The document discusses Winter Springs High School's position on inclusion. It states that inclusion provides academic and social benefits for students with disabilities based on research. It also notes inclusion benefits students without disabilities. The document outlines supports that will be provided to teachers and students, such as consultation, co-teaching, and a learning strategies class. It emphasizes the goal of giving all students the opportunity to earn a standard diploma while maintaining academic standards for all.

1. Winter Springs High
School’s Position on
Inclusion

2. What does the law say?
 The Least Restrictive Environment (LRE) is
defined as the educational setting where a
child with disabilities can receive a
free appropriate public education (FAPE)
designed to meet his or her education needs
while being educated with peers without
disabilities in the regular educational
environment to the maximum extent
appropriate.

3. What does the research say
about inclusion?
The benefits of learning in the LRE for
children with special needs are:
 improved academic achievement,
 increased motivation and self-esteem,
 enhanced communication and socialization
skills.

4.  In general education classrooms including
students with mild disabilities, research
demonstrates that the academic success of
students without disabilities is actually
increased.

5. “Empirical research shows that not only are all students
making strong academic gains, but literature clearly
documents social, interpersonal and personal gains. An
inclusive setting not only does not detract from the usual
educational program, but enriches the educational
environment for all children.”
Susan Etschedit
Professor of Special Education, University of Northern
Illinois

6. Inclusion provides non-disabled students
• Access to additional supports and
accommodations for struggling learners.
• A chance to experience the diversity of society
• An opportunity to develop respect for others who
are different
• An opportunity through reciprocal teaching and
cooperative learning to increase their abilities.

7. Studies Finding Negative
Outcomes to Inclusion
 Upon examination, the relatively few studies
that found poor results for students in
inclusion classrooms mostly involved
students placed in general education
classrooms without proper supports or
special education services.

8. “Inclusion without resources, without support,
without teacher preparation time, without
commitment, without a vision statement, without
restructuring, without staff development, won’t
work!”
Mara Sapan Shevin

9. What do we need in order to make
inclusion work at a public school?
• Administrative support
• To evaluate students’ needs on an individual basis
• To work together as a team
• To eliminate the divide between ESE and General
Education
• Community support
• A learning environment where students treat each
other equally
• Teacher efficacy- the belief that we can address
the diversity of our classrooms and create positive
academic change in all our students

10. The Role Administrators Play in Inclusive
Education
• Provide in-service training for teacher-identified
needs
• Offer incentives for teachers
• Build time into teachers’ schedule to problem
solve together
• Allocate resources

11. What is our goal?
 Every student should be given a fair opportunity to earn
a standard diploma in the general education setting.
 If any student has difficulty, documentation of
accommodations and intervention must be kept. (RTI)
 Additional levels of support can be added as needed:
consultation, support facilitation, co-taught, Learning
Strategies.
 Recognize that it is easier to move a student into a self
contained class than it is to move a student from a self
contained class into the general education curriculum.

12. What supports will be offered to
teachers and students at our school?
 Consultation- weekly/monthly contact with
ESE teacher to discuss progress and needed
accommodations
 Support Facilitation- General Ed teacher
team teaches with an ESE teacher 2-3 times
a week on a scheduled basis

13. Supports Continued…
 Learning Strategies- Intensive daily class that
uses a research validated curriculum to teach
students how to learn and how to effectively
use what has been learned. This curriculum
was designed and research validated at the
Center for Research on Learning. It was
originally intended for SLD students, but is
now used for a variety of at risk students with
and without disabilities.

14. Supports continued…
 Co-taught classes-A general ed. and ESE
teacher partner to team teach on a daily
basis. Common planning will be provided
 Self contained content classes- these classes
are reserved for students with the most
significant disabilities. These classes are
geared for those students that will earn a
special diploma. Per state and federal law,
less than 1 % of our population will fall into
this category.

15. How will the content of what we teach be
affected by the ESE students in our class?
 The students that are placed in regular
classes are earning a standard diploma and
are held to the same standards as their non-
disabled peers.
 How the standards are delivered may be
changed in order to ensure that everyone has
equitable access to the content of the class.

16. Accommodations vs.
Modifications
Accommodations
* are practices and
procedures in the areas
of presentation,
response, setting and
timing/scheduling that
provide equitable
access during
instruction and
assessments
Modifications
*are practices that lower,
or reduce learning
expectations

17. How can the standards be
maintained for all students in
inclusive classrooms?
 SIM Content Enhancements are teaching
and planning routines designed by general
education teachers for general education
classes. These devices maintain the integrity
of content while addressing the challenges of
a diverse classroom. These devices are
research validated.