T he practice of including students with disabilities in general education classrooms has been gaining momentum for more than 15 years (Andrews, et al., 2000; U.S. Department of Education [USDE], 2000;Will, 1986). During this time, many complex philosophical, legal, and educational issues have been raised for schools, courts, and society as a whole. Lack of satisfactory academic performance by students with disabilities, combined with growing demands for social equity and civil rights, increas-ing identification of students requiring services, and ballooning costs of special education, prompted a radical reconsideration of the special education delivery system of the mid-1980s (Kavale & Forness, 2000Will, 1986). Since that time, increasing numbers of students with disabilities have been educated within the context of general education (McLeskey, Henry, & Axelrod, 1999; USDE, 2000).Two major issues have surfaced: the efficacy of the continuum model and the use of inclusive education to address shortcomings of the contin-203
Today many special education services are provided in general education classrooms. various support models are designed to make classrooms more inclusive and more appropriate learning environments for students with disabilities and others who are at risk for school failure. supporters contend that better collaboration and service coordination in mainstream settings will enable many students with disabilities to achieve greater academic and social success. one support model used in many inclusive classrooms is cooperative teaching or “co-teaching.” this article explores fundamental planning issues that need to be addressed by school systems to facilitate effective co-teaching models.
This article describes the rationale and strategies for establishing community support and a sense of belonging for diverse students in inclusive settings. Techniques for creating community, friendship activities, peer supports, and disability awareness are discussed in the context of providing a network of supports to meet a variety of needs. This student support network includes schoolwide, academic, social/emotional, student-to-student, and community-school supports and is designed to provide opportunities for all students to contribute as well as to receive support needed for success in inclusive programs.
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