Supporting Diverse Learning Needs
CREATING INCLUSIVE EDUCATIONAL ENVIRONMENTS
Understanding Inclusion for Students with Autism....
Inclusion is the practice of educating students with disabilities alongside their typically developing peers in general education (GE) classrooms. The goal is to provide access to the general curriculum and promote social interactions while ensuring that students with disabilities receive appropriate support.
What is Inclusion
Inclusion is defined as integrating students with disabilities into mainstream classrooms to the maximum extent possible, while still providing the necessary supports and services. True inclusion goes beyond just placing a student in a general education setting with an aide. It involves modifying the curriculum, adjusting teaching methods, and ensuring that each student can participate meaningfully.
How is Inclusion Defined
LRE is a key principle of the Individuals with Disabilities Education Act (IDEA). It requires that students with disabilities be educated in a setting that is as close to the general education environment as possible, while still meeting their individual needs. The LRE is not the same for every student; it’s determined by the student’s unique needs and can range from full inclusion in the general education classroom to specialized settings like CBAP
What is the LRE (Least Restrictive Environment)
While IDEA mandates that education be individualized for each student, full inclusion may not always be the best or most effective approach for every student. Simply placing a child in a general education setting does not guarantee learning. Some students benefit more from specialized environments where the curriculum, methodology, and teaching strategies are tailored to their specific needs (such as in CBAP, LLD, or RR).
The Challenge:
Individualization vs. Inclusion
Utilizing visual aids can greatly enhance learning experiences for students with autism.
Supportive environments foster student engagement
Individualization vs. Inclusion
How do we balance both?
Not all students need to be fully included in the general education (GE) classroom 100% of the time. By adopting flexible inclusion models, schools can provide varying levels of inclusion based on individual student needs.
Students spend part of day in GE classroom and part of day in specialized setting.
Partial Inclusion
Push-In/Pull-Out Services
Individualization vs. Inclusion
How do we balance both?
Individualized Supports and Services
How are these decisions made?
They are made annually by the IEP team
The team reviews - evaluations and progress from the previous year
Decision are made regarding the goals, instruction, related services
Goal: To ensure the child makes progress academically and socially
Program | Students Classified as Autism |
RR/ICS | 16 |
LLD/BD | 30 |
CBAP K-12 | 70 |
CBAP PreK | 18 |
*More students in self-contained classes because families move here for the program.
*We do have students with autism that have a 504.
# Students Classified Autism within each Special Education Program