15.2 Inclusive Education and Least Restrictive Environment

Inclusive education aims to provide equal opportunities for all students, regardless of abilities. It focuses on educating students with disabilities alongside their peers, using approaches like mainstreaming and full inclusion. The least restrictive environment principle ensures appropriate support.

Laws like IDEA mandate inclusive education, requiring schools to consider a range of placements. Resource rooms and self-contained classrooms play important roles in supporting students with disabilities. Teachers use strategies like differentiation and accommodations to meet diverse learning needs.

Inclusive Education Models

Approaches to Including Students with Disabilities in General Education

Top images from around the web for Approaches to Including Students with Disabilities in General Education

• 

  Inclusive Design Research Centre View original

  Is this image relevant?

• 

  Children with disabilities must be part of nation building | UCT News View original

  Is this image relevant?

• 

  The impact of an inclusive education intervention on learning outcomes for girls with ... View original

  Is this image relevant?

• 

  Inclusive Design Research Centre View original

  Is this image relevant?

• 

  Children with disabilities must be part of nation building | UCT News View original

  Is this image relevant?

1 of 3

Top images from around the web for Approaches to Including Students with Disabilities in General Education

• 

  Inclusive Design Research Centre View original

  Is this image relevant?

• 

  Children with disabilities must be part of nation building | UCT News View original

  Is this image relevant?

• 

  The impact of an inclusive education intervention on learning outcomes for girls with ... View original

  Is this image relevant?

• 

  Inclusive Design Research Centre View original

  Is this image relevant?

• 

  Children with disabilities must be part of nation building | UCT News View original

  Is this image relevant?

1 of 3

• Inclusive education aims to provide equal educational opportunities for all students, regardless of their abilities or disabilities, by educating students with disabilities alongside their non-disabled peers
• Mainstreaming involves placing students with disabilities in general education classrooms for part of the school day, typically for non-academic subjects or activities (art, music, physical education)
• Full inclusion places students with disabilities in general education classrooms for the entire school day, with appropriate supports and accommodations provided as needed
• Least restrictive environment (LRE) is a principle that requires students with disabilities to be educated in the general education setting to the maximum extent appropriate, with removal only when the nature or severity of the disability prevents satisfactory progress

Legal Requirements and Considerations for Inclusive Education

• The Individuals with Disabilities Education Act (IDEA) mandates that students with disabilities be educated in the least restrictive environment (LRE) appropriate to their needs
• IEP teams must consider the continuum of alternative placements, ranging from the general education classroom to more restrictive settings, when determining the appropriate LRE for a student with a disability
• Factors to consider when determining LRE include the student's individual needs, the benefits of inclusion, and the potential impact on the learning environment for all students
• Schools must provide a range of placement options and ensure that students with disabilities have access to the general education curriculum and extracurricular activities to the greatest extent possible

Inclusive Classroom Settings

Resource Rooms and Their Role in Inclusive Education

• Resource rooms are separate classrooms where students with disabilities receive specialized instruction and support for a portion of the school day
• Students in resource rooms typically spend most of their day in the general education classroom but receive targeted interventions and accommodations in the resource room setting
• Resource room teachers collaborate with general education teachers to ensure continuity of instruction and to monitor student progress
• Resource rooms can provide a quieter, more structured environment for students who need additional support or individualized instruction in specific skill areas (reading, math, social skills)

Self-Contained Classrooms and Their Place in the Continuum of Placements

• Self-contained classrooms are more restrictive settings where students with disabilities spend most or all of the school day, receiving instruction from a special education teacher
• These classrooms are typically reserved for students with more significant disabilities who require intensive, specialized instruction and support that cannot be provided in the general education setting
• Self-contained classrooms often have a lower student-to-teacher ratio and may include additional support staff (paraprofessionals, therapists) to meet the unique needs of the students
• While self-contained classrooms can provide necessary support, schools must ensure that students have opportunities to interact with non-disabled peers and participate in school-wide activities to the greatest extent possible

Inclusive Teaching Strategies

Differentiation and Universal Design for Learning in Inclusive Classrooms

• Differentiated instruction involves tailoring teaching methods, materials, and assessments to meet the diverse learning needs of all students in the classroom
• Teachers can differentiate content (what is taught), process (how it is taught), and product (how students demonstrate their learning) based on students' readiness levels, interests, and learning profiles
• Universal Design for Learning (UDL) is a framework for designing instruction that is accessible and engaging for all learners, regardless of their abilities or disabilities
• UDL principles include providing multiple means of representation (presenting information in various ways), action and expression (allowing students to demonstrate their learning in different ways), and engagement (offering choices and supports to motivate learners)

Accommodations and Modifications to Support Inclusive Education

• Accommodations are changes in how students access and demonstrate their learning, without altering the content or expectations (extended time, assistive technology, preferential seating)
• Modifications involve changes to the curriculum itself, such as reducing the complexity or amount of work required, to enable students with disabilities to participate and progress in the general education setting
• Accommodations and modifications should be individualized based on the student's specific needs and documented in their Individualized Education Program (IEP) or 504 Plan
• Examples of accommodations include using text-to-speech software, providing visual supports, or allowing breaks, while modifications might involve simplified assignments, alternate grading scales, or reduced workload