Supported Inclusion

he last two decades in the field of special education, there has been a movement toward
including duals with a variety of disabilities in regular tion classrooms. “The IDEA requires states to
ish procedures assuring that students with dis are educated to the maximum extent appro with
students without disabilities” (Osborne & tia, 1994,‘p. 6).

me professionals in special education state that children, regardless of disability. should be edu in
the mainstream of public school classes back & Stainback, 1990. p. 6). Other profession-pose that
full inclusion should be viewed as one native with select students with autism, when priate"
(Simpson &Sasso, 1992, p. 10). Simpson asso go on to insist that “full inclusion be subl to empirical
verifications and that data become asis for making decisions about which children outh with
autism should be integrated full-time their nondisabled peers in general education ooms (p. 10).
We agree with this perspective. I planning for your child‘s educational program, .may encounter a
variety of terms. including streaming, total inclusion, and integration. Profesls, advocates, and
parents vary greatly on their terminology, philosophical orientations, and edonal practices. We
encourage you to aggressively out more information on this and all topics re to autism and your
child’s education. As a parrou need to be well-informed about your childs s and strengths as well
as the scientific research termining what setting and services best meet child's individual needs.

or the purpose of this chapter. supported inclu is defined as the actof sending a student with m or
pervasive developmental disorder (PDD) a regular education program accompanied by an or
instructor trained in the principles of Applied vior Analysis. The Alpine Learning Group (ALG) mall
private school for children with autism/PDD provides instruction based on behavioral princi We
have developed a supported inclusion model in in which children with autism who meet certain
behavioral criteria are placed in education settings with typically developing, age matched peers.
A trained aide accompanies the student to the setting to help the child participate fully in all
classroom activities. A number of objective measures are used to evaluate student performance.
This chapter reviews this model, which has been systematically implemented at the Alpine
Learning Group.

As you read this chapter, you will review criteria for participation in a supported inclusion
program. If you decide to pursue an inclusion program for your child, this chapter will guide you
through the systematic planning, implementation, and evaluation of such a program. The authors
strongly recommend consultation from an experienced professional in Applied Behavior Analysis
and educational programming throughout this process. We realize that not all parents have ready
access to such professional help at the current time. With or without the guidance of a consultant,
this chapter provides an overview of relevant issues and techniques to assist you in placing your
child in an inclusion setting.

WHY CONSIDER SUPPORTED INCLUSION?

The decision to try supported inclusion for a child with autism should include parents, regular
education personnel, special education personnel, behavioral/educational consultants, and
school administrators. Determining the appropriateness of supported inclusion for a given child
should include careful consideration of the objectives to be accomplished, which might include
the following:

1. To generalize social skills learned in a structured, oneto-one teaching situation to a setting with
typically-developing, age-matched peers .

2. To learn new social sidiis

3. To generalize academic skills learned in a structured (onetoone) teaching situation to a group

instruction setting with typically developing, age matched peers.

4. To learn new academic skills.

5. To gradually and systematically increase the students time in the regular education setting in
preparation for a lull transition. The time should be increased contingent on the childs
achievement of targeted objectives, and support personnel are gradually laded until the chiiis
included or the full school day.