Inclusion in District 75 is a method of providing special education services in the least restrictive environment and is defined as follows:
Not Mainstreaming
Inclusion is not mainstreaming as inclusion involves
By contrast, in mainstreaming, the special education student's level of achievement should be comparable to the functional level of the mainstream class to which he or she is assigned and the student’s primary membership is in special education.
Not Integration
Inclusion is not Integration, in which the special education student continues to have primary membership in his or her special education class and attends general education classes in numbers that do not reflect natural demographic proportions in the community. Often, integration is a precursor to inclusive programming.
Not Collaborative Team Teaching
Inclusion is different from the Collaborative Team Teaching model, in which students with disabilities participate in classrooms taught by a full-time general education teacher and a full-time special education teacher. Up to 40% of the class can be comprised of students with IEPs and 60% of the class is comprised of students without IEPs.
Inclusion may be, but is not necessarily, a path to decertification or recertification in that the special education student may continue to need and to receive supports. The student's classification remains the same; only the location and method of delivery of special education services changes.
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