Inclusion means more than just being "in:" planning full participation of students with intellectual and other developmental disabilities in the general education classroom

When students with autism, intellectual, and multiple disabilities are included in general education classes their teachers often struggle with identifying meaningful participation opportunities. Too often students are seated in the back of the room, socially isolated from their classmates, taught p...

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Bibliographic Details
Published in:International journal of whole schooling 2012-09, Vol.8 (2), p.21
Main Authors: Jorgensen, Cheryl M, Lambert, Laurie
Format: Article
Language:English
Subjects:
Autism
Case studies
Classroom Environment
Developmental Disabilities
Disabled students
Educational aspects
Educational planning
General education
Inclusion
Instructional Development
Mainstreaming
Mainstreaming in education
Mental Retardation
Multiple Disabilities
Participation
Planning
Regular and Special Education Relationship
Special education
Student Participation
Teacher Expectations of Students
Teamwork
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Summary:When students with autism, intellectual, and multiple disabilities are included in general education classes their teachers often struggle with identifying meaningful participation opportunities. Too often students are seated in the back of the room, socially isolated from their classmates, taught primarily by a paraprofessional, and without access to the general education curriculum. This paper describes the routines-based instructional planning process of The Beyond Access Model that promotes students' full membership, participation, and learning of the general education curriculum in the general education classroom. The process is grounded in high expectations for all students and provides step by step guidance to their educational teams. Limitations of the research on the Model are presented with suggestions for future study.
ISSN:1710-2146
1710-2146