Inclusion

 Inclusion expresses commitment to educate each child, to the maximum extent possible.
Inclusion brings the support services to the child and requires only that the child will benefit
from the being in class rather than being isolated.

Types of Inclusion
 Mainstream means the student is moved out of special education classrooms and pull-out
programs and placed in a regular education classroom.
 Partial inclusion means the student is placed in the special education classroom for a
portion of the day and in the general education classroom the other part of the day.
 Full inclusion means that all students will be in a regular classroom or program full time.
Services will be taken to the child in the regular classroom setting.

Individuals with Disabilities Education Improvement Act (IDEA)

 The act is an entitlement law that if a student meets certain criteria then the student is entitled to
certain benefits. Those benefits fall under Free Appropriate Public Education, or FAPE.
 The IDEA does not require inclusion, rather requires that children with disabilities be educated in the
least restrictive environment (LRE) to meet their needs. The placement will begin in the regular
education classroom.

IDEA Principles
1. Zero Reject/Child Find: The disability and severity will not affect the child from receiving a
free public education.
2. Nondiscriminatory Assessment: There should be a team composed of several backgrounds
that will assess the student on more than one assessment. The assessment will not be
racially or culturally biased.
3. Individualized Education Plan (IEP): Students who are assessed and eligible for services will have an
IEP. The IEP is a blueprint of services and goals needed for the student to be successful. Services
include specialized instruction, physical therapy or transportation, supplementary aids in the general
education setting, program modifications, and/or supports for school personnel. The IEP team
consists of school members, parents, other professionals, and the child.
4. Least Restrictive Environment (LRE): Students should be educated in the general education setting
as much of the school day as possible. This placement will have several benchmarks and placement
of services is determined the IEP team.
5. Procedural Due Process: The rights of children and parents are protected in the educational process.
Parents give consent for evaluation and initial placement, parents are to be fully informed of all
decisions, parents may request mediation, and have the rights to review their child’s records.
6. Parent Participation: Parents will play an active role in the process of their child receiving services.
Notifications of meetings and any decisions to be made should involve the parents.
 7. Right to Educational Achievement: All children can learn and have high expectations. Children with
disabilities will have the same standards as their non-disabled peers with assessments to be used for
growth analysis.

504 Accommodations
 Students can qualify for a 504 plan if they have physical or mental impairments that affect
or limit any of their abilities to: walk, breathe, eat, sleep, communicate, read, stand, bend, or
work.
 Accommodations include: preferential seating, extended time on tasks, reduced workload,
aids, modified textbooks, behavior support, adjusted grading or class schedules, verbal
testing, excused absences, pre-approved office visits, and therapy.
 504 plans for students is to be educated in general education classrooms along with services
or accommodations as listed above.

Modifications and Accommodations

 Students with accommodations are held to the same academic expectations as the rest of
the general education students.

 Students with modifications means the expectations are lowered for students with
modifications.

 If a student should receive accommodations or modifications, it will be listed on the

student’s Individualized Education Plan.

Special Education and Staff

General Education Administration

 Responsible for day-to-day administration and supervision of all special education programs.
 Work with parents of students referred for special education or who receive special education
services.

Special Education Administrator

 Must be knowledgeable about special education laws and policies affecting special education.
 Manages funding and budgets at the federal and state level.
 Provides support and assistance for principals and teachers; Advises administration and board of
education.

General Education Teachers

 Participate in IEP team meetings and provide valuable feedback to each child’s performance in class.
 Follow IEP and provide accommodations/modifications for the student to receive education.

Special Education Teachers

  Schedule IEP meetings, submit referrals and information for student testing, and provide support for
teachers.
 Ensure IEP goals are met and teachers are following IEP modifications/accommodations.

Support Staff

 Used as support if listed in the student IEP.

 Provide additional support for teacher as needed.

Conclusion
 Our mission: Inspiring our youth, and expecting results!
 Questions or concerns—ask!
 Follow the IEP as best you as can!
 We are working to ensure each child is receiving a free and appropriate education while
maintaining a safe learning environment for all students and staff.

Resources
Nebraska Department of Education—Special Education

https://www.education.ne.gov/sped/

IDEA Website

https://sites.ed.gov/idea/

FAPE / Section 504

https://www2.ed.gov/about/offices/list/ocr/docs/edlite-FAPE504.html?exp=1

Johnson-Brock Board Policies

http://www.johnsonbrockeagles.org/vnews/display.v/SEC/District%20Information%7CBoard%20of%20Educ
ation%3E%3EPolicies

References

Bachrach, S. J. (2016, September). 504 Education Plans. Retrieved from Kids Health:

https://kidshealth.org/en/parents/504-plans.html

Special Education Guide. (2018). Inclusion. Retrieved from Special Education Guide:
 https://www.specialeducationguide.com/pre-k-12/inclusion/

Weishaar, M. W. (2014). Inclusive Educational Administration, 3rd Ed. Long Groove, IL: Waveland

Press Inc.

Wisconsion Education Association Council. (2001). Special Education Inclusion. Retrieved from

Wisconsion Education Association Council: http://weac.org/articles/specialedinc/