will plan for each student’s transition to an inclusive life after school. According to the U.S. Department of Education’s 2017 guide, transition planning involves, “…a coordinated set of activities for a student with a disability within an outcome-oriented process. This process promotes movement from school to post-school activities, such as postsecondary education, and includes vocational training, and competitive integrated employment. Active student involvement, family engagement, and cooperative implementation of transition activities, as well as coordination and collaboration between the VR agency, the SEA, and the LEAs are essential…”

See the following links and briefs for more information:

How can you help students transition to receiving inclusive educational services? 

There is not a “one size fits all” approach to student planning, especially when a student is going to be included for the first time. Some teams will want to have the educators currently teaching the student (“sending” staff) to meet with the educators who will teach the student in the coming year (“receiving” staff). If a student has intensive and complex support needs, there are tools that will be helpful. See:

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