1. Inclusion
By: Serita Davis, Nannette
Harris, Stephanie Lambert
and Rhonda White

2. Program Purpose
• Inclusion is to educate students with disabilities in the
general education classroom, while still satisfying their
particular, individual needs.
• IDEA was reauthorized, in 1997, to include children with
disabilities in general education classrooms unless services
were not enough to assist the child.
• Inclusion assigns all students with disabilities to a general
education classroom, but there are still instances where
“pull outs” are still incorporated.
• There are schools that practice full inclusion that provide all
educational services for students with disabilities within the
general education classroom through the assistance of
specialists and therapists.

3. Qualifications Requirements
• The Education for all Handicapped Children Act of 1975
made school districts responsible for recognizing students
who might have disabilities and require special education
services.
• Parents, specialty teachers, social workers, and counselors
can all make a request for a struggling student to be
evaluated for learning disabilities.
• Appropriate testing carried out by specialist in the area of
difficulty will test the student and make a recommendation of
special services.

4. Instructional Requirements
• Inclusion teachers are educators who maintain a general
education classroom with the enrollment of at least one student
with special needs while establishing and maintaining a
community environment where each of their students is welcome
and attended to.” (Alexander, 2010)
• Responsible for making sure that all accommodations are
provided to the student according to their individualized
evaluation plan goals so that they are successful in the
classroom.
• “The inclusion teacher facilitates the learning by encouraging,
prompting, interacting, and probing with good questioning
techniques.” (Watson, 2011)
• Meets with the team members and receives support from the
special ed. chairperson with materials and resources needed to
make inclusion successful for everyone involved.

5. Teacher-Specific Regulations
• Teachers are required to determine a student’s need for
inclusion services.
• Teachers must demonstrate of course content in order to
make the correct modification for the student’s needs.
• Teachers also required implement the each student’s IEP
and provide the student with specific items of their IEP.
• An ongoing documentation of the student’s progress and
interventions will allow determining all correct incentives are
being performed to help the student.
• Effective parent-involvement plan in place to help track and
keep parents informed of the student’s goals, needs, and
modifications of student’s classroom instructions.

6. References
Alexander, D. (2010). Inclusion teacher duties and responsibilities.
Retrieved from http://www.brighthubeducation.com/special-ed-inclusion-
strategies/66259-teacher-duties-and-responsibilities
Watson, S. (2011). The inclusional classroom: promoting learning.
Retrieved from
http://specialed.about.com/od/integration/a/inclusional.htm