Framework (What’s Required):
The local educational agency (LEA) must ensure that to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled (34 CFR 300.114 (a)(2)(1) and 20 USC 1412(a)(5)(A).
The LEA must ensure that special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily (34 CFR300.114(a)(2)(1) and 20USC 1412(a)(5)(A).
The LEA must ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services (34 CFR 300.115(a).
The ARD/IEP Committee must specify the appropriate instructional arrangement/setting as set forth in 19 TAC 90.63(c).
Methods (What We Do):
What is Inclusion?
- Inclusion is a broad belief system or philosophy based on Least Restrictive Environment.
- Inclusion is a belief that all students have a right to a rigorous education in their home school with non-disabled peers.
- Inclusion is less about where students are placed, and more about how they are taught.
What are Inclusive Services?
- Instructional support services provided for diverse learners with their non-disabled peers in the least restrictive environment.
- Required supports that enable students with disabilities to receive educational services in the schools they would attend if they did not have a disability.
- Supplemental aids and services include instructional accommodations, modifications, adaptations, assistive technology, and co-teaching/in-class support facilitation services.
- Placement in the general education classroom with careful planning, preparation and identified supports.
Inclusive Service Delivery Models:
- Inclusive Service Delivery Models can vary by campus and are tailored to ensure students' IEPs are implemented to improve student achievement.
- Inclusive Service Delivery Models include supplementary aids and services, instructional accommodation/ modifications/adaptations and assistive technology, and co-teaching/in-class support facilitation services
- Inclusive Service Delivery Models must be explicitly identified in the student's IEP.