(p27-32) quickfind.pdfucla.eduTA FAQs (frequently asked questions): IDEA and Accommodations/Inclusion(p26-31) quickfind.pdfucla.eduTA FAQs (frequently asked questions): IDEA and Accommodations/InclusionFrom the Center's Clearinghouse ...*An introductory packet on: Least Intervention Needed: TowardAppropriate Inclusion of Students with Special NeedsThe Center for Mental Health in Schools is co-directed by Howard Adelman and Linda Taylor andoperates under the auspice of the School Mental Health Project, Dept. of Psychology, UCLA, Box 951563,Los Angeles, CA 90095-1563 (310) 825-3634 Fax: (310) 206-5895; E-mail: [email protected] reference this document as follows: Center for Mental Health in Schools at UCLA. (2007). An introductory packeton least intervention needed: toward appropriate inclusion of students with special needs. Los Angeles, CA: Author.Revised October, 2007Copies may be downloaded from: http://smhp.psych.ucla.edu/dbsimple2.asp?primary=2311&number=9999 If needed, copies may be ordered from:Center for Mental Health in SchoolsUCLA Dept. of PsychologyP.O. Box 951563Los Angeles, CA 90095-1563The Center encourages widespread sharing of all resources.Least Intervention Needed: Toward Appropriate Inclusion of Students with Special Needs “Of course, there are limits to what different people are capable of achieving, but we should make no uninformed assumptions about what these limits are.”Stevenson & Stigler, 1992 PageI. What is Inclusion?A. Toward Appropriate Inclusion of Students with Special Needs 2B. One School District’s Approach to Least Intervention Needed: 3 Information for Parents on Least Restrictive EnvironmentC. Inclusion 4II. A Quick Overview of Some Basic ResourcesA. Selected References 6B. Agencies, Organizations, and Internet Sites 13C. Some Names from Our Consultation Cadre 21D. Resource Aid: Parental Consent and Due Process 25E. Quick Find 26III. Some Model Programs for Serving All Children Well 32IV. Modules for Staff Development 35 V. An Example of an ERIC Digest: Including Students with Disabilities in General Education Classrooms 37VI. Inclusion: Some Issues 39VII. Using Existing Supports in Inclusive Classrooms & SchoolsA. Natural Support Categories and Strategies 46B. Types of Interveners 47C. Worksheet for Pupil Personnel Staff 48VIII. Beyond Placement in the Least Restrictive Environment 51I. What is Inclusion? "Inclusion is the practice of educating children who have disabilities in classes together withtheir nondisabled peers. Although the term "inclusion" does not appear in any federal law, it hasunified efforts to broaden educational opportunities under three different federal laws. Someefforts have used the language of the Individuals with Disabilities Education Act, which requiresthat children be educated in the "least restrictive environment" with whatever supplementary aidsand services are needed so that the child can benefit. Others have used the language ofregulations implementing Section 504 of the Rehabilitation Act, which gives a preference to theschool and classroom the child would otherwise attend if not disabled. The Americans withDisabilities Act has similar provisions. Recent federal court decisions in New Jersey andCalifornia have interpreted the law to mean that even children with severe disabilities must, inmost circumstances, be included in their local school classrooms with nondisabled peers.. . . whether or not one agrees with those who advocate inclusion, the practice is spreading sorapidly that practical need usually compels educators to inform themselves about what inclusionis and how it is done."Some programs are no more than nominally inclusive. For example:1) cluster-site programming, where all the children with disabilities from a wide geographic areaare brought to a single school and 'included' in that school's classes;2) traditional mainstream programming, where children with disabilities can attend classes withtheir nondisabled peers only if they can 'keep up' with their classmates' level of performance, and3) 'dumping,' where children with disabilities are simply placed in general-education classroomswithout supportive services."A truly inclusive program is one that ensures each special education student is "provided withspecially designed instruction to meet his or her unique needs. However, unlike 'traditional'special-education models, instead of sending the children to a specialized site . . . the childrenremain in the schools and classes they would otherwise attend, and the services are brought tothem. "From J. R. Rogers' ( 1994) Introduction to Inclusion: Moving Beyond Our Fears. One of the HotTopics Series published bv Phi Delta Kappa's Center for Evaluation, Development, and Research.12A. Least Intervention Needed: Toward Appropriate Inclusion of Students with Special NeedsSociety defines what is exceptional or deviant, and appropriate treatments are designed quite as much to protect society as they are to help the child.... “To take care of them” can and should be read with two meanings: to give children help and to exclude them from the community. Nicholas Hobbs, 1975Appropriate inclusion of students with special needs begins with ensuring thatonly those who cannot be helped effectively in the mainstream are referred tospecial placements.When data indicate that a person is not making appropriate progress, whatever thecause, the tendency is to consider use of special services and placements. Such adecision often includes the profound move of transferring an individual out of amainstream setting into a special environment.The decision usually is based on whether the person's problem is viewed as mild tomoderate or severe and pervasive, and whether it is related to learning, behavior,emotional, or physical functioning. Persons with severe and pervasive problemsoften