Historically, mainly students with Down syndrome have
spent the majority of their school days segregated from
the general education environment. Typically they were
automatically placed in the most restrictive setting with
no consideration of the general education environment,
even though the Individuals with Disabilities Education
Act (IDEA) requires such consideration and demonstrates
a clear preference for inclusion when it states that a
school district may not place a student with disabilities
outside of a regular classroom "if educating the
child in the regular clasroom, with supplementary aids
and support services, can be achieved satisfactorily."
In recent years, however, dramatic changes have occurred.
Students with Down syndrome are now experiencing success
as members of age-appropriate general education classrooms
with appropriate supports in their neighborhood schools.
There is no standard or official definition of inclusion.
However, the National Center on Educational Restructuring
and Inclusion (NCERI) has developed the following working
definition based upon extensive study of inclusive programs
and consultation with educational leaders: "Providing
to all students, including those with significant disabilities,
equitable opportunities to receive effective educational
services, with needed supplementary aids and support
services, in age-appropriate classes in their neighborhood
schools, in order to prepare students for productive
lives as full members of society."
Implementation of "best practice" as supported
by recent research findings indicates that children
with Down syndrome benefit from education in general
education classrooms when school districts provide to
teachers, parents, and students the necessary conditions
to yield quality education. These include:
A view of special education as a collection of supports
and services delivered to children rather than as a
particular place
Access to the resources and expertise of both general
and special education
Removal of barriers, including funding, that are created
by the operation of dual systems (both general and special
education)
An attitude which reflects respect toward the student
and the family and encourages their meaningful participation
as members of the educational planning team
High expectations for all students as well as teachers
who treat each student as a uniquely important individual
IEPs which are appropriately individualized to meet
the unique needs of each student and are written and
implemented collaboratively by the planning team, which
includes parents as equal partners
Placement in the neighborhood school classroom to which
the student would be assigned if he/she did not have
a disability, with students of the same age
Access to the same academic curriculum, with or without
adaptations, as students without disabilities
Proactive use of systematic and positive behavior support
strategies
Access to assistive technology and the appropriate training
to use it
Facilitiation and support for peer relationships and
interactions using deliberate strategies
Careful planning and implementation of transitions from
grade to grade, school to school, school to work, and
school to higher education
An emphasis on staff development and training for all
educators
Facilitation of interdependence and natural support
networks in both school and community environments
Creation of a strong sense of community among students,
staff, and parents
The movement toward quality inclusive schooling is fully
consistent with current school reform and restructuring
efforts and acknowledges the broad diversity of learning
needs and styles among all students, with and without
disabilities, as well as the critical importance of
family involvement in achieving excellence in education.
Research shows that inclusive education has a positive
impact (both academic and social) on typical students
as a result of increased contact and relationships with
students with disabilities.
Many of the school reform initiatives, including those
described below, are compatible and supportive of best
practices in inclusive education:
Program philosophy which emphasizes the value of diversity,
multiculturalism, social inclusion and belonging for
everyone
Access for all students to campuses and classrooms,
including co- curricular and extra-curricular activities,
that are free from prejudice and other physical and
psychological barriers
Comprehensive, sensible and culturally competent curricula
which are effective for the full range of learners
Thorough analysis of the learning needs of all students
Broad use of unbiased and culturally sensitive assessment
procedures that enhance students' strengths and assist
in the identification of their needs
Accountability for achievement within the context of
statewide performance standards, accommodated as appropriate
for personal potential and educational experience.,
Therefore, the NDSC affirms that quality inclusive education,
as defined by the indicators delineated above, should
be a readily available and accessible option for every
student with Down syndrome.
January, 1997
Reviewed May, 2005 |
