Evidence Based Inclusion
What is inclusion?
 Refers to the total integration of a student with disabilities into the regular education
program with special support.
 Inclusion means more than only physical placement of children with disabilities in the
same classroom, but rather it means that children with disabilities would become a
part of larger social, community, and societal systems
 Inclusion is not only for those with a disability
o Children with normal development as well as those with disabilities both
benefit from inclusive settings.
o It supports students whose first language is not English
i. Bilingual classes is apart of the inclusion process
Why is it important? What evidence supports this practice?
 According to the National Center for Education Restructuring and Inclusion (1995),
“Students with disabilities in inclusive classrooms show academic gains in a number
of areas, including improved performance on standardized tests, mastery of IEP goals,
grades, on-task behavior and motivation to learn”.
 The types of instructional strategies found in inclusive classrooms, including peer
tutoring, cooperative learning groups, and differentiated instruction, have been shown
to be beneficial to all learners.
o For example, Slavin, Madden, & Leavy (1984) found that math scores for
students with and without disabilities increased by nearly half a grade level as
a result of working in cooperative learning groups
 In their analysis of the costs of preschool inclusion, Odom, Hanson, and colleagues
(2001) found that in most cases inclusive programs were equal to or less expensive
than self-contained special education placements.
What are the major legislative and judicial provisions of law underlying the least
restrictive environment requirement?
 “Federal law provides that each local school district 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 not
disabled, and 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”.
 Least Restrictive Environment (LRE) is to include a child with a disability in a
classroom environment of non-disabled children that is the most appropriate for him.
 Least restrictive Environment takes various forms
o Mainstreaming: placing students with disabilities into general education
classrooms so they receive their education with nondisabled peers, even if
they receive added resource services from a special educator.
o Integration: includes mainstreaming into regular classes and access to,
inclusion, and participation in the activities of the total school environment.
Integration combines placement with ongoing structured and non-structured
opportunities to interact with nondisabled, age-appropriate peers.
o Full inclusion: In full inclusion, the student’s primary placement is in the
regular education class. The student has no additional assignment to any
special class for students with disabilities.
 Accessible References
Videos
 Including Samuel, chronicles the Habib family’s efforts to include Samuel
(diagnosed with cerebral palsy,) in every facet of their lives. The film honestly
portrays his family’s hopes and struggles as well as the experiences of four other
individuals with disabilities and their families.
https://www.youtube.com/watch?v=92zvN0tmFKY&feature=youtu.be&hd=1
Readings
 Inclusion of Children With Disabilities or Other Special Needs Healthy Children,
Strong Families, Caring Communities by Child Action Inc.
 The Exceptional Child: Inclusion in Early Childhood Education by Eileen Allen
and Glynnis Cowdery
National Center for Education Statistics
What is the role of an ECE Lead Teacher?
 To ensure a partnership in learning with your students, parents, and other
professionals
 Listen to the child, and be objective rather than subjective
 Work in the best interest of the child and what their needs are.
Credentials And Contact Information
Miss Sway-Anne Rowe
Early Childhood Educator, Lead Teacher Pre-Kindergarten
M.A. Birth- 2nd Early Childhood Special Education: Hunter College
Email: tt24@schools.nyc.gov
Phone: 212- 566-1234