1. Inclusive Education
When every child is welcomed and valued regardless of ability
or disability.

2. Inclusion concerns us all; how do we ensure
that all children and young people reach
their full potential ?
How does your school promote Inclusive
Practice?
How can the RTLB service support Inclusive
Practice within your school?

4. What is inclusive
education?
• Educational inclusion is about creating a secure,
accepting, collaborating and stimulating school in
which everyone is valued, as the foundation for the
highest achievement for all pupils.
In an inclusive school:
• the inclusive ethos permeates all school policies so
that they increase learning and participation for all
pupils
• school practices reflect the inclusive ethos and
policies of the school.
(adapted from Index for Inclusion, CSIE)

5. Inclusive Education is
an Attitude
• It means the doors to schools,
classrooms and school activities are
open to every child and they are
afforded every opportunity to be
included with their non-disabled
peers.

6. …individualized supports that
give kids with disabilities the
extra help they need to learn
from general curriculum.
Inclusion IS. . .
Students can’t learn general
curriculum unless they are in the room
where it is being taught.

7. It’s not about the
place!!!
• All students must have access to
general curriculum.
• This is true no matter what class
they are in.
• Even students in the most
segregated classes MUST have
access to the general curriculum
for their age and grade.

8. Inclusive education IS
not:
• Dumping kids with disabilities into
general classrooms without the
supports and services they need to be
successful.
• Cutting back special education services
as a “trade off” for being in the
general education classroom.
• Sacrificing the education of kids
without disabilities so kids with
disabilities can be included.

9. Why Inclusion?
Inclusive experiences give children
with disabilities:
• a sense of belonging,
• supportive positive social
relationships and friendships, and
• the ability to promote development
and learning so they can reach their
full potential.

10. What is Inclusion?
ACCESS
LEARNING
OBJECTIVES
TEACHING
STYLES
Setting suitable
learning challenges
Overcoming
potential
barriers to
learning
Responding to
pupils’ diverse
needs

11. Inclusion is Tied to
the General Curriculum
• There must be a connection between the
general curriculum objectives and the
student’s IEP goals and objectives.
• The Team surrounding the student must
decide what the student will learn about
each subject the class is studying.
• The Team must decide which and how
many general curriculum objectives are to
be taught.
• The Team must also make general
curriculum objectives functional and
meaningful for this student.

12. Is pull out best?
“Pull out” means removing the student from class for a
small group of 1-to-1 instruction.
Ask:
Why can’t the skill be taught in the general
classroom?
Are there ways to change it so it could be taught
there?
While the student is in pull out, s/he misses what is
going on in the general classroom.
Think about:
How do you help the student catch up on what s/he
missed?
How will skills learned in pull out time help
the student spend MORE time in the general
classroom?

13. Do they need an extra
appendage?
• Is having an adult with them all day making the
student MORE dependent?
• Does the educational assistant take away the
student’s need to communicate and make choices?
• Does having an educational assistant there make
peers less likely to interact with the student?
• Is the student ever alone with peers?
• Is the student at least arm’s length away from the
educational assistant when possible?
• Would the student be better off having help from
several different people rather than always the
same assistant?

14. What is the Least
Restrictive Environment?
• To the maximum extent appropriate, children with
disabilities are educated with typical peers.
• Separate schooling only when nature and severity of
disability prevents satisfactory education in regular
education (with use of supplementary aids and
services).
• Starts with the assumption the student will be in the
general classroom, with supports as needed.
• If that won’t work full time, pull the child out of the
general classroom for part of the day for therapies or
resources. This should be done as seldom as possible.
• Only if all other options fail should the child be
separated from the general classroom.

15. How can you foster
good inclusive practices?
Be flexible
Be collaborative
Be prepared to problem solve
Be a planner
Be aware of the language used when
describing students
Be aware of how you spend your time
Be prepared to play a key role in beginning
and maintaining an inclusive focus

16. Schools
What can be done/is being done with the
individuals in the school you work in to
promote an inclusive culture you value?