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Is It an Inclusive School?
Real inclusion means more than your child simply being physically present in a regular classroom.
BELONGING
Does the student:
- Ride the same bus as classmates?
- Appear in the class photo?
- Go on field trips?
- Have a cubby, coat hook, or locker in the same area as other students?
- Receive a report card?
- Attend assemblies and sports events?
- Have recess with classmates and access to playground equipment?
- Participate in classroom jobs?
- Have friends, not just “helpers”?
- Have the respect of teachers? Is the student spoken to in the same tone of voice used for same-age peers.
- Not talked about in their presence as if they weren’t there? Not talked about in front of other students?
- Have lunch with peers?
- Participate in school expos, fairs, field days?
- Have clothing, school supplies and accessories that are age appropriate?
- Have confidentiality of records? (Goals, checklist, data systems, etc. not posted in view of others?)
- Participate in the same classroom incentive programs as peers?
- Have the same level of privacy as other students (for example, when using bathroom facilities)?
ACCESS TO QUALITY EDUCATION
Does the student:
- Begin and end activities on the same time schedule as classmates?
- Have only as much adult intervention and assistance as necessary?
- Get called on in class?
- Have access to the entire school?
- Attend school on the same school calendar and for the same hours as peers?
- Have a desk, work area, and materials comparable to classmates?
- Have access to academic instruction, not just socialization opportunities?
- Attend a classroom that uses appropriate methods of teaching for heterogeneous groups?
- Have an individualized educational program that reflects high expectations on the part of teachers and parents?
- Have supportive services (OT, PT, Speech) infused into the regular education curriculum whenever possible?
- Have sufficient supports to succeed in a regular education setting?
- Attend a classroom where the prevalence of children with disabilities doesn’t exceed that which would naturally be found in the population?
- Participate in assessments and testing with appropriate accommodations?
- Belong to after school clubs?
- Have the necessary support and technology to communicate with peers and adults?
- Receive homework assignments comparable to classmates?
Source: This checklist has been reprinted from The United Arc of Franklin and Hampshire Counties, Family Support Update newsletter (September 2000, Volume 2, Issue 3).
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