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Inclusion Terminology can be difficult to understand. The following
definitions may be helpful when trying to integrate your child fully into
your school and community:
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Inclusion recognizes every individual’s right to be treated equally
and to be accorded the same services and opportunities as everyone else. In
a school setting, full inclusion involves educating all children in regular
classrooms all of the time, regardless of the degree or severity of a
disability.
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Mainstreaming is an older term which may imply a more gradual,
partial, or part-time process (e.g., a student who is mainstreamed may
attend separate classes within a regular school, or may participate in
regular gym and lunch programs only).
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Integrating is often used synonymously with mainstreaming to
encompass efforts to move students from segregated class into the
mainstream. However, it is sometimes used to represent the ultimate
objective of inclusion.
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IEP is an Individualized Education Program which is required by the
Individuals with Disabilities Education Act, is a plan for an education
program specific to an individual. This plan is developed collaboratively by
the school and the parents. The regulations require meetings between school
personnel, parents, and other individuals as well as written documents.
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IFSP is an Individualized Family Service Plan which is also required
by IDEA, is a written plan for infants and toddlers from birth to three
years old who receive early intervention services. The regulations requires
that children receive early intervention services in “natural” environments
(settings which are natural and normal for the child’s age peers who do not
have disabilities) to the maximum extent possible. Like the IEP, the IFSP
must be written with the family’s involvement and approval.
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Least Restrictive Environment (LRE) is an essential principle of IDEA
which states that “to the maximum extent appropriate, children with
disabilities, including children in public or private institutions or other
care facilities, are educated with children who are nondisabled.” The law
requires that the least restrictive environment be determined on an
individual basis and be based on the child’s IEP. The LRE is the legal basis
for inclusive programs.
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Procedural Safeguards/Due Process are provided in IDEA to ensure fair
procedures in the identification, evaluation, and placement of children with
disabilities. For example, the law requires that parents receive written
notice if a change is proposed in the child’s placement. If conflicts arise
between parents and schools, either party may request a due process hearing
with the right to be represented by others, to have a written record, and to
enter an appeal.
Reprinted from “Inclusion
& Parent Advocacy: A Resource Guide”
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School systems are responsible for assuring that transition planning becomes
a component of the IEP beginning at age 14; however, it may be necessary to
start transition planning much earlier in order to allow the student to
achieve meaningful post-school outcomes. (From the Georgia Department of
Education's Transition Manual) Read more about the topic in the
Roadmap
Transition section. |
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