Social Inclusion

Description:

While physical and academic inclusion are critical for the success of students with disabilities, each school must also focus on providing social inclusion opportunities with same-age peers. This addresses the needs of the ‘whole child’ and has a significant impact on well-being, academic achievement, and post-school success.
Practices:
  1. Regular and frequent opportunities are planned and provided for adults and youth to work together to solve problems and learn together.
  2. School staff provide high-quality opportunities for same-age students with and without intellectual disabilities to work together for the benefit of all.
  3. Physical barriers are eliminated and ensure a learning environment that is physically accessible, safe, and supportive for all.
  4. Our faculty members create opportunities for building relationships developed in classrooms and in social and after-school settings.
  5. with disabilities, including those with cognitive and emotional disabilities, have opportunities to serve in leadership roles in the school.
Phases of Implementation:
Excellence Phase
  • Students with disabilities are viewed as members of the general education classroom.
  • Formalized systems are in place and effective in promoting accepting relationships among all students.
  • Periodic evaluations document the success of the school’s efforts toward increased social opportunities and relationships for students with disabilities.
  • Teachers are skilled in enhancing student-to-student interactions.
  • All school activities include opportunities for all students.
Implementation Phase
  • Teachers are developing the skills to enhance student-to-student interactions.
  • A formal peer-tutoring program is initiated.
  • Peer interaction initiatives are initiated as appropriate (such as Circle of Friends, Peer Buddies).
  • Students with disabilities participate with nondisabled peers in planning for increased peer interactions at school.
Initiation Phase
  • Students with disabilities are viewed as members of the school community.
  • There are more “shared” versus “separate” activities for students with disabilities.
  • General education students serve in the role of peer assistant as appropriate.
  • Teachers recognize the importance of their role in creating a positive climate for increased peer interactions.
Resources: (more to come)