Position on Inclusive Education
Adopted April 2013, Revised October 2013
Inclusive education involves every student, regardless of the severity of a student’s disability, participating and learning in the same school and with the same classmates as if they did not have a disability. True inclusive education requires instruction, curriculum and assessments, and physical environments that are universally designed and adaptable to meet unique goals and needs of individual students. Schools and school activities present a critical opportunity for children to develop lifelong friendships, learn social skills from one another, and establish an understanding of how to accept and support one another regardless of their differences. The Louisiana Developmental Disabilities (DD) Council supports the rights of all children, including those with the most significant disabilities, to have full and equal access to curriculum, instruction, and extracurricular activities in inclusive education environments that are available to all students
Experiences during the school years set the stage not only for students with disabilities to gain the skills and relationships to be members of the community but also for all students to gain an appreciation for accepting and supporting their fellow citizens in all facets of community life. 1 2 3 Progress made in Louisiana and across the nation in increasing inclusion opportunities has been a result of children growing up understanding and accepting diversity of abilities, talents, and contributions of one another.
- Ensure all schools receiving state funding accept every student, including students with the most significant disabilities, and provide all appropriate educational services and supports to each child.
- Ensure an equitable and fair accountability structure that:
- a. offers students with disabilities Alternative Assessments Based on Grade-Level Achievement Standards (AA-GLAS) ;ensures accurate and timely reporting of student composition across schools and school systems;
- b. utilizes student composition in analysis of school and district performance measures; and,
- c. promotes inclusive practices and disallows selective admissions that disproportionately excludes students with disabilities.
- Ensure schools have adequate support and training in effective, research-based teaching strategies that result in successful inclusion and positive educational outcomes for all students, including those with the most significant disabilities.
- Ensure each student is provided appropriate supports and services based on their individualized needs.
- a. Ensure adequate and intensive early educational intervention is provided
- Ensure funding for schools:
- a. is adequate to meet the needs of every student served by that school;
- b. is monitored to ensure all funding mechanisms designated for students with disabilities align with and reflect the individualized needs of students as determined by Individualized Education Plan (IEP) teams;
- c. does not incentivize the exclusion and/or segregation of students with disabilities.
8. National Center on Educational Outcomes (2013). Alternate Assessments Based on Grade-Level Achievement Standards (AA-GLAS) Overview. Institute on Community Integration at the College of Education and Human Development, University of Minnesota. http://www.cehd.umn.edu/NCEO/TopicAreas/AlternateAssessments/aa_glas.htm
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