Setting a Framework of Inclusive Support for Students With Disabilities

Setting a Framework of Inclusive Support for Students With Disabilities

Johnny R. O'Connor Jr. (Lamar University, USA)
Copyright: © 2019 |Pages: 18
DOI: 10.4018/978-1-5225-5727-2.ch001

Abstract

The purpose of this chapter is to provide guidance to parents, teachers, and school administrators, as it relates to the various elements and considerations to implementing inclusion programming in schools. The author introduces the implementation of inclusion in terms of a multidimensional framework needed to support the inclusion of students with disabilities (SWD) in general education classroom settings. Inclusive settings allow access to the general education curriculum, ensuring compliance with federal law, and enhanced academic and social opportunities for students with disabilities. A discussion of key stakeholders in inclusion, as well as preparation, implementation, and sustainability of inclusion efforts are also reviewed.
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Building Inclusive Frameworks To Support Students With Disabilities

Many leaders have embraced the concept of inclusion in education. However, several leaders continue to struggle with the idea that students with disabilities can benefit from a general education environment, while others find it difficult to pinpoint a proper design and balance to accommodate the varied educational needs. Having a better understanding of the basic framework of inclusion assists in building the capacity and competency needed to effectively implement and guide the development of a quality instructional design. This includes being cognizant of all stakeholders involved, as well as their role, perceptions, and apprehensions when preparing to lead in this environment.

Key Terms in this Chapter

Inclusive Framework: Framework that assists leaders in better understanding the basics inclusion and assists in building the capacity and competency needed to effectively implement and guide the development of a quality instructional design.

Individual Education Plan Meeting: Meeting where a committee of stakeholders intently discusses the specific programmatic needs of a student.

Students with Disabilities: A student with a disability is defined as a student with an emotional, intellectual, or physical disabling condition, which requires assistance to access the educational environment.

Inclusion: Inclusion offers students with disabilities the opportunity to participate in general education curricula, along with their non-disabled peers.

Least Restrictive Environment: An educational environment in which a student can access academic programming with the least amount of support.

Organizational Development: A well planned approach to managing and coordinating human resources, processes, and systems within an organization, to ensure efficiency and productivity.

Non-Disabled Peers: A non-disabled peer is a student without an emotional, intellectual, or physical disabling condition, which requires assistance to access the educational environment.

Special Education: Education program that manages and provides a continuum of services to students with disabilities.

Inclusive Mindset: An inclusive mindset is a collaborative way of thinking that operates under the premise that all stakeholders are a part of the school community.

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