| Description of good practice: |
University of New Hampshire has suggested essential best practices in inclusive schools. This article says when students with disabilities are provided appropriate instruction and supports, they can learn grade-level general education curriculum, communicate in ways that are commensurate with their same-age peers without disabilities, have meaningful
social relationships, and graduate from high school—college and career ready.
The article might help professionals in variety of ways. For example:
1. Superintendents might use the guide for working with staff to develop their individual
professional development plans or a local school improvement plan.
2. A teacher might organize a reflective practice group to study the practices in the guide
and support one another to design and evaluate lessons that are inclusive of diverse
learners.
3. School board members might organize a study committee comprised of community
members to consider how closely their schools implement the highlighted practices.
4. Principals might assemble a task force of staff and community members to use the
guide to conduct a self-assessment of their current school practices and a multi-year
school improvement plan.
In this guide supports needed for special need students have been discussed.Whenever possible, physical, emotional, and instructional supports should be provided by the typical cadre of “experts” within natural environments--classroom teachers, librarians, classmates, office personnel, cafeteria staff, and volunteers. Aversive interventions, restraint, punishment, and seclusion should not be utilized. Special education personnels should work within the general education classroom as co teachers, team-teachers, small group instructors, or one-on-one support teachers for all students in the class. The roles and responsibilities of special education teachers, paraprofessionals, and related service providers may reflect the provision of supports and services to students to enable them to participate in and benefit from the general education curriculum, and to teachers to enable them to effectively teach heterogeneous classes.
This guide also talks about the evaluation and grading of the special need students. They have emphasized on social interaction of the special need students. Students with disabilities should participate in community-based extended learning opportunities to earn course credit alongside and in natural proportion with students without disabilities. Students with disabilities should participate in the same variety of inclusive and typical
extracurricular activities as students without disabilities. Schools should maintain anti-bullying efforts and promote respect for diversity in all aspects of curriculum, instruction, and the overall school community. |
