| Description of good practice: |
Department of Education, Pennsylvania, has shared few policies for special education teachers.This policy material is mainly targeted for the policy makers and teaching staffs.
Components of Inclusive Classrooms and Schools:
Teachers must have an awareness of the components of inclusive classrooms and schools. These components provide the building blocks necessary for creating a safe and welcoming school community where individual differences are valued and embraced. These components are: Leadership, School Climate and Structure, Student
Placement, Family and Community Involvement, Collaborative Practices, Instructional Practices, and Supplementary Aids and Services.
Leadership:
• Administrators must promote a sense of responsibility and shared ownership for the
academic, social-emotional growth of every student in the school.
• Administrators must ensure that evidence based inclusive practices are implemented
effectively.
• Administrators must ensure collaborative planning time.
School Climate and Structure:
• Educators must ensure that all students are welcome and seen as contributing and valued members of the school community.
• Collaborative relationships among staff, families and students are nurtured.
Student Placement:
• Individualized Education Program (IEP) teams first consider the general education classroom with a full range of supplementary aids and services.
• General educators expect to teach students with a full range of disabilities in their classrooms for meaningful parts of the day.
Family and Community Involvement:
Families, schools, and community agencies are collaborative partners.
Collaborative Practices:
Educators collaborate for instructional planning, to minimize curricular barriers, to provide access to the general curriculum, and to proactively problem solve.
Instructional Practices:
Educators implement evidenced-based inclusive practices through multi-level instruction, multiple methods of assessment and modified outcomes in general education classrooms, when appropriate.
Supplementary Aids and Services (SaS):
IEP teams use a systematic and individualized approach to the identification of supports and services to students with disabilities in the general education classroom. |
