Principles of Good Practice for Inclusion

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From:

AutismRecoveryNetwork

[mailto:AutismRecoveryNetwork ] On Behalf Of Kim Hammons

Sent: Monday, August 25, 2008 1:56 PM

To: IPUT4-TampaAutism ;

IPUT4UniversalEducationandAdvocacy ;

partners-n-policymaking2006 ; FL-Ed-Advocacy ;

AutismRecoveryNetwork ; Autism-Florida

Subject: [AutismRecoveryNetwork] Principles of Good Practice for

Inclusion from Pasco County School's own handbook, great reference

Principles of Good Practice for Inclusionhttp://ese.pasco.k12.fl.us/Pages/Parent/ParentHandbook/PrincipleOfInclusion.html

Vision - Inclusive schools need to

create and maintain a vision statement and living philosophy that all

children belong and can learn in the mainstream in school as reflective of

the " real world " in which they will live and work. That diversity

strengthens the class and provides all of its members with enriched

learning opportunities.

Leadership - The administration plays

an active and supportive role in the development and implementation of

inclusive practices and strategies involving all the staff in the planning

and implementation.

High Standards -

All students in the inclusive school work toward

the same educational outcomes based on high standards. What will differ is

the level at which these outcomes will be achieved, the degree of emphasis

placed on them, and the content and manner in which these outcomes are

achieved. Strategies and modifications for pursuing excellence without

sacrificing equity are pursued.

Sense of Community - Everyone belongs

and is accepted and supported by his or her peers and other school

community members while educational needs are being met. This sense of mutual respect and pride in accomplishments is

shared by students and staff.

Array of Services - An array of

services is provided within the inclusive school

that are coordinated across and among educational and community agency

personnel.

Flexible Learning Environment

to Meet Student Needs - Flexible groupings, authentic and

meaningful learning experiences, and developmentally appropriate curricula

to all students are utilized.

Research-Based Strategies - Strategies

based on current research are implemented such as cooperative

learning, curriculum adaptation, peer mediated learning approaches, direct instruction, social

skills training, mastery learning, etc.

Collaboration

and ation - Strategies are implemented such as peer

tutoring, buddy systems, circles of friends,

cooperative learning, and other ways of connecting students in natural,

ongoing, and supportive relationships.

Changing Roles

and Responsibilities - Transformations within inclusive schools

will result in changing roles and responsibilities. Teachers will become

facilitators of learning, and building-based problem-solving teams will

work together to solve individual student problems.

New Forms of Accountability

- New forms of assessment are developed within inclusive schools to assess

on-going student progress toward identified educational goals.

Access - Technology and necessary

physical modifications are made to assure full access and participation of

all students, including flexible learning areas

and the elimination of " ESE wings " .

Partnerships with Parents - Parents are

embraced as equal partners and are involved in the planning and

implementation of inclusive school strategies.

Vision - Inclusive schools need to create

and maintain a vision statement and living philosophy that all children

belong and can learn in the mainstream in school as reflective of the

" real world " in which they will live and work. That diversity strengthens

the class and provides all of its members with enriched learning

opportunities.

Leadership - The administration plays an

active and supportive role in the development and implementation of inclusive

practices and strategies involving all the staff in the planning and

implementation.

High Standards - All

students in the inclusive school work toward

the same educational outcomes based on high standards. What will differ is

the level at which these outcomes will be achieved, the degree of emphasis

placed on them, and the content and manner in which these outcomes are achieved.

Strategies and modifications for pursuing excellence without sacrificing

equity are pursued.

Sense of Community - Everyone belongs and

is accepted and supported by his or her peers and other school community

members while educational needs are being met. This sense of mutual respect and pride in accomplishments is shared

by students and staff.

Array of Services - An array of services

is provided within the inclusive school that

are coordinated across and among educational and community agency personnel.

Flexible Learning Environment

to Meet Student Needs - Flexible groupings, authentic and meaningful

learning experiences, and developmentally appropriate curricula to all

students are utilized.

Research-Based Strategies - Strategies

based on current research are implemented such as cooperative

learning, curriculum adaptation, peer mediated learning approaches, direct instruction, social

skills training, mastery learning, etc.

Collaboration

and ation - Strategies are implemented such as peer tutoring, buddy systems, circles of friends, cooperative

learning, and other ways of connecting students in natural, ongoing, and

supportive relationships.

Changing Roles

and Responsibilities - Transformations within inclusive schools

will result in changing roles and responsibilities. Teachers will become

facilitators of learning, and building-based problem-solving teams will work

together to solve individual student problems.

New Forms of Accountability

- New forms of assessment are developed within inclusive schools to assess

on-going student progress toward identified educational goals.

Access - Technology and necessary

physical modifications are made to assure full access and participation of

all students, including flexible learning areas

and the elimination of " ESE wings " .

Partnerships with Parents - Parents are

embraced as equal partners and are involved in the planning and

implementation of inclusive school strategies.

Kim Hammons

IPUT Informed Parents United Together

Tampa, Florida

www.iput.org

www.yahoogroups.com Keyword: " IPUT "