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3 Cs Inclusion Project

Introduction to Inclusive Education

Radford University | Virginia Inclusive Practices Center
Video: How Culture, Collaboration and Coaching Can Facilitate Inclusive Practices for Students with Development DisabilitiesKaren Douglas, Liz Alteri, and Darren Minarik

Inclusive Education occurs when 

  • All students are viewed from a strengths-based perspective and are seen as competent, as capable of learning.
  • All students belong as full participants in the general education setting, regardless of labels.
  • There is physical, academic and social/emotional access within the general education setting, and in combination with physical togetherness, social belonging, and high quality teaching.

Inclusive Education is not just about special education. It represents a larger vision for schools and educational services that support the academic and social/emotional/behavioral success of all students.

Benefits of Inclusion

  • Students with disabilities in inclusive settings had higher test scores in math and reading, fewer absences, and less disruptive behaviors than students in non-inclusive classes (National Center on Inclusive Education, 2011).
  • Higher attendance rates for both students with and without disabilities (Castro, 2007; Rea, McLaughlin, & Walther-Thomas, 2002).
  • Academic performance of students without disabilities in inclusive settings was better than students in non-inclusive settings (Castro, 2007).
  • Greater Social Benefit
  • More Valued Community
  • More Independent Futures

From IDEA on the Least Restrictive Environment (LRE) –

“…To the maximum extent appropriate, children with disabilities, aged two to 21, inclusive, …are educated with children without disabilities; and …removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.” (from IDEA, 8VAC20-81-130)

The Goal

Inclusive Education for ALL Students with Disabilities

  • 90% of students with IEPs should have the general education classroom as their primary placement.
  • 80% of students with IEPs should be receiving instruction in core academic content in the general education classroom with special education support through co-planning and co-teaching (Villa & Thousand, 2016).

Culture

Culture is the first C in the 3 Cs Inclusive Practices Model. It is important for teachers and administrators to promote inclusive school and classroom environments. Cultural change must occur for inclusion to be successful and long lasting.

Collaboration

Collaboration is the second C in the 3 Cs Inclusive Practices Model. Effective collaboration is needed to promote inclusion throughout a school, school division, and community. An inclusion team should begin with a school administrator, special education teacher, general education teacher, parents, and students. This team should meet regularly to develop an inclusion action plan, implement the plan, and analyze data to determine next steps.

Coaching

Coaching is the third C in the 3 Cs Inclusive Practices Model. At least two inclusion coaches should be selected per school. These individuals will share resources, help solve problems, and advocate for needed professional development. Oftentimes, a special educator and a general educator are identified as coaches but it can be anyone in the school. 

Inclusion Advocacy Resources for Parents and Self-Advocates

Below is information on how parents and self-advocates can advocate for inclusion within their school and school division.

What is advocacy?

Advocacy is the act of communicating on behalf of or in support of particular causes, interests, individuals, or groups.

Local forms of advocacy often serve as a type of grassroots community engagement. Grassroots Community Engagement is an organized form of bottom up volunteerism where everyday people contribute time and talent in a worthwhile purpose intended to improve their local community.

Questions to ask:

  • Who are you advocating for?
  • What are your advocating for?
  • Where do you advocate?

Who are you advocating for?

  • Your own child and their future
  • ALL students with disabilities
  • BIG PUSH - PreK-12 students with intellectual disabilities, autism spectrum disorder, and multiple disabilities who are in self-contained classrooms and segregated schools for more than 60% of the school day to be included with their same-age peers in general education classrooms

What are you advocating for?

  • Classroom inclusion and learning with peers
  • A division-wide commitment to inclusive education!

Where do you advocate?

  • IEP Meetings
  • Early Intervention Meetings
  • Parent-Teacher Conferences
  • Community Service Boards
  • School Board Meetings
  • Parent Teacher Association Meetings
  • School Faculty Meetings
  • Individual Meetings with School Principal
  • Local Superintendents Meetings

Advocacy Do’s and Don’ts

Do:

  • Prioritize needs 
  • Prepare before advocating
  • Know your audience and use that to your advantage
  • Build positive relationships
  • Be open to new ideas

Don’t:

  • Assume the worst
  • Complain
  • Be focused only on yourself or your child (this is self-advocacy)
  • Be confrontational
  • Be close-minded

Parents and self-advocates feel free to download, adapt, personalize, and deliver these presentations to any of the following to advocate for inclusion. Please not only advocate for yourself or your child, but advocate for all students within the school or school division. Let’s promote change to benefit ALL.

 

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