FW: Principles of Good Practice for Inclusion from Pasco County School's own handbook, great reference

[Guest guest]

Kim Hammons wrote: 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"